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Beijing Academy of Artificial Intelligence 853

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You are here: CIS HOME > TOPICS [Previous Topic] [Return to Overview] [Next Topic] (4) Technological Determinism and Social Choice The aim of this section of the course is to explore in greater depth the controversy as to how far technology does, or does not, condition social change. A useful starting point for these discussions would be: Engagement with media: Shaping and Being Shaped Which outlines the various different views on exactly what constitutes technological determinism and argues that the media through which we view the world media give shape to our experience of it. Technological or Media Determinism Which develops the theme of the theme of the above paper in greater detail and provides a list of references and related reading as well as some web links. For a discussion of the way in which computer based technology 'impacts' on an organization, you might also like to look at the following papers: Computer Based Information Systems and Managers' Work Which provides some examples of how both technology and the decisions made by managers can be seen as shaping the way that computer based technology is used in an organization. The Concept of Appropriation Which discusses the difference between French and British perspectives on the ways in which the relationship between technology, people and organizations is viewed in both countries. Finally, there are some web links below that you may find useful. Overview/Summary Early works assumed technology to be an objective, external force that had deterministic impacts on organizational properties such as structure. Later studies focused upon the human aspect of technology and focused on strategic choice models and social action. Despite years of investigative effort, definition and measurement, there is little or no compelling evidence for the role of technology in organizational affairs. Two dimensions of technology are discussed in this lecture: scope and role. Scope - What is defined as comprising of the technology? Role - How is the interaction between the technology and organization defined? The lectures will discuss two views that reflect claims to generalisability. The first conceptualizes technology as hardware, i.e. the equipment, machines and instruments humans use in productive (either physical or informational) processes. These have lead to either context dependent definitions of the scope of technology, as the range of hardware across industries and organizations differ, or broad definitions that have little informational value. These problems lead some researchers to develop a second view of technology as "social technologies". Tasks, technique and knowledge are bound together in a single construct, e.g. "tecnik". This attempt to broaden the definition of technologies to include "social technologies" however has lead to boundary and measurement ambiguity. It also tends to ignore or undervalue the possibility of interaction between different elements and the effects of human mediation in the ways in which a technology can be used. The lectures will then discuss three theoretical frameworks that reflect philosophical viewpoints. The first (technological imperative model) views technology as an objective, external force that had deterministic impacts on organizational properties. The second (strategic choice model) focused on the human action aspect of technology and saw technology as a product of shared interpretations or interventions. The third (Technology as a trigger for structural change model) puts forward a soft deterministic viewpoint that argues that technology is a relatively objective, external force but that the impacts on organizational properties are moderated by human actions and the contingencies of organizational context. The technological imperative model. The technological imperative model examines the impact of a technology upon organizational dimensions such as structure, size, performance, degree of centralization as well as more individualistic dimensions such as job satisfaction, task complexity, skill levels, productivity, etc. It posits that technology exerts an independent, uni-directional and causal influence over humans and organizations similar in nature to the laws of physical sciences. A "softer" version of the technological determinist model allows for the influence of the technology to be mediated by contextual variables. The strategic choice model. The strategic choice model does not view technology as an external object but as an intentional product of human actions, design and appropriation. Three research foci are discernible. The Socio-Technical Perspective. Here the focus is on how the technology is physically constructed thorough the choices and decisions made by human actors. Technology is not immutable but is a dependent variable contingent on other forces in the organization, most notably powerful organizational actors. The Socio-Technical school argues that outcome such as job satisfaction or productivity can be manipulated by jointly optimizing the fit between social and technical factors. These analyses tend to assume that once a technology has been designed to optimize the socio-technical fit a "better" performance will inevitably result. The social Constructionist perspective. Here the focus is on how the shared interpretations of the meaning of a certain technology arise and affect the development of and interaction with that technology. While this perspective can be useful in examining how the meaning of a technology is created and sustained, it inevitably underplays the material and structural aspects of the technology. The Marxian Perspective. In this case the focus is on the manner in which a technology is deployed to further the political and economic interests of powerful groups of social actors. The concern is with the social construction of technology at the point of initiation rather than at the point of use. Managers and/or designers are portrayed as having the authority and ability to shape the technology whereas the users and workers are portrayed as being relatively powerless. Technology as a trigger for structural change. This perspective portrays technology as an intervention into the relationship between human agency and organizational structure. Technology can trigger a structural change by altering institutionalized roles and patterns of interaction. Technology does exert an influence on organizational structure but the precise outcome depends on the specific historical processes in which it is embedded. Thus technology is viewed as a social object whose meaning, defined by the context of its use, may change although its physical form remains fixed over time. Building on the material in previous topic the following areas will also be covered in the lectures: Models and frameworks Technological determinist models Four Social Choice models Web models Structuration Theory Using material from the lectures, your reading and the web sites your objectives should be to identify: The different classes of models and frameworks that might be used to describe/explain the "impact" of computer technology. How these models/frameworks might be applied in different circumstances. The changes in the nature of society related to the growth of IT. The effect that IT might have on society. The effect that society might have on the use of IT. You should attempt to develop an understanding of the differing perspectives covered in the lecture and your reading and how they might be applied. See any of the books from the books section IT(1) - Information Technology: Social Issues - A Reader, Ed. Finnegan. R, Salaman. G and Thompson. K., The Open University/Hodder and Stoughton., 1994. Chap 1, The case for Technological Determinism, C. Freeman, pp 5- 18. Chap 4, Value conflicts and Social Choice in Electronic Payment Systems, R. Kling, pp 38 - 57. IT(2) - Information Technology and Society: A Reader, Ed Heap. N., Thomas. R., Einon. G. and MacKay. H., The Open University/Sage, 1994. Part 1 - Introduction, R. Thomas. pp 11 -14. The Social Shaping of Technology, D. Edge, pp. 14 - 33. Theorizing the IT/Society Relationship, H. MacKay, pp. 41 - 54 A Gendered Socio-Technical Construction: The Smart House, Ann-Jorunn Berg, pp 74 - 90. SIT - Chaps 6 to 10 in Social Issues in Technology, Alcorn. P. Prentice Hall, 1997. pp 111 - 185. Some Additional Reading (in library) Bijker. N.E., Hughes. T.P. and Pinch. T.J. (Eds), The social construction of Technological Systems, MIT Press, 1987. Hirschheim. R. and Klein. H. Four paradigms of information system development, Communications of the ACM. Vol. 32, no 10 (1989) pp 1199 - 1216. Kling. R and Iacono. S., Computing as an Occasion for Social Control. Journal of Social Issues, 40, 3 (1984), pp 77-96. Buchanan D and Boddy D, "Organizations in the Computer Age: Technological Imperatives and Strategic Choice", 1983, Gower. Child, J. (1972), Organizational Structure, Environment and Performance: The Role of Strategic Choice, Sociology Vol 6, No 1, pp 1-22. De Greene KB, Long wave cycles of Sociotechnical change and innovation: A macropsychological perspective, Journal of Occupational Psychology, 1988, vol 61, pp. 7-23. Orlikowski. W.J, The Duality of Technology: rethinking the concept of technology in organizations. Organization Science. 3(3), 1992. pp. 398 - 427. Kling R. and Scacchi. W. The web of computing: Computer Technology as Social Organization. Advances in Computers, Vol 21, 1982. pp 2 - 89 . Brief definitions of technological and social determinism Determinism (Wikipedia) Technological Determinism (Wikipedia) Social shaping of technology (Wikipedia) Social construction of technology (Wikipedia) Technological Determinism (Principia Cybernetica) Technological Questions and Issues (Trinity Church of England School) Social Aspects of Technology and Science (Records of course meetings at UC San Diago) What is the Social Shaping of Technology? - Robin Williams and David Edge review research that addresses 'the social shaping of technology'. The Mutual Shaping of Technology and Society in Videotex Newspapers: Beyond the Diffusion and Social Shaping Perspectives - An article by Pablo J. Boczkowski. (You will need an Athens password to access this article). Men's Work, Women's Work: The Social Shaping of Technology in Academic Libraries - Looks at the effects of technology on social relations and their dynamics in University libraries Technological Determinism - Notes by Robert O. Keel, Department of Sociology, University of Missouri-St. Louis Technological Determinism, Colonialism, and Postcolonialism - A brief bibliographic essay that attempts to tie these three ideas together. Technological Determinism of Marshall McLuhan - Slide show by Whittenburg/Shedletsky from University of Southern Maine Marshall McLuhan Meets William Gibson in "Cyberspace"' - By Michael E. Doherty in the Computer-Mediated Communication Magazine.

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Mayupatapi Clip 2005 Graduate Students, Past and Present Jacqueline Avila [email protected] Dr. Jacqueline Avila is an Assistant Professor in musicology at the University of Tennessee. She holds an M.A. and Ph.D. in music from the University of California, Riverside and a B.A. in music with a dual emphasis in French horn performance and music education from the University of California, Los Angeles. Her research interests include Mexican modernism, nationalism, and cinema and media studies. She was a recipient of the UC MEXUS Dissertation Research Grant and the American Musicological Society’s Howard Meyer Brown Fellowship, and has presented her research at several conferences in the United States and Mexico. She is currently writing a book manuscript tentatively titled CineSonidos: Cinematic Music in Early Mexican Film, which is an examination of meaning and cultural representation in Mexican film music. Gary Barnett [email protected] Gary Barnett completed his doctoral studies in historical musicology in the spring of 2012 after an extended research trip to Lisbon, Portugal where he received a scholarship with the LUSO/Gulbenkian foundation to study the compositions of Carlos Seixas (1704-1742). His dissertation was entitled Three Manifestations of Carlos Seixas (1704-1742): A Study of Historiographical Biography, Reception, and Interpretation. As a student at UCR, he performed as both soloist and continuoist with the Musicum Collegium, as well as performances with the Chamber Singers and Choral Society. Gary has enjoys posting Youtube videos with his carillon and organ teacher, David Christensen (UCR Carilloneur), in the UC Belltower. Currently he resides in Orange County, California where he maintains a private piano studio and continues accompanying. [email protected] Joshua Brown holds a B.A. in history, with a minor in music, from UC Santa Barbara, and an M.A. in ethnomusicology from UCR. In 2003, Josh lived in Seville, Spain and began his ongoing study of flamenco guitar at the University of Pablo de Olavide. He conducted research in Seville during the 2011-12 academic year, supported by a Fulbright IIE fellowship. This work addresses how Andalusian histories, landscapes and performance spaces relate to musical and social practices within flamenco communities. Also, the Morón style of flamenco serves as a central case study through which Josh evaluates stylistic and performative elements within the context of tradition. For his M.A. thesis, he explored how popular music, American folk ideology and leftist politics converged and intensified at a key folk institution in Los Angeles known as the Ash Grove. Other research interests include the politics of identity and race, cultural memory, social movements, political activism and the bearing of historical conceptions and constructions on the discipline of ethnomusicology. [email protected] David Kendall completed the PhD in Musicology at UCR in 2010 and his continuing research interests include colonial liturgical music of the Philippines, organology and 19th century wind instrument performance practices. David currently lectures in music at UCR and at La Sierra University. Additionally, he is a brass instructor at Loma Linda Academy, serves as Music Minister at Immanuel Lutheran Church, is Musical Director of the Armory Band (a 19th-century brass band playing period instruments), and serves on the Board of Directors of the Period Piano Center and Museum and Makibahagi (a Filipino arts and culture organization). David lives in Riverside with his wife, Shiela, and two daughters, Carmina and Mikaëla. Mindy LaTour O’Brien [email protected] Mindy LaTour O’Brien graduated with an M.A. in Ethnomusicology from UCR in 2009 with a thesis entitled, “Upward-bound: Music Listening and the American Dream in a Mexican American Community.” During her time at UCR, she played violin and sang in Mariachi Mexicatl and was a member of Mayupatapi. Mindy is currently a Ph.D. student in the Department of Musicology at UCLA where she is developing specialties in 16th-century music and contemporary popular musics. Alyson Payne [email protected] Alyson Payne completed her doctoral studies in 2012, with a dissertation entitled, “The 1964 Festival of Music of the Americas and Spain: A Critical Examination of Ibero-American Musical Relations in the Context of Cold War Politics,” advised by Dr. Leonora Saavedra. She received her master's degree from Bowling Green State University, under the direction of Dr. Carol A. Hess. Her interests include music and politics during the twentieth century as well as music and nationalism. Jacob Rekedal [email protected] Jacob Rekedal is currently finishing his Ph.D in Ethnomusicology, while living in southern Chile with his wife Liliana Pérez. Jake entered the UCR Ethnomusicology program (Dept. of Music) with a dual focus on bluegrass mandolin and Chilean folkloric musics, in the fall of 2006. In 2008 he completed his master’s research on bluegrass, based both on fieldwork with musicians in southern California, and on reflections and research about bluegrass in different regions of the United States, and in different political and social contexts. In late 2009, Jake left California for Temuco, a city in southern Chile, where he has conducted grant-funded research with support from the University of California’s Pacific Rim Research Program, and from Fulbright IIE. Jake’s two subsequent years in Temuco involved research on music as it relates to the concept of frontera (or borderland)—an idea which has characterized the cultural, political and social dynamics of the region around Temuco since well before the arrival of the Spanish in the 1540s. Southern Chile is rich in folkloric music styles, but also in hip-hop, rock, indigenous Mapuche music, and various types of fusion music unique to the region. Jake’s dissertation deals with case studies in several genres, and their relationships to tumultous struggles over territorial sovereignty and social welfare. Currently, Jake is writing his dissertation while working as an adjunct professor at the Universidad de la Frontera in Temuco, where he teaches “Introducción a la Etnomusicología.” Desmond Stevens [email protected] Desmond Stevens received his BA degrees in Music Education and Sociology from UCLA in 2009. He also holds an MA in Musicology from UC Riverside (2011). During his time at Riverside, he focused his studies on the music of nineteenth and twentieth century Latin American classical and popular musics. His thesis investigated the music of Argentine composer Astor Piazzolla and the Argentine expectations of national musical identity. Since receiving his master's degree he worked as a music teacher in public middle and high schools in the LA and Orange Counties. Currently he is working as the instrumental music teacher at Rancho Alamitos High School in Garden Grove where he is fusing traditional high school instrumental instruction (strings, winds, and percussion) with a specifically tailored curriculum incorporating elements of Western music history, World music history, and Ethnomusicology which reflects the diverse demographics of his school's student body. Robert Wahl [email protected] Robert Wahl is an entering PhD student in Musicology at the University of California, Riverside. He holds a Master’s Degree in Musicology from California State University, Long Beach where he studied the music of Paraguayan guitarist Agustín Barrios Mangoré. Robert will continue his studies in Musicology at UC Riverside with a focus on guitar in Ibero-American Music. During his studies, he also enjoys playing and performing classical guitar with any free time he finds. CALL FOR SUBMISSIONS The Otto Mayer-Serra Award for Music Research The University of California, Riverside, and the Center for Iberian and Latin American Music (CILAM) call for submissions for the Otto Mayer-Serra Awards, given annually for the best unpublished articles on any aspect of Iberian or Latin American Music. Two awards will be given: First Place, $2000; Second Place, $1000. There will also be an Honorable mention, but with no monetary award. The two award-winning essays will be published in Diagonal: An Ibero-American Music Review, a new, peer-reviewed online journal of the Center for Iberian and Latin American Music at the University of California, Riverside. All scholars are eligible to apply, regardless of age, nationality, or place of residence. The winners will be selected by a committee of outside reviewers, nominated by CILAM. The names of the committee members will be made public after a decision has been reached. The committee’s decision is final and may not be appealed. If no submission is deemed worthy, the prize may not be awarded. The committee may disqualify any participant who does not meet the requirements established by this call. Application process A completed application will consist of the following: 1. Authors of articles to be considered for the awards should submit one complete copy in word doc or pdf format as an attachment to an email addressed to Walter Clark ([email protected]). Articles should not exceed 40 pages, inclusive of references, illustrations, and musical examples. All material should be double-spaced, in 12-point Times New Roman Font, with margins of at least one inch. 2. To allow for the anonymous review of submissions, the author’s name should appear only in the cover letter, which should also contain the full title of the submission and all relevant contact information. Authors should avoid identifying themselves in the manuscript itself (title page, header, notes) or in the file information. 3. The article must be unpublished and written in Spanish or Portuguese and will be published correspondingly in either language. Application deadline: October 25, 2014. Prize winners will be notified by January 25, 2015. After being notified, the winning authors will submit publication-quality musical examples and illustrations in TIFF (300dpi) and the text in Word format. The author will be responsible for arranging the corresponding permits for publication. The Otto Mayer-Serra Prize for Music Research was established in 2008 by Instrumenta Oaxaca, Gobierno del Estado de Oaxaca, Fundación para las Letras Mexicanas, Coordinación de Difusión Cultural UNAM, Instituto Nacional de Bellas Artes and Pauta. It is funded by the College of Humanities, Arts & Social Sciences at UCR. The Center for Iberian and Latin American Music at the University of California, Riverside, is pleased to announce the winner and honorable mention in the 2013 Otto Mayer-Serra Competition, for the best essay on Latin American music in either musicology or ethnomusicology. This annual competition honors the memory of the Spanish-Mexican musicologist Otto Mayer-Serra (1904-68) and seeks to continue his groundbreaking research on the music of Latin America. The OMS competition accepts submissions in Spanish or Portuguese. The winner receives a cash award of $1500, and his or her article will be published in Latin American Music Review. This year’s judges reviewed numerous essays and were duly impressed by their high quality. Information about next year’s competition will be available in early 2014. 2013 Otto Mayer-Serra Competition Results Bernardo Illari: “¿Una nueva y gloriosa nación? Retórica y subjetividad en la Marcha patriótica rioplatense de 1813.” Julio Mendívil: “El imperio contraataca: La representación revivalista de la música incaica y los primeros brotes de nacionalismo en la musicología sobre la región andina.” The Center for Iberian and Latin American Music is grateful to all those who submitted essays to this competition and looks forward to future contributions. It especially wishes to thank the three judges who reviewed the submissions: John Koegel, chair (California State University, Fullerton) Frederick Moehn (King’s College London) Melanie Plesch (University of Melbourne) Walter Aaron Clark Professor of Musicology Director, Center for Iberian and Latin American Music Announcing Encuentros/Encounters 2014 Sounding Communities: Music and the Abrahamic Religions in Medieval Iberia University of California, Riverside, February 20-21 www.music.ucr.edu/encounters Columbia University, February 27-28, 2014 http://music.columbia.edu/medievaliberiafebruary14 In medieval Iberia, the coexistence of Christians, Jews, and Muslims yielded a remarkable confluence of traditions. Medieval poetry, song, and other forms of performance in Arabic, Latin, Hebrew, and Romance are central sources for the cultural and social history of the Iberian Peninsula. This international conference will bring together scholars of music, literature, and history to reflect on the insights that the sounding arts and their context can offer into Iberian communities and the interactions among them. Sounding Communities will be dedicated to the memory of María Rosa Menocal (1953-2012), whose influential book The Ornament of the World: How Muslims, Jews and Christians Created a Culture of Tolerance in Medieval Spain was widely read as an eloquent account of peaceful coexistence. Although her vision of convivencia is contested, Menocal’s contributions continue to inform the study of medieval Iberia, and to remind us of the prevalence of cultural interchange through music and poetry. Background Music: The habanera "La paloma" (The dove) by Sebasti�n Yradier (1809-65), arranged for guitar by Francisco T�rrega (1852-1909), performed by Pepe Romero on his album Coraz�n Espa�ol (Hollywood Records, 2005). Page created by CHASS College Computing

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Professor Anja Mueller Joins CAMP Professor Anja Mueller, a new faculty member in Clarkson University's Chemistry Department, joins CAMP. She received her Ph.D. in Polymer Organic Chemistry in1998 from Washington University in St. Louis, MO. Her thesis is entitled "The Synthesis, Characterization, and Applications of Hyperbranched Fluoropolymers." Professor Mueller's postdoctoral research activities included characterization of controlled liposome leakage, liposome fusion with membranes, and characterization of the behavior of liposomes in a cell culture. The liposomes are designed as drug delivery agents. Her research techniques included the crosslinking polymerization of lipids by light, visible light initiation of the polymerization, development of leakage methods, fluorescence spectroscopy& microscopy, and light scattering. Future research projects will include the development of a biological fuel cell, synthesis of hydrophilic polymers with enzymes and their surface characterization, and wastewater treatment with polymers. CAMP Laboratories are now fully Functional CAMP has a unique CMP research facility that is now fully operational, thanks to the dedication of its students, Professor Yuzhuo Li, technical help from IBM, and a $150 K grant from PPG Industries to Professor Li. The facility consists of a Westech 372 (donated by Intel), a Westech 4100 polisher/cleaner modular unit (donated and installed by IBM), and a Speedfam-IPEC 676 orbital polisher configured with four platens (on a nominal three-year lease). These tools provide multifunctional platforms for polishing both six inch and eight inch wafers layered with both metal and dielectric films. In addition, CAMP has metrology tools which include two AFMs, a noncontact optical surface roughness profiler, an automated four point probe, an automated interferometer and a multiwavelength ellipsometer for oxide thickness measurements. It also has an Ambios XP - 2 Profilometer for pattern measurements of 0.5 - 100 micron features. Some of these instruments are in CAMP's Class 10 Clean Room. A 2000 square foot Class 10 Clean Room is included in the plans for a new addition to the CAMP building. CAMP plans to expand its research efforts to include MEMS, MOEMS, and Bio MEMS. ___________________________ CAMP's Dr. Dana Barry Recertified as a Professional Chemist CAMP's Editor and Technical Writer Dr. Dana Barry has been recertified through 2004 as a professional chemist by the National Certification Commission in Chemistry and Chemical Engineering (which is sponsored by The American Institute of Chemists, Inc.). She has been a certified professional chemist (C.P.C.) since 1989. Certification lasts for three years and is renewed by accumulating at least 300 units of credit in a three-year period. Dr. Barry's recent chemistry publications are "Chemistry and Space Exploration" in the May/June 2001 issue of The Chemist and "The Environmental Risks of Using Combustion as a Source of Energy" in the on-line Chemistry Conference (July 2001) sponsored by the American Chemical Society. Her most recent awards include International Scientist of 2001, Great Minds of the 21st Century, 2000 Outstanding Intellectuals of the 21st Century, and Who's Who in the 21st Century. Dana is an External Professor and an Honorary Advisory Council Member for Ansted University in Malaysia. In addition she is a member of the National Science Teachers Association, The American Institute of Chemists, and The American Chemical Society where she serves as an officer of its Northern New York Section. Nobel Prize Winner Professor Richard Ernst to Present Shipley Lectures Professor Richard Ernst from Zurich, Switzerland will present Shipley Lectures at Clarkson University on October 8th and 9th. His lectures include " Tibetan Painting Art Seen through the Eyes of a Western Scientist" and "Fascinating Insights by NMR with Applications to Chemistry, Biology and Medicine." Professor Ernst won the 1991 Nobel Prize in Chemistry. PREVIOUS PAGE NEXT PAGE INDEX PAGE Page 1

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Loading, please wait...Loading, please wait...AdmissionAbout UsStudent LifeAcademicsNewsroom & SportsAlumnae/iArts & CultureCollege of Saint Benedict Literary Arts InstituteAbout UsUpcoming EventsPast EventsSister Mariella Gable SeriesWelle Book Arts StudioWriters at HomePablo García and Miguel Ángel Oxlaj CúmezKim ScottJeff O'ConnellAlberto FuguetGeoff DyerKunal BasuMitsuyo KakutaZoe WicombAmitav Ghosh and Deborah BakerWriters WritingHome / Writers at Home / Amitav Ghosh and Deborah BakerThis page is best viewed with JavaScript enabled.Amitav Ghosh and Deborah BakerSpring 2011 in India "Ghosh has established himself as one of the finest prose writers of his generation of Indians writing in English" - Financial Times Born in Calcutta, India, Ghosh has grown to become a well-renowned writer in his native country and throughout the world. He has written nine novels, which have been translated into more than twenty languages, and many essays that have been featured in publications such as The New Yorker and The New York Times. Understandably, Ghosh has received awards and prizes for his novels such as the Sahitya Akademi and Ananda Puraskar Awards for The Shadow Lines, Crossword Book Prize for The Hungry Tide and Sea of Poppies, and Padma Shri by the president of India. He presently serves as a visiting professor at Harvard University and spends the remainder of his time in India and New York. For more information on Ghosh and his novels, please visit http://amitavghosh.com/. "The Convert is the most brilliant and moving book written about Islam and the West since 9/11" - Ahmed Rashid From 1982 to the present, Baker has written four novels, the first of which, Making a Farm: The Life of Robert Bly, was published in college. She moved to Calcutta, India, in 1990 to write her second and third novels: In Extremis: The Life of Laura Riding and A Blue Hand: The Beats in India, the former of which competed for the 1994 Pulitzer Prize in Biography. In 2008, Baker returned to the United States to serve as a Fellow at the Dorothy and Lewis C. Cullman Center for Writers and Scholars at the New York Public Library. The fellowship provided her with the opportunity to research and write her newest novel, The Convert: A Tale of Exile and Extremism, based on letters that she found in the library; the novel was a finalist for the 2011 National Book Award in Nonfiction. Married to Ghosh, they have two children, and she spends her time in India and New York as well. For more information on Baker and her novels, please visit http://deborahbaker.net/. In the spring of 2011, Ghosh and Baker returned to Calcutta, India, for a reading at St. Xavier's College. Students and professors of English, Sociology, and Political Science at St. Xavier's College crammed in the same room with CSB/SJU students for the reading. Ghosh read from The Hungry Tide, and a panel of five professors served as the leaders of a question and answer session between Ghosh and the students. The reading ended with the opportunity for students to get their books signed and photos taken with Ghosh. The next day, he returned with Baker for tea with just the CSB/SJU students. "Groups of students make their way towards Room 31, chattering in hushed whispers, their eyes alight with barely concealed excitement... Soon after 3:00, the buzzing of excited chatter abruptly ceased as the writer, sporting that famous shock of white hair, walked in-accompanied by Prof. Dr. Madhuchhanda Mitra." St. Xavier's College student "We loved talking with this very unassuming author. Ghosh was very curious about our lives and our experiences in Kolkata. He was impressed that we have adopted various aspects of Indian culture, especially the food." Jennifer Stevenson, CSB/SJU '12PAUSEAmitav Ghosh and Deborah BakerCSB/SJU professor Madhuchhanda Mitra welcomes Amitav Ghosh and Deborah Baker to St. Xavier's College.

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Center for the Study of New Testament Manuscripts Home Manuscripts Printed Books About the Center Past Expeditions Text Critical Notes Text Critical Tools Earliest Manuscript of the New Testament Discovered? On 1 February 2012, I debated Bart Ehrman at UNC Chapel Hill on whether we have the wording of the original New Testament today. This was our third such debate, and it was before a crowd of more than 1000 people. I mentioned that seven New Testament papyri had recently been discovered—six of them probably from the second century and one of them probably from the first. These fragments will be published in about a year. These manuscripts now increase our holdings as follows: we have as many as eighteen New Testament manuscripts (all fragmentary, more or less) from the second century and one from the first. Altogether, about 33% of all New Testament verses are found in these manuscripts. But the most interesting thing is the first-century fragment. It was dated by one of the world’s leading paleographers. He said he was ‘certain’ that it was from the first century. If this is true, it would be the oldest fragment of the New Testament known to exist. Up until now, no one has discovered any first-century manuscripts of the New Testament. The oldest manuscript of the New Testament has been P52, a small fragment from John’s Gospel, dated to the first half of the second century. It was discovered in 1934. Not only this, but the first-century fragment is from Mark’s Gospel. Before the discovery of this fragment, the oldest manuscript that had Mark in it was P45, from the early third century (c. 200–250 CE). This new fragment would predate that by 100 to 150 years. How do these manuscripts change what we believe the original New Testament to say? We will have to wait until they are published next year, but for now we can most likely say this: As with all the previously published New Testament papyri (127 of them, published in the last 116 years), not a single new reading has commended itself as authentic. Instead, the papyri function to confirm what New Testament scholars have already thought was the original wording or, in some cases, to confirm an alternate reading—but one that is already found in the manuscripts. As an illustration: Suppose a papyrus had the word “the Lord” in one verse while all other manuscripts had the word “Jesus.” New Testament scholars would not adopt, and have not adopted, such a reading as authentic, precisely because we have such abundant evidence for the original wording in other manuscripts. But if an early papyrus had in another place “Simon” instead of “Peter,” and “Simon” was also found in other early and reliable manuscripts, it might persuade scholars that “Simon” is the authentic reading. In other words, the papyri have confirmed various readings as authentic in the past 116 years, but have not introduced new authentic readings. The original New Testament text is found somewhere in the manuscripts that have been known for quite some time. These new papyri will no doubt continue that trend. But, if this Mark fragment is confirmed as from the first century, what a thrill it will be to have a manuscript that is dated within the lifetime of many of the original followers of Jesus! Not only this, but this manuscript would have been written before the New Testament was completed. Purchase U.S. DVDs of the second debate or international DVDs

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HomeAcademicsFaculty & Staff ListStephanie Murphy Stephanie Murphy Program Director, Master of Arts in Teaching Department of Master of Arts in Teaching Contact Me Office: Centennial Hall 107 Phone: 503-493-6382 Education: MAT, Concordia University, Portland, ORB.S. in Journalism and Communications, University of FloridaBackground: Stephanie Murphy joined the College of Education in 2010 as Assistant Director of the MAT Program, and she now serves as the Director. In this capacity, she oversees the MAT programs, and assists teacher candidates in pursuing their goal of becoming licensed teachers. She received her undergraduate degree in Journalism and Communications from the University of Florida and her MAT degree from Concordia, Portland. Stephanie's teaching background is in middle level and high school language arts, with a specific focus on at-risk youth. In addition to her work in public schools, she has taught for Concordia’s MAT and Undergraduate education programs, as well as CU Online. Stephanie was raised the daughter of a career Army officer, so she has traveled extensively throughout her life. She credits this lifestyle with giving her a global and cultural awareness that she now fosters in her own students. Stephanie lives in Northeast Portland, along with her husband Matt and their son Julian. Faculty Explore this section

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A newspaper for ECU faculty and staff Pieces of Eight Home Archives Deadlines Submit Guidelines Grants ECU News Research Award Presented Martha Raile Alligood, professor and director of the doctoral program in the East Carolina University School of Nursing, recently received the Leadership in Nursing Research Award from the Southern Nursing Research Society. Alligood The award was presented during the society’s 20th anniversary conference in Memphis, Tenn., on Feb. 3. Alligood’s research has focused on theories of adult human development and nursing empathy. Her work has been published in more than eight professional nursing journals and book chapters. In addition to her own research, Alligood has supervised 12 dissertations and served on dissertation committees in nursing and related disciplines and has had eight refereed publications with graduate students. She also has co-edited two nursing theory textbooks. Alligood earned her nursing diploma from the Good Samaritan School of Nursing in Zanesville, Ohio, a bachelor’s degree in nursing from the University of Virginia, a master’s degree in nursing from Ohio State University and her doctorate from New York University. She joined the ECU School of Nursing in August 2004. This page originally appeared in the March 10, 2006 issue of Pieces of Eight. Complete issue is archived at http://www.ecu.edu/news/poe/archives.cfm. ECU News Services

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Home > SchoolFinder > Minnesota > Delano > St Maximilian Kolbe Catholic School Community Rating St Maximilian Kolbe Catholic School Private School | Grades PK, K-6 Email 235 2nd Street South Delano, (763) 972-2528 www.stmax-delano.com Overview St. Maximilian Kolbe Catholic School is a faith community where all members are dedicated to the total development of each child, thus providing the foundation for a Spirit-filled life.Provided by principal Shannon Calice on Aug 30, 2014 St Maximilian Kolbe Catholic School is located in Delano, MN. It is a private school that serves 87 students in grades PK, K-6. St Maximilian Kolbe Catholic School is coed (school has male and female students) and is Roman Catholic in orientation. The school belongs to the National Catholic Educational Association. In 2014, St Maximilian Kolbe Catholic School had 12 students for every full-time equivalent teacher. The Minnesota average is 16 students per full-time equivalent teacher. St Maximilian Kolbe Catholic School Reviews By a Parent on Jun 13, 2013 St. Peter’s School does a great job of instilling a confidence in public speaking in its students. They are up in front of the church speaking, even as early as Kindergarten. Both of our kids had a chance to lector at a Sunday Mass; it was impressive how comfortable they seemed. There are so many opportunities for the kids to develop that confidence (performance days, talent show, Marathon pep rallies). I also appreciate St. Peter’s strong feeling of community—for both the kids and parents. I feel like everyone really looks out for one another. St. Peter’s School is “a village.” Finally, it’s not only our kids who have benefited from the faith-based education. Our whole family has grown in our faith. By Amay10, a Parent on May 5, 2013 St. Peter’s school has a rich history. I attended this school as a child and it impacted my life in many ways and led me in my decision in sending my son to the school. Knowing that faith and character building are part of everyday learning makes St. Peter’s different from the public school. The small class sizes enable the teachers to know each individual student well and tailor instruction to meet their needs. Every Friday the students not only attend mass, but also are actively involved in all parts. St. Peter’s is a great community to be a part of and gives the students life experiences that will last a lifetime. By a Parent on Apr 25, 2013 When we moved from Arizona to Minnesota 9 years ago, one of the many reasons we chose Delano was knowing that we would have a Catholic grade school for our son to attend when it came time. As kindergarten time approached, many St. Peter's School parents reached out to us, shared their experiences with the school, and made us feel welcome. St. Peter's has met and exceeded our expectations! Our son is in the 3rd grade now and each of his teachers has provided individualized instruction, fostered a love of learning and , most importantly, nurtured his faith formation. By a Parent on Apr 17, 2013 We were pleasantly surprised to see how affordable the tuition was when we first considered St. Peter’s for our oldest daughter for Kindergarten. Our intention was to send her for Kindergarten only to take advantage of the full-day option. After the first year, we were incredibly impressed with everything about the school. Seven years later, we proudly graduated our oldest daughter from St. Peter’s. We just never found a reason to leave, only reasons to stay. Along the way, we also discovered many things that were missing in our lives. We grew in faith, right along with our children. The school helped to build a solid faith foundation and give our daughters all of the skills to help them succeed in life, but it also helped grow our family’s faith. We feel our children receive the high quality education that we have grown to expect in Delano, with an amazing bonus – God! And now, with our youngest daughter in Kindergarten, we have been so amazed at how much she has learned in such a short period of time. Ms. Hallau is terrific with the Kindergartners and creates a loving classroom environment filled with learning. By a Parent on Apr 17, 2013 We initially chose St. Peter’s School given the Christian curriculum and the school's affiliation with Delano Catholic Community. Additionally, our daughter is extremely shy and we thought the smaller class sizes would not overwhelm her. She is learning very quickly and their kind and gentle approach to learning has helped her blossom and come out of her shell in just a few short months. Our daughter adores her classmates, her Kindergarten teacher Miss Hallau, and the school principal, Mrs. Calice. The quality of the education my child receives at St. Peter’s is outstanding and the faculty, staff and parental support within SPS is truly like a family. We feel very fortunate to be part of this wonderful educational community. By Colleen_K1705, a Parent on Apr 17, 2013 We love St Peter's School and the teachers. When Randy and I decided to send Aaron over 12 years ago, we wanted to have God be a part of Aaron's life and for him to discover that God is everywhere, everyday. We also wanted Aaron to experience a sense of belonging and be confident in his faith and beliefs. The smaller classroom size, gave him a chance to learn and comprehend, and, most of all for Aaron to think that any action, good or bad has consequences. We are very proud of Aaron and the well-rounded young man he has become, he truly cares and respects people and is polite beyond measure. Randy and I have gotten many compliments on what a nice young man he has become. We owe many thanks to the teachers of St Peter's School. By a Parent on Apr 17, 2013 We attended public school, and thought our first child would follow suit. Friends and family whose children excelled at St. Peter’s School convinced us to check it out. We attended kindergarten round-up and spoke with former students and their parents to learn more. We did the same for the public school. Faced with two excellent options in Delano, we decided that St. Peter’s small, tight-knit community, strong academic record and daily religion curriculum would be the best fit. If our son’s performance is any indication, we made the right choice. As a 7th grader at Delano Middle School, he is on the A honor roll; he has been invited to participate in advanced classes; and was named Citizen of the Month shortly after starting. We often say St. Peter’s “small” prepared him for the “big” of public school. He developed his confidence and his love of learning with the underpinnings of his faith (empathy and respect, service to others, and a strong work ethic). We look forward to seeing our children grow into students and citizens who contribute to our excellent school system and community. I encourage families in our area to, like us, carefully weigh all their options. Report this review By a Parent on Nov 17, 2012 Our family has attended St. Peter's school for the last 4 years. The principal and teachers are highly motivated to academically challenge each and every child to their individual potential. Students are instructed in the Catholic faith and are able to attend and participate in Mass weekly. St Maximilian Kolbe Catholic School Photos 235 2nd Street South, Delano, MN 55328 (763) 972-2528www.stmax-delano.com MN Private Schools Mt Olive Lutheran School 0.3 miles Delano Middle School 0.6 miles Delano July/August 06 Esy School 0.6 miles Delano June 07 Esy School 0.6 miles Delano Elementary School 1 miles All preschools in Delano Top Ranked public elementary schools in Delano School last updated on Aug 30, 2014.

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ГлавнаяAndré Cipriani (1908 - 1956) Geni требуется JavaScript для нормальной работы! Включите JavaScript в настройках вашего браузера. André Cipriani ‹ Вернуться к фамилии Cipriani Ваша фамилия Cipriani? Исследование фамилии Cipriani Начните строить Ваше Генеалогическое Древо прямо сейчас Geni профиль Dr. André Cipriani Связаться с менеджером профиля Записей с André Cipriani Build your family tree online Поделиться фотографиями и видео Технология Smart Matching™ Бесплатно! Начать Port of Spain, San Juan-Laventille, Trinidad & Tobago mi² Anderson, (c) Katherine Joan Cipriani Helen Sellier Leonetto Paul Cipriani Jean Cipriani Marie Cipriani Louise Cipriani Madeleine Cipriani About André Cipriani André Cipriani, son of Leonetto Paul, Jose Emmanuel's son with his second wife Helen Lange, demonstrated from an early age an interest in science which grew after he entered St. Mary's College. His sister Louise wrote of him:“Realizing Andre's great potential, Papy started to gear him from an early age for the scholarship class, Unfortunately Papy died the year before Andre was successful in obtaining the Science Scholarship. Andre left for Canada and McGill University in 1928 to take up studies in Electrical Engineering, but when he arrived at McGill he was encouraged into the field of Mathematics and Physics. He took his B.Sc. and M.Sc. with first class honours.” (Louise Cipriani.) After the war, André entered the field of Atomic Energy. He became director of Biology and Radiation Hazards at the Atomic Energy Plant at Chalk River in Canada. He became a scientist of international reputation in this field of research, creating a unique laboratory. Through his pioneering efforts Andre Cipriani and his colleagues and staff at Chalk River developed "the first highly active cobalt sixty sources" which were made for the treatment of malignant diseases. Several hundred cobalt therapy units have since been produced by the commercial products division of Atomic Energy of Canada Limited and sold worldwide, they have brought relief to thousands of suffering patients. (David A. Keys Atoms at your Service, Exhibition-Royal Ontario Museum January 29 1960) At his death at48 in 1956 the BBC gave him a three minute obituary describing him as the most knowledgeable man in the world on radiation hazards. He was married and had four daughters. His success in the field of atomic research for peace is not known in Trinidad, nor that he was a victim of his own research. The Cipriani family produced in just about every generation an outstanding figure, especially in the fields of business, civic administration, sport, the military and finally in science. Хронология Dr. André Cipriani ANDRE JOSEPH CIPRIANI The sudden death of Dr. A. J. Cipriani in the Deep River Hospital on February 23rd, a few hours following a stroke, came as a great shock to his wide circle of friends by whom he will be greatly missed and has removed the leading authority in Canada on the biological and medical aspects of atomic energy at the age of 47. As Director of the Biology Division of the Atomic Energy of Canada Plant at Chalk River since the start of the project, he has become a scientist of international reputation in this field of research and has created a laboratory that is unique in the breadth of fundamental and applied investigations which its staff are performing. He pioneered the development of the Cobalt-60 Therapy units which are used for the treatment of cancer. He was a member of numerous national and international committees. He was Canada's representative on the International Commission on Radiological Protection and was Chairman of that commission's sub-committee on the handling and disposal of radioisotopes. He was the Canadian representative on the United National committee to study the effects of atomic radiation. He assisted in the organization and training of the army radiation detection unit, and by his firm control and administration of the health physics program, no employee at the Chalk River plant has received excessive harmful radiation. He contributed many scientific papers to various international meetings, including the Geneva Conference last August, and also to journals, as well as writing sections for British medical encyclopeadias. He was a Fellow of the Royal Society of Canada. Dr. Cipriani was born in Port of Spain, Trinidad, in 1908. He came to McGill University in 1928 with a scholarship and entered the Faculty of Applied Science with the intention of becoming an engineer. However, his excellent ability in mathematics and physics led him to change in his third year to the honour course in mathematics and physics from which he graduated with high first class standing in 1932, receiving his B.Sc. degree. After a year of demonstrating in the physics department, during which period he completed some further engineering courses, he decided to proceed to the study of medicine and entered that Faculty at McGill. He interrupted his course for a year or two to assist Dr. Penfield and his staff with the design and construction of electronic equipment in connection with neurophysiology. He received his M.D. and C.M. degrees in 1940. During the Second World War he served in the Canadian Army as a medical officer doing research on various medical problems, including that of motion sickness. On the conclusion of hostilities he joined the Atomic Energy Project when the construction at Chalk River commenced. Cipriani was a man of striking personality; along with his tremendous ability and sound judgment, there was always a lighter touch, a sense of fun. He worked hard and took his work seriously, but never himself. He was popular among scientists and local country inhabitants alike, well known throughout the Ottawa valley as an enthusiastic fisherman. Immensely fond of children, he took special pleasure in interesting them in natural phenomena, insects of various kinds which he bred at the laboratory, flowers, or geological specimens. Any week-end in the summer, he could be seen in his open Model A Ford car, which he found useful for fishing expeditions, giving his own and other children a ride round the village, managing a huge load with a kindly but firm discipline. A much-loved figure has departed from the Canadian scene, and physicists everywhere extend their deepest symthathy to his widow and four young daughters. - D. A. Keys ???? Birth of Katherine Joan Cipriani

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Herbert P. Bix Herbert P. Bix grew up in Winthrop, Massachusetts, and earned his Ph.D. in history and Far Eastern languages from Harvard University. For the past thirty years he has written extensively on modern and contemporary Japanese history in leading journals in the United States and Japan. He has taught Japanese history at a number of American and Japanese universities, most recently at Harvard, and is currently a professor in the Graduate School of Social Sciences at Hitotsubashi University in Tokyo. *This is a promotional service of HarperCollins Publishers, 195 Broadway, New York, NY 10007, providing information about the products of HarperCollins and its affiliates. By submitting your email address, you understand that you will receive email communications from Bookperk and other HarperCollins services. You may unsubscribe from these email communications at any time. If you have any questions, please review our privacy policy or email us at [email protected]. Works by Herbert P. Bix

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Last lecture in Spring 2011 Faculty Lecture Series held on April 12University of Hawaiʻi at MānoaContact:Teri L. Skillman-Kashyap, (808) 956-8688Events & Communications Coordinator, Library ServicesPosted: Mar 17, 2011Oahu Ceded LandsThe final lecture in the Spring 2011 Faculty Lecture Series, Ke Ala Pono: The Path of Justice, will be held in UH Mānoa's Hamilton Library lecture room 301 at 3:30 p.m. on Tuesday, April 12. Melody Kapilialoha MacKenzie, associate professor and Director of Ka Huli Ao Center for Excellence in Native Hawaiian Law at the William S. Richardson School of Law, will give the lecture. Admission free and refreshments will provided. The doors open at 3:15 p.m. The recent decisions of the Hawai'i Supreme Court show a willingness to open the courts to the Native Hawaiian community and to consider long-standing historical claims to lands and natural resources. In this talk, MacKenzie will analyze the most recent decisions by the Court impacting the "ceded" lands trust, the Hawaiian Home Lands trust, and Native Hawaiian traditional and customary rights. She will also examine several cases working their way through the courts that could have a profound effect on the development of Native Hawaiian law. After receiving her law degree, MacKenzie served as a law clerk to Chief Justice William S. Richardson of the Hawai‘i Supreme Court. She then joined the staff of the Native Hawaiian Legal Corporation, a public interest law firm protecting and advancing the rights of Native Hawaiians, and served as NHLC’s Executive Director and as a senior staff attorney. MacKenzie is project coordinator and chief editor for the second edition of the Native Hawaiian Rights Handbook, which she originally edited and helped to write, and is a contributor to the 2005 Edition of Felix S. Cohen’s Handbook of Federal Indian Law. She has worked on cases asserting Hawaiian traditional and customary rights, dealing with land issues, and defending the constitutionality of Hawaiian programs. MacKenzie teaches Native Hawaiian Rights, the Native Hawaiian Rights Clinic, and Second-Year Seminar. The Faculty Lecture Series is presented by the Vice Chancellor for Research and Graduate Education, the Office of Research Relations, and the University of Hawaiʻi at Mānoa Library. For more information, visit: http://www.hawaii.edu/calendar/uh/2011/04/12/14831.htmlMacKenzie flier

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New Scholarships Giving Students Wings to Soar Heritage University’s newest scholarship program is giving seven of Washington’s best and brightest students the opportunity to soar. The university rolled out its latest marketing campaign for recruitment in November, and along with it, the Heritage Soar Scholarship, which includes seven full-tuition-and-fees merit awards for incoming and current students. “Heritage has a lot to offer prospective students: small class sizes, top-notch faculty and fantastic opportunities for higher learning through things like specialized study, job shadowing and internships,” said Harold Wingood, associate vice president for enrollment management. “Soar allows us to connect more deeply with prospective students so they can fully understand what Heritage has to offer them.” The university set its goal to increase its recruitment of incoming freshman and transfer students by 60% over last year. “The addition of Heritage Soar is instrumental in reaching that goal,” says Wingood. “Merit scholarships highlight the areas of a university’s greatest strength. They elevate the profile of the university and get the attention of high-ability students. And they help to connect faculty with prospective students,” he said. “When students make a connection with a faculty member, it has a huge impact on our ability to recruit and enroll that student.” The Heritage Soar scholarships consist of five awards designated for incoming students who plan on majoring in one of five areas of study: nursing, business, humanities, education and STEM fields (science, technology, engineering and mathematics). An award will be given to one student in each of these areas. Two additional awards will be given to a current Heritage University student in any field of study. Applicants will be evaluated based on their grade point averages, testing scores, letters of recommendation and personal statements. The deadline for applications is March 3. Finalists will be notified by April 1 with an invitation to an in-person interview with a panel of judges. To spread the word and support the work of Admissions, the university launched HUsoar.com, a website specifically geared toward prospective students that gives a bird’s-eye view of the university and its academic programs. Heritage also is promoting the scholarship and website through heavy radio advertising on stations with the highest appeal for high school students and young adults. It also distributed Heritage Soar t-shirts to every senior in eight lower-valley high schools. “Heritage University is an exciting place with so much to offer,” said David Wise, vice president for Marketing and Communications. “Our challenge is to get the message out there and be heard. We want to be not only one of a student’s choices for his or her college education; we want to be his or her top choice.” Feature Stories Healing Words Digging Deeper Into the Kennewick Man Debate Adventures in Overseas Teaching Big Expectations Under Construction Heritage Welcomes New Board Members From the President News Briefs Heritage University Forum Seeks to Build Health Improvement Coalition National Science Recognition Family Night in the Sciences Pantry of Hope Back to Business in Belize A Salute to Alumni Success 2013 Donors: Thanks for Putting Heritage Within Reach Bounty of the Valley 28th Annual Scholarship Dinner Read Earlier Issues

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International Journal of Geophysics About this Journal · Abstracting and Indexing · Advance Access · Aims and Scope · Annual Issues · Article Processing Charges · Articles in Press · Author Guidelines · Bibliographic Information · Citations to this Journal · Contact Information · Editorial Board · Editorial Workflow · Free eTOC Alerts · Publication Ethics · Reviewers Acknowledgment · Submit a Manuscript · Subscription Information · Table of Contents Open Special Issues · Published Special Issues · Special Issue Guidelines Author GuidelinesSubmissionManuscripts should be submitted by one of the authors of the manuscript through the online Manuscript Tracking System. Regardless of the source of the word-processing tool, only electronic PDF (.pdf) or Word (.doc, .docx, .rtf) files can be submitted through the MTS. There is no page limit. Only online submissions are accepted to facilitate rapid publication and minimize administrative costs. Submissions by anyone other than one of the authors will not be accepted. The submitting author takes responsibility for the paper during submission and peer review. If for some technical reason submission through the MTS is not possible, the author can contact [email protected] for support.Terms of SubmissionPapers must be submitted on the understanding that they have not been published elsewhere and are not currently under consideration by another journal published by Hindawi or any other publisher. The submitting author is responsible for ensuring that the article's publication has been approved by all the other coauthors. It is also the authors' responsibility to ensure that the articles emanating from a particular institution are submitted with the approval of the necessary institution. Only an acknowledgment from the editorial office officially establishes the date of receipt. Further correspondence and proofs will be sent to the author(s) before publication unless otherwise indicated. It is a condition of submission of a paper that the authors permit editing of the paper for readability. All enquiries concerning the publication of accepted papers should be addressed to [email protected] ReviewAll manuscripts are subject to peer review and are expected to meet standards of academic excellence. Submissions will be considered by an editor and “if not rejected right away” by peer-reviewers, whose identities will remain anonymous to the authors.Concurrent SubmissionsIn order to ensure sufficient diversity within the authorship of the journal, authors will be limited to having two manuscripts under review at any point in time. If an author already has two manuscripts under review in the journal, he or she will need to wait until the review process of at least one of these manuscripts is complete before submitting another manuscript for consideration. This policy does not apply to Editorials or other non-peer reviewed manuscript types.Article Processing ChargesInternational Journal of Geophysics is an open access journal. Open access charges allow publishers to make the published material available for free to all interested online visitors. For more details about the article processing charges of International Journal of Geophysics, please visit the Article Processing Charges information page.Units of MeasurementUnits of measurement should be presented simply and concisely using System International (SI) units.Title and Authorship InformationThe following information should be includedPaper titleFull author namesFull institutional mailing addressesEmail addressesAbstractThe manuscript should contain an abstract. The abstract should be self-contained and citation-free and should not exceed 200 words.IntroductionThis section should be succinct, with no subheadings.Materials and MethodsThis part should contain sufficient detail so that all procedures can be repeated. It can be divided into subsections if several methods are described.Results and DiscussionThis section may each be divided by subheadings or may be combined.ConclusionsThis should clearly explain the main conclusions of the work highlighting its importance and relevance.AcknowledgmentsAll acknowledgments (if any) should be included at the very end of the paper before the references and may include supporting grants, presentations, and so forth.ReferencesAuthors are responsible for ensuring that the information in each reference is complete and accurate. All references must be numbered consecutively and citations of references in text should be identified using numbers in square brackets (e.g., “as discussed by Smith [9]”; “as discussed elsewhere [9, 10]”). All references should be cited within the text; otherwise, these references will be automatically removed.Preparation of FiguresUpon submission of an article, authors are supposed to include all figures and tables in the PDF file of the manuscript. Figures and tables should not be submitted in separate files. If the article is accepted, authors will be asked to provide the source files of the figures. Each figure should be supplied in a separate electronic file. All figures should be cited in the paper in a consecutive order. Figures should be supplied in either vector art formats (Illustrator, EPS, WMF, FreeHand, CorelDraw, PowerPoint, Excel, etc.) or bitmap formats (Photoshop, TIFF, GIF, JPEG, etc.). Bitmap images should be of 300 dpi resolution at least unless the resolution is intentionally set to a lower level for scientific reasons. If a bitmap image has labels, the image and labels should be embedded in separate layers.Preparation of TablesTables should be cited consecutively in the text. Every table must have a descriptive title and if numerical measurements are given, the units should be included in the column heading. Vertical rules should not be used.ProofsCorrected proofs must be returned to the publisher within 2-3 days of receipt. The publisher will do everything possible to ensure prompt publication. It will therefore be appreciated if the manuscripts and figures conform from the outset to the style of the journal.CopyrightOpen Access authors retain the copyrights of their papers, and all open access articles are distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution and reproduction in any medium, provided that the original work is properly cited.The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.While the advice and information in this journal are believed to be true and accurate on the date of its going to press, neither the authors, the editors, nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.Disclosure PolicyA competing interest exists when professional judgment concerning the validity of research is influenced by a secondary interest, such as financial gain. We require that our authors reveal any possible conflict of interests in their submitted manuscripts.If there is no conflict of interests, authors should state that “The author(s) declare(s) that there is no conflict of interests regarding the publication of this paper.”

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Year of the Horse Library runs series of multicultural events by Feb 23, 2014 | 2554 views | 0 | 72 | | Chinese New Year view slideshow (5 images) Chinese New Year is determined by the lunar calendar, so the date varies from year to year. Celebrations can last for weeks, with the occasion marked by many festive activities, including traditional song and dance.To mark the beginning of Chinese New Year 2014--the Year of the Horse--the Secaucus Public Library staged a series of dances by members of the Qing Yang Children’s Performance Troupe. Six female students between the ages of 11 and 13 performed both solo and in groups, treating the standing-room-only crowd to seven regional dances from across China. “We are Chinese people but we have different ethnic groups,” said Qing Yang, the artistic director of the troupe. “Most of us are the Han ethnic group, but we learn different dances from the folk country, from different locations, so we have different costumes, different dance styles, different makeup, even different hair.”The colorful costume changes spanned everything from traditional garb festooned with bells to hip, streetwise wear, with a stopover in a ballet tutu. Dances similarly ran the gamut from ancient to modern, with corresponding music. Chinese snacks and tea were served, and children had a table of crafts to keep them busy while the dancers strutted their stuff.Promoting Chinese cultureEstablished in 2005, the Qing Yang Children’s Performance Troupe consists of three groups of dancers. “The basic one from ages seven to nine,” said Yang. “The second one, the middle one from 10 to 12. The advanced one is from 13 all the way to teenager, high school.”The troupe has performed throughout New Jersey and New York, including Lincoln Center, according to Studio Manager Alex Zhao.“I was a dancer in China. I love dance,” said Yang, who immigrated to the US from Central China in 1993. “When I come over here the local people asked me to do the dance. Then one day one high school had a culture event, they asked me to perform. I think I did 30 minutes by myself. And it was on local TV.”_____________ “The more you know and you understand, the more biases go away.” –Archana Athalye____________From there her dance career blossomed, leading her to open the Qing Yang Dance Studio in Somerset County in the late 90s. In addition to the children’s troupe, the studio hosts an adult performing group and fitness dance programs—all while Yang maintains her day job as Mandarin language teacher and Chinese dance instructor at the Hudson County Schools of Technology (HCST) in Jersey City.Upcoming events“This is only the second in this series,” said Library Director Jenifer May of the new “One World” performances, which began with an Indian “festival of lights” Diwali celebration in November. “We’ve done a Bollywood dance program a few times. We’ve done other Indian music programs. But then we went to ‘One World’ so we can incorporate all the other cultures. St. Patrick’s is next. We hope to try and do one a month.”Partnering with the library on the One World series is Kulture Kool, a Rutherford-based group about five years old.“We are a South Asian performing arts center,” said Director Archana Athalye. “We teach Indian languages and different dances including classical and contemporary Indian dances. I teach a ‘discover India’ kind of a workshop.”“The whole idea is to bring about multicultural understanding,” said Athalye. “We just want to expose children and audiences around here. The more you know and you understand, the more biases go away.”The free St. Patrick’s Day celebration will take place on Friday, March 11, in the Secaucus Library’s Panasonic Room. Qing Yang Dance Studio’s multilingual website is at www.qyds.org.Art Schwartz may be reached at [email protected]. WEEHAWKEN BRIEFS NORTH BERGEN BRIEFS

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Hood Reviews NU History Dept. Posted on Thursday, April 25, 2013 Clifton Hood, professor of history and the George E. Paulsen '49 Professor of American History and Government, recently conducted an external review of Niagara University's history department. He examined the department's self-study, faculty curriculum vitas and syllabi. During a campus visit, he met with faculty, students and administrators, and then wrote a report assessing the department and making a series of recommendations about hiring, the history major, and alumni relations, among other issues. "I've come back with a wider perspective about what other history departments do and what contexts they operate in, "says Hood, who has conducted two external reviews previously. "I think it's crucial professionally and intellectually to seek out new challenges and new opportunities to make a contribution." Niagara University is a private coeducational institution in Lewiston, N.Y. Founded in 1856, it has more than 3,300 undergraduate students and nearly 880 graduate students. It offers degree programs in the arts and sciences, business and teaching, and hospitality and tourism. The history department at Niagara has nine faculty members. Hood notes the department is considering hiring an urban historian, so his expertise as an urban historian was likely appealing in choosing a reviewer. A member of the HWS faculty since 1992, Hood holds a bachelor's degree from Washington University, as well as a master's degree and doctorate from Columbia University. His main fields of study include elites, New York City, historical memory, and mass transit. Hood is the author of "722 Miles: The Building of the Subways and How They Transformed New York" and is currently completing his second book, "In Pursuit of Privilege: New York City's Upper Class and the Making of the City, since 1754." Courses taught regularly by Hood focus on American urban history, elites in America, U.S. environmental history and U.S. ethnicity and immigration. Hood served as a senior Fulbright Lecturer in Seoul National University in Korea. Hood has previously conducted two external departmental reviews.

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Idaho State University Magazine Volume 44 | Number 1 | Spring 2014 New Dance Major Idaho State University offered a bachelor's degree in dance for the first time in fall 2013. The new major is the only one of its kind offered within Idaho's higher education system. With the new Bachelor of Arts degree in choreography and performance, the ISU School of Performing Arts now boasts majors in all three of its major disciplines: music, theatre and dance. The program is housed in the Department of Theatre and Dance, within the School of Performing Arts in the College of Arts and Letters, under the direction of Associate Professor Dr. Joséphine A. Garibaldi. "I am very proud of the dance major we have developed," said Garibaldi. "It provides students with an education in dance and the performing arts that empowers them for the realities of the 21st century." Garibaldi said the major could lead to careers in dance, theater performance and choreography. It may also serve as a basis for graduate study or open up job opportunities in fields such as costume, makeup, light and set design, sound design, dance history, dance medicine and science, dance and physical therapy, performance studies, dance ethnology, dance arts writing, research and criticism, dance photography and videography. About ISU Magazine ISU Magazine Staff Donate to ISU Magazine PDF Link ISU Home Page

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Home | Back Rex Barber Read More From Rex Barber ETSU to open 1986 time capsule, replace it with one for Centennial September 26th, 2011 6:53 am by Rex Barber It is not every day you get to see a time capsule opened, getting a look back into the past, seeing what older generations thought important, but that chance will happen at East Tennessee State University when the school opens its 75th anniversary time capsule Tuesday. Tuesday at 3 p.m. at the school’s Amphitheatre, that time capsule will be removed from inside the brick column where it has sat since Oct. 2, 1986, the day ETSU turned 75. A new centennial time capsule will take its place, said Tim Dills, senior academic adviser and records manager in the College of Business and Technology. “I was one of the people that carried the time capsule to the brick column at the 75th anniversary,” Dills said. Dills was a student and member of the President’s Pride at the time. He remembered wanting to be present when the capsule was opened at the school’s 100th anniversary. “I had hoped to be here for that,” Dills said. “Of course, at the time I didn’t imagine myself as an employee here.” According to a list left for future time capsule planners, the 75th anniversary time capsule contains copies of old course catalogs and other campus publications, letters from the then president of the school, the alumni association, the student government association and sheet music commissioned for the school’s homecoming, among other items. Dills thought people would be interested to actually see what people thought should be included in a time capsule 25 years ago. “I think it’d be particularly interesting to students, because unless they’re a non-traditional student or a graduate student, they weren’t born in 1986,” Deals said. Tuesday’s event will include musical entertainment by ETSU’s Bluegrass Band, speakers from the 75th anniversary and refreshments. Dills remembered the encasing ceremony for the 75th anniversary time capsule being a crowded event. “They had the marching band perform, they had a guest speaker,” Dills said. “It was quite a to-do.” He did not remember a 50th anniversary time capsule being unveiled, so there likely was not one, or at least not one that anyone remembered. Forgotten time capsules are apparently common, Dills said. In fact, the International Time Capsule Society registers time capsules so they will not be lost or forgotten. The ITCS estimates there are around 10,000 time capsules in the world, most of which have been lost. “That’s one reason we decided to go with the same spot for the centennial capsule,” Deals said. The school’s centennial celebration committee began compiling a list of items to be put in the 100-year anniversary capsule and the school’s physical plant employees constructed a box to be used for the capsule according to dimensions left by the 75th anniversary committee. The centennial capsule will be opened in 50 years, Dills said. Going over the list of items placed in the 75th anniversary capsule, it was noticed that most of the items were paper. “Most of the things we now use would be electronic versions,” Dills said. For instance, the campus no longer prints course catalogs; all that information is online. Dills said the DVD of the school’s 99th anniversary commemoration from October 2010 will be included in the capsule, but whether people 50 years from now will be able to watch it is anyone’s guess. “We’re hoping some how, some way, they’ll be able to play it in 2061,” Dills said. The capsule contents won’t all be electronic; the school paper, The East Tennesseean, is still printed twice weekly and likely will be included. And people can write letters to be stored in the centennial capsule, which will be bricked up in the same column in October. A plaque will be placed on the column explaining to readers that the centennial capsule is located within and giving instructions for it to be removed at the school’s sesquicentennial. The public is invited to the time capsule unveiling. In case of rain, the ceremony will be held in the ballroom on the third floor of the D.P. Culp University Center. For more information, or to request special assistance for persons with disabilities, call ETSU University Relations at 439-4317. Please enable JavaScript to view the comments powered by Disqus.

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Education Early school start times in question due to alarming impact on teens By Andrew Phillips Feb. 17, 2014 Joanne Lipo Zovic got up after midnight on a recent weekday to find her daughter Haley, a senior at Shorewood High School, and some classmates still studying for an exam. Haley, 17, does not have a first-hour class this semester, so she didn't have to start school until 8:33 a.m. — giving her at least a little extra sleep. It's a schedule many think should be the norm. The Shorewood district has formed a committee of parents, students and School Board members to help it consider whether to join two other area schools, and hundreds of others around the country, in pushing back high school start times. At issue is whether the start of the school day — which has shifted earlier in recent decades, to around 7 a.m. for many local schools — is making it harder to educate teenagers. Sleep researchers say adolescents' circadian rhythms, or "body clocks," are different from those of younger children and adults. Teenagers don't usually get sleepy until about 11 p.m. and aren't ready to wake up until nine hours later, about 8 a.m. As a result, most middle school and high school students simply aren't ready for class to begin early in the morning, said Terra Ziporyn Snider, a science writer and the executive director of Start School Later, a national organization devoted to promoting what it says are healthier school schedules. The time of day has real effects in the classroom, said Sarah Kopplin, who teaches seventh-grade geography and coaches high school girls track and cross country in the Shorewood district. "It's pretty apparent that my first hour is significantly different in terms of their energy level from my second hour, even," Kopplin said. "They just don't feel as awake." Unable to learn Schools didn't begin starting before 8 a.m. until the 1970s, Ziporyn Snider said, when many districts sought cost savings by staggering bus schedules. A district may have a bus pick up and deliver high school students first, then go back out and get middle school students, then grade school students — and do the reverse in the afternoon. In most cases, it was the older students in the earlier slots to prevent younger children from waiting in the dark at a bus stop, and to allow older students more time after school for extracurricular activities. Around the same time, research began to emerge showing the effects sleep has on mental and physical health, as well as changes in circadian rhythms over the course of a person's life. That research has continued to show the profound impact of sleep deprivation on teenagers. According to the National Sleep Foundation, studies have shown: ■ When it is time to wake up for school, a teenage body is still — biologically speaking — in the middle of the night. ■ When they get to school, they are unable to learn properly, pay attention or solve problems at a normal level. ■ Over time, their ability to cope with stress is compromised, leading to irritability and depression. ■ They are at increased risk for drowsy driving, and substance abuse to cope with stress and depression. When school administrators tried to change schedules back in the 1990s, Ziporyn Snider said, "they got so much pushback that they gave up. It's a political hot potato." In 2002, researchers at the University of Minnesota published a landmark study showing higher grades and reduced rates of school tardiness, dropout and depression after two Minneapolis-area districts, including more than 7,000 middle- and high-school students, pushed back their start times by more than an hour. Although well aware of that history, administrators at Shorewood have repeatedly said they are only looking into the issue to stay updated on best practices. And while the district's committee met for the second time last week to discuss its research into the topic, no proposals have been made. The district will hold a "big ideas" meeting Tuesday night to discuss the issue with community members, but any plan would have to clear several more hurdles before it could be put into action. School officials also are discussing a more dramatic change to the school calendar, which might include a shorter summer vacation and longer breaks during the school year. That sort of adjustment would take several years to implement, a district spokeswoman said, and so far, the School Board is only researching the issue. Few schools in the United States have tried altering their annual calendars, though a bill in the state Senate would eliminate the requirement of a 180-day school year and allow state aid for "interim sessions" employed by schools that use year-round calendars. Too many stressors Convincing people of the benefits of a later start time could be a tough sell, advocates admit. Parents, coaches and community members often protest the thought of athletic and work schedules being disrupted, while others are skeptical that a later start time will have any significant impact on students. Lipo Zovic said changing school start times is just one piece of the puzzle. The volume of homework, multiple tests scheduled in the same week — it all contributes to the pressure on teenagers. "I think there are things we can do to ameliorate some of the stressors that make this worse for kids," she said. Haley and her 15-year-old brother Zachary both get less sleep when they take classes during first hour — which starts at 7:35 a.m. — or even an optional class starting at 6:45, Lipo Zovic said. But she acknowledged that, when neither of them starts until second period, they use the time to work out before school rather than getting extra sleep. Two Milwaukee-area districts that have pushed back start times have seen success. Whitnall High School moved its start time from 7:15 to 7:45 a.m. in 2011. Whitnall Superintendent Lowell Holtz said the change has gone over "extremely well" among students, with no increased costs for the district. In Greenfield, school officials moved the high school start time from 7:10 to 7:30 a.m. after years of discussion. Greenfield parent Dolores Skowronek said her children have appreciated the change, though she wishes the schedule had shifted even later. "What we're doing now is not healthy, it's not safe, but people don't really quite believe that," Ziporyn Snider said.

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LI’s Summer Interns Arrive Next Week with Already 474 hours of LI Training May 14, 2012 | By Lauren Hart Next week the Leadership Institute will welcome 12 conservatives hailing from nine American states and two countries as interns for the summer 2012 semester. Already these 12 young people have taken 474 hours of Leadership Institute trainings in topics as various as public speaking, youth leadership, campaign management, public relations, campus elections, TV training, and fundraising. As interns, they will have the opportunity to take additional free LI trainings for the next year, be mentored by LI’s staff in their departments as they complete 40-hour work weeks, stay rent-free in the Sacher Intern House just blocks from the office, attend private dinners with conservative leaders, and host a weekly conservative book discussion. “We have a fantastic group of interns coming this summer, all with very unique backgrounds and experiences,” LI’s Intern Coordinator Eliza Thurston said. “I’m excited to get to know each one of them as they find their places here at the Leadership Institute." Eugenio Gómez-Chico Instituto Tecnológico Autónomo de México Mexico City, Mexico President’s Office Eugenio is pursuing dual degrees in International Relations and Law at the Instituto Tecnológico Autónomo de México. In addition to his studies, Eugenio has volunteered his time extensively with a variety of international organizations including the Nosara Civic Association (Costa Rica), the World Youth Conference and the Great Basin Institute at the University of Nevada, Reno. Last summer Eugenio volunteered with the Mexican Consulate-General in Denver, Colorado with their Department of Legal Affairs. After taking the 2012 Mexican Youth Leadership School Eugenio co-founded Mas Por Libertad A.C., an organization dedicated to promoting ideas of liberty within Mexican society. LI training and events: Mexico City’s Youth Leadership School in January 2012 Ryan Bolyard Doylestown, OH Technology Ryan has combined his two passions, campaigns and computers, to study Politics and Computer Science at Hillsdale College. He has extensive experience in both, and had the opportunity to put both in to practice while serving as Youth Coordinator and Chief Technology Officer/Developer for a 2010 Congressional campaign. In addition, as the Chairman of the Campaign Committee for Hillsdale’s College Republicans, Ryan has organized many successful campaign trips for his fellow students. While on campus Ryan served on Hillsdale’s Student Government and currently volunteers with Students for Free Enterprise and the Aliaga Foundation. Through Aliaga, Ryan is working to establish an exchange program between Peruvian students and Hillsdale College. LI training and events: West Lafayette, Indiana’s Youth Leadership School in October 2009 and LI’s CPAC Job & Internship Fair in February 2011 Alejandro Capote Hialeah, Fl Grassroots Alejandro is a rising junior at Florida State University where he is working on degrees in Political Science and International Affairs. A native of Cuba, Alejandro recently became a United States citizen, a privilege he has not taken lightly. While in high school Alejandro was heavily involved in student life and served as the president of his Student Government. Alejandro has been involved with numerous political campaigns, both with individual candidates and through the Republican Party of Florida. Last year Alejandro switched gears from the campaign field to serve as an intern in the office of Florida State Senator Rene Garcia. Alejandro is also an active member of the Leon County Republican Party. Please go here to read about Alejandro as the Institute’s 100,000th graduate since 1979. LI training and events: Arlington, Virginia’s Youth Leadership School in July 2011 and LI’s Tallahassee, Florida’s Youth Leadership School in October 2011 Braden Goodgame Georgia State University Snellville, GA Recruitment Braden is studying Political Science at Georgia State University where he is a rising sophomore. An active member of GSU’s College Republicans, Braden currently serves as the club’s Director of Communications. In addition to maintaining his own lawn care business through high school, Braden co-founded a Young Conservatives Club at his school. Braden has also volunteered extensively with youth, serving both as a Youth Leader at Grace Fellowship Church and as a Youth League baseball umpire. Braden is a cadet in the Reserve Officer Training Corps at Georgia State and plans to become a commissioned 2nd Lieutenant in the United States Army. LI training and events: Chapel Hill, North Carolina’s Youth Leadership School in March 2012 and LI’s CPAC Job & Internship Fair in February 2012 Amanda Haas Liberty University Dallas, TX Campus Leadership Program Amanda recently received her degree in Government from Liberty University. During her freshman year Amanda became president of Liberty’s chapter of Young Women for America (YWA), an organization she served with throughout her college career. In her role as executive secretary for Liberty’s Student Government Association, Amanda organized the college’s largest pro-life conference with nearly 13,000 participants. As a result of her dedication to the pro-life movement Amanda received the 2011 Susan B. Anthony Young Leaders Award. In addition to her campus activities, Amanda has also worked with Congresswoman Michele Bachmann, both as a congressional intern and as an intern field representative on the Congresswoman’s presidential campaign. LI training and events: Arlington, Virginia’s Youth Leadership School in March 2012, LI’s Public Relations School in June 2011, LI’s Travel—Campaign Management School in Lynchburg, Virginia, and LI’s conservative Job Fair at CPAC in February 2009 Brandon Hartness University of Chapel Hill Taylorsville, NC Events Brandon is a rising senior at the University of Chapel Hill where he is pursuing a double major in Political Science and Peace, War and Defense Studies. As the National and State Political Chair of the UNC College Republicans, Brandon frequently contributes to campus media outlets and organizes events at UNC. Brandon writes regularly for the Carolina Review, helping to expose bias and abuse on campus. He also serves as the president of Committee for a Better Carolina, another group on campus dedicated to providing intellectual diversity and a conservative voice at UNC. In addition to his campus activities, Brandon spent the past couple months interning with the Orange County Republican Party. LI training and events: Chapel Hill, North Carolina’s Youth Leadership School in October 2011 and LI’s CPAC Trainings—Getting Your Message Heard and Resume Consultations in February 2012 Pamela Meyerhofer Xavier University Buffalo, NY Youth Leadership School Pamela is a rising junior at Xavier University in Cincinnati, OH where she is double-majoring in Economics and Philosophy, Politics and the Public. No stranger to the campaign trail, Pamela has interned with local, state and federal campaigns. Last summer while working with a congressional campaign Pamela organized a Get Out the Vote initiative with over 200 volunteers. On campus, Pamela is active in College Republicans and is also a fundraiser with Xavier University’s Phonathon. Since being on the Phonathan team Pamela has personally raised $27,000 for the university. LI training and events: Newark, Ohio’s Youth Leadership School in February 2012, Grassroots Activism training in Buffalo, New York in June 2011, and LI’s CPAC Job & Internship Fair in February 2012 Caleb Parke Grove City College Findlay, OH Employment Placement Services Caleb is a rising senior at Grove City College where he is majoring in Political Science and Economics. Over the past couple years Caleb has volunteered on numerous state-wide campaigns. Last year Caleb completed an eight-month internship in the district office of Congressman Jim Jordan. In addition to his political activity, Caleb actively participates in Grove City student life. He serves as the Junior Class President, Co-President of Christians United for Israel, and the Style Editor of the Journal of Law & Public Policy. Caleb has been honored with the President’s Call to Service Award for his many hours spent serving his community. LI training and events: Grove City, Pennsylvania’s Youth Leadership School in March 2011, Land a Job or Internship in DC training in March 2011, CPAC training called Landing a Conservative Job: the Hill and Beyond in February 2012 Christine Rousselle Providence College Scarborough, Maine Campus Reform Online Christine is currently pursuing a degree in Political Science and a minor in French at Providence College in Providence, Rhode Island. On campus, Christine is the Assistant News Editor for The Cowl and Vice-Chair of the Providence College Republicans. Christine has been featured in multiple national news outlets and blogs regularly for the TheCollegeConservative. She also provides the conservative perspective for The Portland Press Herald’s blog The Way Politics Should Be. Go here to read her post on LI’s CampusReform.org. LI training and events: One-On-One Television Workshop in January 2012, Boston, Massachusetts’ Youth Leadership School in October 2011, History of the American Right in July 2011, The Year of the Youth: Why Youth Engagement is Vital in Politics in July 2011, Campus Elections Workshop in June 2011, Student Publications School in June 2011, and another Campus Elections Workshop in May 2011. Danielle Saul Minnesota State University, Moorhead Fergus Falls, MN Recruitment Danielle recently received a degree in Communication Studies with a minor in Leadership Studies from Minnesota State University, Moorhead. While on campus Danielle was President of her College Republicans, a member of the MSUM Student Senate and founder of MSUM Students Against Human Trafficking. Danielle also interned with the Minnesota State Senate and the radio program We the People, hosted by Chris Berg. Since June 2011 Danielle has been a writer/contributor to BigGovernment.com. In addition, Danielle frequently volunteers in her community and has served at the Center for the Arts, the YMCA and with flood relief efforts. LI training and events: Minneapolis, Minnesota’s Youth Leadership School in April 2012, Beating the Liberal Media at Their Own Game in June 2011, Moorhead, Minnesota’s Youth Leadership School in April 2011, and LI’s CPAC Job & Internship Fair in February 2012 Katie Shupe Department of Political Training Katie received dual degrees in Communications and Acting for the Stage and Screen from Palm Beach Atlantic University last May. She is currently pursuing her Masters in Advertising at the University of Florida, Gainesville. On campus, Katie has been involved in UF’s chapter of Young Americans for Liberty and the College Republicans. While at PBAU Katie served on Student Government as the Judicial Chair. She has dedicated over 200 hours of community service, working with Habitat for Humanity, Service to the Homeless and other local projects. Katie also recruits for and travels with WinShape (Chick-fil-A) to implement day camps for youth in area communities. LI training and events: Orlando, Florida’s Youth Leadership School in October 2007 and LI’s CPAC 2012 Job & Internship Fair in February 2012 Abbey Torkelson Ivy Tech Community College of Indiana Walton, Indiana Development Abbey joined the exciting world of conservative activism after attending the Greenville, South Carolina Republican Presidential Debate last May. Since January 2012 she has been interning with Young Americans for Liberty supporting YAL’s social media and donor relations outreach. Prior to coming to Washington, DC Abbey worked as the office manager for Indiana Irrigation Co., Inc. Abbey has also worked in nursing and was involved with Civil Air Patrol for nearly ten years. In 2005 Abbey was named Indiana’s Non-Commissioned Officer of the Year and received Commander’s Commendations in 2006 and 2008. LI training and events: Campaign Management School in July 2011, High-Dollar Fundraising School in April 2012, Online Fundraising Workshop in April 2012, Political Voter Mail Workshop in April 2012, Public Relations School in March 2012, Public Speaking Workshop in April 2012, Arlington, Virginia’s Youth Leadership School in March 2012, Indianapolis, Indiana’s Youth Leadership School in September 2011, and numerous Wake-Up Club Breakfasts and LI happy hours. For more information about LI’s internship, please click here. Please help us welcome our newest members to the team! Subscribe to RSS feedSubscribe to RSS feed From Morton BlackwellLeadership MemoLI's Conservative LeadersSutton's PlaceTrainings and Events 2014 Stories

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About the EAL Scope of Collection The East Asia Library collections are primarily composed of materials in Chinese, Japanese, Korean, and Tibetan covering all areas of the humanities and social sciences. While the library does not collect in the natural or applied sciences, it acquires titles in those areas which relate to the historical and cultural traditions of East Asia. The Gallagher Law Library collects materials on East Asian law; the East Asia Library acquires titles in the areas of constitutional law, legal philosophy, and legal history. Language of Materials Materials in English and Western European languages related to East Asia in the subject areas other than languages and literature are acquired by other subject librarians and are housed in other libraries on campus. The primary collections of the East Asia Library are in Chinese, Japanese, and Korean vernacular languages. It also acquires English or Western language reference materials and some core scholarly monographs about East Asia. It should be noted that some branch libraries such as Art and Engineering libraries also have East Asian vernacular titles in their collections. Size of Collection As of June 2013, the East Asia Library holds approximately 660,086 items (including books, serials, microfilm and microfiche, some electronic resources, and audio visual materials). The holdings of monograph and bound journal collections in different languages are as follows: Chinese: 294,150 Japanese: 157,329 Korean: 110,972 Western: 29,343 Tibetan: 9,124 Serials: 1,919

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POLLAK LIBRARY < Publications of the Patrons Patrons Home Page The Patrons Calendar The Patrons and Their Work Book Sale Center Governance of the Patrons Membership Categories How to Join the Patrons CSUF Home Page Bibliotheca Alexandrina: Phoenix or Turkey? Sixteen hundred years ago, we are told, the greatest library of the classical world burned down. It has ever after been a subject of legend, idealized and lamented, but its true history is tantalizingly obscure. And now, in 2001, it is about to be resurrected after twelve years of construction. What could be a more intriguing story? One way to find out about it (as about almost anything else) is to look it up on the World Wide Web. There you will find the official website, "BIBLIOTHECA ALEXANDRINA: The Revival of the Library of Alexandria," a detailed but uncritical overview of the project. Lexis-Nexis (a great search tool available free from the Pollak Library to users of Titan Access) provides varied perspectives from the media that are more imaginative and interpretive--and rather disquieting. If "location, location, location" is the sine qua non of real estate value, then the site of the new Library of Alexandria is a unique and priceless asset. At the center of historic Hellenistic and Arab culture, at the intersection of three continents, in a city of rich cosmopolitan cultural traditions, it stands at the curving shoreline of the Mediterranean, between sea and city, near, and perhaps directly above, the site of the lost ancient library. The building is an immense 13-storey concrete cylinder encircled by a reflecting pool and a public plaza. The cylinder slopes six degrees from vertical away from the sea, and its lower five levels are underground. It is sheathed in 4,600 Aswan granite panels inscribed with characters from most of the world’s languages. But the dominant feature is the stupendous 520-foot circular roof, a multifaceted glass and aluminum disc angled 18 degrees from the horizontal sloping from ground level on the seaward side to over 100 feet on the city side. Both setting and design are daring in the extreme, far more challenging and intriguing than either the new British or French national libraries. A Norwegian firm, Snohetta Architects, won the design competition comprising 523 entries from 77 countries. Their building intentionally presents an image to be conjured with, to be understood in the Egyptian environments of both desert and seaside, and in the traditions of both Muslim and Western architecture. Its interior is exposed to the sky and the sea, yet insulated from the city's encroaching bustle. The slanting roof suggests the astronomical instruments of the Hellenistic world of 2,000 year ago, yet also a faceted microchip symbolizing today’s information. It hints of sunrise, a sundial, a compass, an observatory, a star map, an eye. Grounded in Africa, the library faces Europe. Rising from the past, it evokes the future. What of the interior? Just as the vast glass roof defines the building externally, it determines the internal layout and ambiance. Its hundreds of variously-hued panels, described as self-cleaning, filter and moderate the Mediterranean sun. The eight above-ground floors -- a series of balconies or terraces resembling an amphitheatre -- all face the sea and sky. They constitute a reading room about as large as New York's Grand Central Station seating 1,800 readers, of whom 500 have computer ports. The Library's total floor area is 700,000 square feet, and it seats 3,500. There are 578 employees and seventeen elevators. Size is matched with opulence: the inner walls are marble, the floors are American white oak, and the furniture is hardwood from Norway. Within or immediately adjacent to the library will be conservation and restoration laboratories, museums of science, archaeology, and calligraphy, a conference hall, an exhibition hall, and a planetarium. Variously estimated, total costs have probably risen beyond $350 million. The breathtaking irony in all this is that books seem to have been something of an afterthought and an embarrassment. Although the ancient library was the largest depository of books (papyrus and vellum scrolls) in the classical period, its modern successor could not in this respect conceivably challenge the Library of Congress, the British Library, or the Bibliotheque Francois Mitterand -- or, for that matter, any of the hundreds of long-established academic libraries of the world. Perhaps it should specialize in Pharaonic Egypt, or Greco-Roman culture, or Arab civilization, or early Christianity, or Eastern Mediterranean studies? Some choice or mix of these has been discussed, but none conclusively adopted. Possible reasons for such indecision -- or a result of it -- are that no head librarian has yet been appointed, that UNESCO's funds and aims as well as those of the Egyptian government are involved, and that the Egyptian preoccupation with politics, power and prestige have allowed little scope for librarianship. The new library must have, in addition to a specialization, a general collection of historical and contemporary world culture and information if it is to fulfill expectations as the leading library of the Arab world. Furthermore, it is committed to having a collection of 100,000 manuscripts to assert its historic link to the ancient institution. Uncertain, unrealistic, and shifting goals in collection development are bad enough for any library, but under the scrutiny of the world, with a budget only $5 million a year, choices have indeed been vexed. Hence donations are being solicited, stored, and picked over, a rather pathetic way to begin to stock so grand a building. Books have been arriving in increments, and are approaching 400,000, with eight million the goal. (Should one wish to contribute books or funds, there is a California Friends of the Bibliotheca Alexandrina in Sacramento, and an American Friends group in Milwaukee.) But this points to a deeper irony. The scramble for books goes on while the electronic information revolution accelerates. Although the new library seems reasonably well-equipped for computer use by readers, and is introducing the advanced multi-purpose Virtua system, funding for software and maintenance is inadequate, and breakdowns in computer functions like book delivery that have plagued the new National Library of France are a concern. But the larger question remains: to what extent should the library invest in books, and to what extent in electronic technology? In a poor country, you apparently cannot have both. A further irony is looming. The growth in Egypt of militant Islamic radicalism is a desperate political problem for President Mubarak, who laid the foundation stone of the new library in 1988. Freedom of information, expression and research, and cultivation of rationality, diversity, and toleration, are fundamental ideals of modern libraries. But they are scorned and undermined by Mubarak's religious enemies, with whom we must nevertheless deal to stay in power. Can assurances be given that nothing will be allowed to compromise the new library's civilizing mission? That censorship will never be imposed? One thinks ruefully and forebodingly of the famous, probably apocryphal, story of Sultan Omar, who in the eighth century asked if the library's books were in agreement with the Koran: if they were, they should be burned as superfluous; if not, they should be burned as heretical. If the Bibliotheca Alexandrina survives its own architectural hubris and administrative muddle, it may still have to face the fanatical folly of some new Omar. Albert R. Vogeler

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A Time to Wean Katherine A. Dettwyler, PhD Department of Anthropology Texas A & M University College Station Texas from Breastfeeding Abstracts, August 1994, Volume 14, Number 1, pp. 3-4. In the United States, women receive conflicting advice about when to wean their children completely from breastfeeding. The American Academy of Pediatrics recommends one year, while WHO and UNICEF recommend at least two years. Many physicians consider six months to be "extended" breastfeeding, and some health professionals question the motives of women who nurse for more than a year. In turn, women may hide the fact that they are still nursing an older child from disapproving health care professionals or family members. From anthropological research, we know that in many non-Western cultures children are routinely nursed for three to four years. Are they eccentric, or are we? Can we look to other animals to determine what the natural age at weaning would be in modern humans if it was not modified by cultural beliefs? Like all mammals, humans have mammary glands that function to nurture their offspring. Within the class Mammalia, humans are members of the order Primates, and have the basic primate pattern of breastfeeding and weaning activity that has been molded by more than 65 million years of natural selection to ensure the best possible survival rate of primate offspring. This basic pattern is assumed to be primarily genetically based. In addition, a number of life-history variables are also associated with age at weaning in the non-human primates. What do these variables suggest about the "natural" age of weaning in humans? Weaning according to tripling or quadrupling of birth weight. The idea that mammals wean their offspring when they have tripled their birth weight is widely reported in the breastfeeding literature (Lawrence 1989). This rule of thumb holds true for small-bodied mammals, but not for larger ones. Recent research has looked at age at weaning and at growth among large mammals, including primates. The research shows that weaning occurs some months after quadrupling of the birth weight, rather than tripling (Lee, Majluf and Gordon 1991). When do U.S. infants typically quadruple their birth weight? For males, the average age is around 27 months, and for females, around 30 months. Weaning according to attainment of one-third adult weight. Other studies suggest that primates are like other mammals in weaning each offspring when they reach about one-third their adult weight (Charnov and Berrigan 1993). Humans come in different sizes, but 4 to 7 years of nursing would be the weaning age for humans using this method of comparison, with boys generally being nursed longer than girls, and large-bodied populations nursing longer than small-bodied groups. Weaning according to adult body size. Harvey and Clutton-Brock (1985) published a study of life-history variables in primates, including a formula for calculating age at weaning based on adult female body weight. The equation predicts an age at weaning for humans at between 2.8 and 3.7 years, depending on average adult female body weight, with larger-bodied populations nursing the longest. Weaning according to gestation length. It is often reported in the literature that, among mammals in general, weaning age is approximately the same as the length of gestation (Lawrence 1989). By this criterion, weaning in humans might be expected to take place after only nine months of breastfeeding. However, this one-to-one relationship is greatly affected by the adult size of the animal. For many small-bodied primates, the duration of breastfeeding is shorter than the length of gestation. Among large-bodied primate species, the duration of breastfeeding far exceeds the average length of gestation. For humankind's closest relatives, the chimpanzee and the gorilla, the duration of breastfeeding is more than six times the length of gestation. Humans are among the largest of the primates, and share more than 98 percent of their genetic material with chimpanzees and gorillas. Based on these comparisons, an estimated natural age at weaning for humans would be a minimum of six times gestational length, or 4.5 years. Weaning according to dental eruption. According to the research of Smith (1991), many primates wean their offspring when they are erupting their first permanent molars. First permanent molar eruption occurs around 5.5 to 6.0 years in modern humans. It is interesting to note that achievement of adult immune competence in humans also occurs at approximately six years of age, suggesting that throughout our recent evolutionary past, the active immunities provided by breast milk were normally available to the child until about this age (Fredrickson). Our evolutionary past has produced an organism that relies on breastfeeding to provide the context for physical, cognitive, and emotional development. The human primate data suggest that human children are designed to receive all of the benefits of breast milk and breastfeeding for an absolute minimum of two and a half years, and an apparent upper limit of around 7 years. Natural selection has favored those infants with a strong, genetically coded blueprint that programs them to expect nursing to continue for a number of years after birth and results in the urge to suckle remaining strong for this entire period. Many societies today are able to meet a child's nutritional needs with modified adult foods after the age of three or four years. Western, industrialized societies can compensate for some (but not all) of the immunological benefits of breastfeeding with antibiotics, vaccines and improved sanitation. But the physical, cognitive, and emotional needs of the young child persist. Health care professionals, parents, and the general public should be made aware that somewhere between three and seven years may be a reasonable and appropriate age of weaning for humans, however uncommon it may be in the United States to nurse an infant through toddlerhood and beyond. References Charnov, E. L. and D. Berrigan. Why do female primates have such long lifespans and so few babies? or Life in the slow lane. Evol Anthropol 1993; 1:191-94. Fredrickson, D. University of Kansas, personal communication. Harvey, P. H. and T. H. Clutton-Brock. Life history variation in primates. Evolution 1985; 39:559-81. Lawrence, R. A. Breastfeeding: A Guide for the Medical Profession, 3rd edition. St. Louis: Mosby, 1989. Lee, P C., P. Majluf, and I. J. Gordon. Growth, weaning and maternal investment from a comparative perspective. J Zool Lond 1991; 225:99-114 Smith, B. H. Age of weaning approximates age of emergence of the first permanent molar in nonhuman primates, abstracted. Phys Anthropol Suppl 1991; 12:163-64. [Note: the version of this article that appeared in the publication NEW BEGINNINGS (May-June 1995, pp. 86-87) is also available on our Web site.]

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Programs > Multicultural Education > ETM Reports A Summary of The Education That Is Multicultural RegulationsTitle 13AState Board of EducationSubtitile 04 Specific SubjectsChapter 05 Education That Is Multicultural According to state law, the actual Education That Is Multicultural (ETM) Regulations can not be published on this website. However, the Regulations are available at public libraries. Local school systems also have the Regulations. Since presentation here is forbidden, a brief summary of cogent points of the Regulations is provided below. History of the Regulations Scope of the Regulations Definitions in the Regulations Guidelines and Goals ETM Planning and Evaluation History of the Regulations The administrative history of these Regulations dates back to 1970. Since then, the Regulations have been revised periodically. The Regulations were last amended in 1994. Currently the Maryland State Board of Education is considering additional revisions to the language in the Regulations. These amendments are based on recommendations from the Maryland State Education That Is Multicultural Advisory Council. The recommended changes are listed in the report Minority Achievement in Maryland: the State of the State. Moreover, these revisions will serve to close the semantic gap and clarify the relationship between ETM and minority achievement. Scope of the Regulations The Regulations are intended to guarantee success for Maryland’s students by pursuing equity and quality in education. The Regulations provide guidelines for education that is multicultural. These guidelines establish goals for that impact curriculum, instruction, professional development, and educational resources. The Regulations refer to education that is multicultural as a "continuous, integrated, multiethnic, multidisciplinary process for educating all students about diversity and commonality." Diversity factors mentioned in the Regulations include race, ethnicity, gender, religion, language, socioeconomic status, region, disabilities, and age. By infusing curriculum and instruction with tenets and strategies related to education that is multicultural, the goal is to prepare students to lead successful lives and better participate in a globally oriented society. Definitions in the Regulations The ETM Regulations also include definitions of terms associated with education that is multicultural in Maryland. These definitions explain words and phrases used in the Regulations. The terms defined are: bias, commonality, cultural groups, cultural linguistic patterns, discrimination, diversity, ethnicity, Maryland School Performance and Assessment Program, Maryland School Performance Program, pluralistic society, prejudice, racism, sexism, stereotype. Guidelines and Goals of the Regulations The Regulations direct schools throughout the state to implement programs and staff development that will enhance instruction pertinent to the above. In turn students should become involved not just by acquiring knowledge about diversity, but by participating in processes that require students to exhibit understanding and appreciation of other cultures as well an ability to participate in processes such as decision making related to social relations and interactions among diverse groups. The Regulations further provide goals and guidelines to aid local school systems in devising, planning, implementing, and assessing their systemic efforts related to education that is multicultural. Areas addressed in the guidelines include curriculum, instruction, and staff development. The guidelines and goals explicitly state topics, strategies, and activities that should be addressed in incorporating ETM in students’ education. In addition, the Regulation provides criteria for the selection and use of instructional materials and resources to appropriately reflect ETM. ETM Planning and Evaluation The Regulation asserts that local school systems should implement ETM based on five year planning cycles. Under this section of the Regulation, school systems are directed to develop and conduct needs assessments to obtain information on the status of aspects related to diversity and ETM from parents, business, community, students, and educational staff. School systems also have to prepare and submit annual progress reports on the implementation of ETM. The Maryland State Department of Education is responsible for evaluating progress of implementation of ETM in each school system. Additionally, MSDE has to provide appropriate technical assistance related to development and implementation of ETM to local school systems

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2006-2007 Blue Ribbon Awards Photos 2007-2008 Blue Ribbon Schools 2010 Maryland’s National Blue Ribbon Schools Winning Applications 2011 Mayland Blue Ribbon Schools 2012 Mayland Blue Ribbon Schools Photos Blue Ribbon School – Thomas Pyle Middle in Montgomery County Blue Ribbon Schools Archive Blue Ribbon Schools Tours of Excellence Maryland’s National Blue Ribbon Schools Winning Applications Programs > Awards and Recognition > Blue Ribbon Maryland’s Blue Ribbon Schools ProgramThe program recognizes schools that exhibit sustained high performance and/or significant improvement in student achievement in mathematics and reading as measured by Maryland State Assessments. The program is administered by the Maryland State Department of Education. Maryland’s selected Blue Ribbon Schools are honored in the State in ceremonies and with gifts and prizes. They are also nominated to become National Blue Ribbon Schools, an awards program of the U.S. Department of Education.What Are the Selection Criteria?There are two assessment categories that must be met prior to being selected as a Blue Ribbon School. Category 1 includes high achieving schools. These schools must score in the top 10% of all Maryland schools in mathematics and reading in the year of selection. Subgroup performance must rank in at least the top 40%. Percentile rankings are determined by the Maryland State Department of Education and are generated by school category (elementary, middle, high). High achievement must be maintained over a five year period. Category 2 includes schools that are “beating the odds” in improvement or in above average achievement in the year of selection, often demonstrating dramatic gains in mathematics and reading. These schools must be in the top 40% of all Maryland schools in their category and must reflect a substantial number of economically or other disadvantaged populations. For example, a minimum of 40% of the school’s students would qualify for free and reduced-priced meals (FARMS) or 40% or more would be second language (LEP) students. Improvement data for category 2 schools also must be demonstrated over a five year period.Can We Apply to Become a Blue Ribbon School?Schools do not apply for this award unless they are first selected by the Maryland State Department of Education (MSDE) as a Maryland Blue Ribbon School. Based on Maryland’s student population, MSDE can identify up to six schools per year that qualify for Maryland Blue Ribbon School Awards. These six schools are also nominated by MSDE to the U.S. Department of Education and then invited by the U.S. Secretary of Education to complete the application to become a National Blue Ribbon School. In the past four years, all nominated Maryland public schools also won National Blue Ribbon Awards. If a school believes it has achieved at the required levels for Blue Ribbon School awards, it can contact the Program’s Executive Director (contact information is below).What Happens When We Become a Maryland Blue Ribbon School?Recognition immediately raises the status of Blue Ribbon Schools. They are honored by the State Superintendent and numerous elected officials at a State dinner in Annapolis. The schools and principals are also honored by the Maryland General Assembly with tributes on the floor of the House of Delegates and the Maryland Senate. The State Superintendent, elected officials, corporate sponsors, and other dignitaries visit each winning school during a scheduled Blue Ribbon Schools Tours of Excellence.Gifts and Prizes and Maryland Sponsors Corporate sponsorship contributes to Blue Ribbon School events as well as gifts and prizes. Each Blue Ribbon School receives a monetary award, plaque, Maryland Blue Ribbon Flag and an Honors Reception and Dinner. Additional large gifts for each school include: Smart Interactive White Board, projector, document camera, 32 pack student response system, wireless slate, and audio system and training valued at $16,000– donated by SMART Technologies A school-wide pizza party – donated by Joe Corbi’s Pizza Maryland Underwriters include: Joe Corbi's Pizza NTA Life Rudolph's Office & Computer Supply Smart Technologies National Blue Ribbon School InformationState Departments of Education across the United States are responsible for nominating their schools for National Blue Ribbon Awards. Schools cannot apply for awards unless first selected by their State Department of Education. Programs that advertise conferences that prepare schools to win the award are not affiliated with the National Blue Ribbon Schools Program or process. For information on National Blue Ribbon Schools see the U.S. Department of Education website. Blue Ribbon Schools Program Fact Sheet Contact Information Dr. Darla Strouse, Executive Director Maryland Blue Ribbon Schools Program Partnerships and Recognition ProgramsMaryland State Department of Education National Recognized Maryland Blue Ribbon Schools National Award Winners Applications 2014 Blue Ribbon Schools 2014 Blue Ribbon Schools Maryland Blue Ribbon Schools Photos, Dec. 11, 2013 Maryland Blue Ribbon Schools Photos, March 10, 2014 Video: 2014 Maryland Blue Ribbon Schools 2012 Blue Ribbon Schools Maryland Blue Ribbon Schools Photos, Jan. 17, 2012 2006 National NCBL / Blue Ribbon Schools Other National Education Awards 2007-2008 MD Blue Ribbon Schools Photos: 2006-2007 Blue Ribbon Awards Photos: Blue Ribbon Schools honored at Governor Calvert House

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Quick Contents: Contact Info, other WWW sites. The Morris comprises a variety of forms of traditional ritual dances from England, but The Black Jokers specialize in Cotswold Morris, as was practiced in the villages of Bledington and Brackley in the English Midlands. Morris Dancing is one of the characteristic Folk Dances of England. Its origins are lost in the mists of time, derived from the pan-European agrarian traditions of fertility rites and celebrations at sowing and harvest-tide. Though well known during Shakespeare's time, the Industrial Revolution cut into its constituency so that by the turn of the century the Morris was practiced only by a dwindling number of Ale-drinking pensioners in, what some would call, the lesser sophisticated villages of the English Midlands. Discovered in the nick of time by an itinerant ethno-musicologist, Morris Dancing was seen as a hither-to unstudied subject of academic research, and via publications and other means enjoyed a revival in Britain. Morris became a part of the curriculum in schools, new teams were formed, and over the decades it has spread throughout the English-speaking world. Today, the Morris has found a home in academe, providing research opportunities and thesis topics at both the undergraduate and graduate levels. Teams can be found associated with many prominent institutions of higher education, among them Marlboro College, University of Indiana at Bloomington, UCal Berkeley, and even such conservative institutions such as Oxford, Cambridge, and M.I.T. Students, staff and faculty alike are captivated by the potent combination of aerobic dance and fermented beverages. Ph.D., LL.D., MBA and SB join with TA and RA; engineer and mathematician dance be-side poet and architect to celebrate the changing seasons. The colorful sight of the dancers with their bells and waving hankies, along with the simple yet compelling played on fiddle, pipe-n-tabor or melodeon, adds a festive note to Colloquia such as this, as well as to symposia, seminars, and lectures. Try it! You can see and join in the old traditions at their finest at Sunrise on Mayday Morning beside the banks of the Charles River on the Cambridge side

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HomeOnline InformationWeb Resources History Web ResourcesWeb Resources | Art & Humanities | HistoryAncientArchivesInternational | Presidential Libraries | State BiographiesDay in HistoryEuropeExhibitionsHistorical SocietiesMissouriUnited StatesAfrican-American | Civil Rights | Civil War | Exhibitions | Images | Lewis and Clark 50 State Quarters Program View the 50 state quarters and learn more about the 50 State Quarters Program. Anne Frank Museum Amsterdam Learn more about the life and times of Anne Frank, take a virtual tour of the secret annex, read about what Anne Frank means to many visitors to the museum, and find many valuable resources for students and teachers. At the Avalon Project, hosted by the Yale Law Library, visitors can access many international documents from ancient times to the 21st century. Bannerman Castle Learn more about the history of the unique Bannerman Castle in New York, view a gallery of images of the structure, read copies of the organizationís newsletter, and find news about the site. Best of History Web Sites Find sites, rated for usefulness and accuracy, that will help you study or teach a wide variety of topics and periods in History. The British Museum web site offers the very best in online learning experiences relating to ancient world cultures. Celebrating the Louisiana Purchase: The 1904 World's Fair "The 1904 World's Fair (Louisiana Purchase Exposition) marked the 100th anniversary of the Louisiana Purchase, a monumental event in U.S. history. St. Louis Public Library invites you to browse the virtual exhibit and experience the many facets of the 1904 World's Fair. Celebrating the Louisiana Purchase features more than 1,200 images -- photographs, stereographs, lantern slides, and postcards - all drawn from the Library's collections." Edward S. Curtis's The North American Indian "Edward Sheriff Curtis published The North American Indian between 1907-1930 with the intent to record traditional Indian cultures. The work comprises twenty volumes of narrative text and photogravure images. Each volume is accompanied by a portfolio of large photogravure plates. The entire work is presented here." Exploration of the Fur Trade and Hudson Bay's Company This site, aimed at users aged nine``and older, focuses on the fur trade of Canada as related to the exploration of the country and the development of its oldest company, Hudson Bay's Company. Eye Witness to History From the Ancient World to the present,``this site presents history through the eyes of those who lived it.

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National Museum of the American Indian For Educators & Students Membership & Giving Resources for Tribal Museums Seminars & Symposia Artist Leadership Program » Connect » Internships Exhibitions in DC Exhibitions in NY Object Collections History of the Collections Significance of the Collections Moving the Collections Visiting the Collections Archive Center Collections Accessing Archive Collections Digital Image Requests Archive Center FAQ Staff Publications Cultural Resources Center Classroom Lessons Film & Media Catalog Native Media Topics To highlight the creative work of talented Native Americans in film and offer the public insight into contemporary issues and ways of life in Native communities, the National Museum of the American Indian in Washington, D.C., and New York City screens feature films, documentaries, experimental films, and short works by indigenous and independent filmmakers. Fictional films shown by the museum represent multiple filmmaking styles and tell diverse Native stories. Documentary programs focus on important themes such as climate change, land rights and sovereignty, and the preservation of indigenous language and cultural traditions. Directors, actors, or community members are often present after screenings to discuss their work with the audience. The museum hosts two ongoing series of outstanding feature-length films, followed by discussion: Dinner and a Movie in Washington, D.C., and At the Movies in New York. Each location also presents regular daytime screenings for general audiences and frequent special programs. In Washington, the museum offers film programs several times a week that are particularly appropriate to families, educators, and students. In New York, daily screenings highlight topics related to current exhibitions and important themes in contemporary Native American life; New York also presents Especially for Kids, a daily morning program for children. The Film & Media Catalog provides information on films screened since 1995 at the National Museum of the American Indian in programs presenting indigenous media from North, Central, and South America, the Pacific region, and the Arctic Circle. The Catalog includes information about productions, the mediamakers and actors who created them, and the film and media organizations that support their creation. The biennial Native American Film + Video Festival, produced and hosted by the Film & Video Center in New York from 1979 to 2011, provided a forum for Native media and media makers from throughout the Western Hemisphere and played a key part in the development of the museum. Festival programs, including descriptions of the films shown, are available on the Festival page. The museum’s Native Cinema Showcase—founded in 2000 as a partnership with the Center for Contemporary Arts, now continuing with the Southwestern Association for Indian Arts (SWAIA)—brings Native films and filmmakers to Santa Fe’s Indian Market in August. The Film & Video Center presents the annual Animation Celebration! each winter. In both New York and Washington, the museum produces or takes part in festivals and other events screening new or important works; examples include the Pacifika Showcase in New York, the annual Environmental Film Festival in the Nation’s Capital, and First Nations | First Features: A Showcase of World Indigenous Cinema in New York and Washington, D.C. The NMAI also gives in-depth programming support to other film festivals and cultural organizations, such as the Agua Caliente Cultural Museum’s Native FilmFest in Palm Springs and Arizona State Museum’s Native Eyes Film Festival in Tucson. Submitting Your Film The museum seeks new films by and about the Native and indigenous communities of the Western Hemisphere. The NMAI looks for challenging, thoughtful, passionate presentations of contemporary Native perspectives, and welcomes new works on current and relevant topics. Films by young and emerging media makers and by community-based production programs are of particular interest. To submit a film for consideration for an upcoming NMAI program, download and complete a preview form (English or Spanish) and mail it with a DVD copy of the film to either or both of the addresses at the top right of this page. For more information, or to submit a film to the NMAI digitally, email [email protected]. Research and Media Study The museum’s staff offers information services to researchers, educators, filmmakers, film programmers, and the general public on site or by email or phone via the contact information above. Native Media Topics is an online resource on contemporary Native media throughout the Americas. Film, video, and radio productions are available for research and study at the National Museum of the American Indian in New York. The online Film & Media Catalog provides information on hundreds of works screened at the NMAI since 1995, as well as profiles of the filmmakers. The museum’s two-volume catalog, Native Americans on Film and Video, describes more than 600 earlier films and videotapes. For information on a particular title or subject, please contact us to find out what is available. Advanced notice is required for film viewing. For an appointment, email [email protected] or call 212-514-3733. The NMAI and Indigenous Filmmaking Created in 1979 within the former Museum of the American Indian–Heye Foundation in New York, the Film & Video Center is the country’s oldest media arts center for Native and indigenous film. The center is dedicated to promoting Native and indigenous filmmaking throughout the Americas and opening up new opportunities for Native film. Film & Media, NMAI–DC National Museum of the American Indian Smithsonian Institution Fourth Street & Independence Avenue, SW Email: [email protected] Film & Video Center, NMAI–NY Smithsonian Institution One Bowling Green Panelists at the museum to discuss Older than America, a feature film showing the impact of boarding schools on generations of a Native family (L to R): Chief Wilton Littlechild (Maskwacis Cree) and Dr. Marie Wilson, Truth and Reconciliation Commission of Canada; Ernest Stevens, Jr. (Oneida); Georgina Lightning (Maskwacis Cree), writer, producer, and director of the film; and Rachael Cassidy (Cherokee Nation of Oklahoma). Dinner & a Movie, National Museum of the American Indian, Washington, DC, November 2011. Mother Earth in Crisis panel, NAFVF11. Filmmakers (L to R): Ernest Webb (Cree), David Hernandez Palmar (Wayuu), Chief Oren Lyons (Onondaga), Tonya Gonnella Frichner (Onondaga), Carlos Efreín Pérez Rojas (Mixe), Han Shan of the Clean Up Ecuador campaign, and Rainforest Foundation NY Program Director Christine Halvorson. NMAI George Gustav Heye Center, April 1, 2011. Juliana Julajuj (Kaqchikel Maya) during the making of Equidad de Género/Gender Equality. Filmmaker Shelley Niro (Mohawk) and moderator Yvonne Russo (Sicangu Lakota) talking with the audience after a screening of Kissed by Lightning. Dinner & a Movie, National Museum of the American Indian, Washington, DC, July 2011.

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Student Appreciation Awards, April 16, 2001 SOCORRO, N.M., April 16, 2001 -- Five students and two student groups have been selected as this year's recipients of the Student Appreciation Awards at New Mexico Tech. This marks the third year the award has been given to students who have demonstrated leadership and service at the state-supported research university. This year's winners are Tech undergraduates Carolyn Munk, Jessica Peck, and Michaelann Shortencarrier. New Mexico Tech graduate student winners are Carsten Brandt and Aaron Schnell. For the first time in the awards' short history, two student groups tied as award recipients: the New Mexico Tech Physics Club and the Tech Chinese Students and Scholars Association. The student winners and groups will be honored at an awards dinner in May. "This award is the university's way of saying 'Thank you' to students who have gone above and beyond the call of duty to their peers, to the university, and to the community," says Emily Nye, associate professor of English at New Mexico Tech and founding member of the Student Appreciation Awards Committee. "We have so many terrific, dedicated students who deserve to be acknowledged for their efforts. It was hard to select the most deserving." The honored New Mexico Tech students were nominated by their professors, campus employers, and fellow students. The Student Appreciation Awards Committee is comprised of representatives from the university offices of Financial Aid, Student Affairs, Advising Resource Center, Residential Life, Educational Outreach, and Graduate Studies. -NMT-

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AMA at OU recognized nationally and locally for service Thursday, April 19, 2012AMA at OU recognized nationally and locally for service The AMA at OU has earned several national and Oakland awards. Members of Oakland University’s American Marketing Association chapter recently traveled to New Orleans for the AMA International Collegiate Conference, where they participated in a number of learning opportunities, collected several awards and delivered a formal presentation to college students from around the country. The AMA at OU was recognized as one of the top 25 chapters out of more than 300 nationwide. The group also received top honors for fundraising, community service and communication and received an award for videos created to support the AMA Saves Lives campaign focused on organ donation. In addition to national acclaim, the chapter was also recognized as a top student organization by Oakland’s Center for Student Activities. At a ceremony earlier this month, the group received the Most Professional Organization Award and the prestigious Outstanding Student Organization Award. In addition, the chapter’s faculty adviser, Dr. Mohan Pisharodi, won the Black and Gold Award and Stephanie Moore, AMA president, claimed the Outstanding Leader Award. For more on Oakland’s AMA chapter, view the website or e-mail [email protected].

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HomeMust ReadsFeaturesIndustriesRegionsBlogsThe MagazineCEO Pages100 BestJobsStore Home Archives October 2006 Getting down to business: Q&A with the gubernatorial candidates | Print | Email Tweet Sunday, October 01, 2006 Oregon Business asked the two leading gubernatorial candidates for their positions on topics important to business such as economic development, health care costs, education and spending limits. While many of their goals are similar — a skilled workforce, better schools, a diversified economy, an improved business climate — their road maps are very different. Where they will get the money to deliver on their visions remains to be seen. Gov. Ted Kulongoski, 65, is a Democrat who has served as an Oregon state representative, state senator, insurance commissioner, attorney general and Supreme Court justice. What’s your plan to improve the economy and help business? “It’s important to diversity the economic base. If you look at Oregon in 1970 vs. 2005, you will see the change in the economy,” says Kulongoski. He has three initiatives in that area: The first is to establish a bio-based signature research center, modeled after the Oregon Nanoscience and Microtechnologies Institute (ONAMI), which is a partnership of industry, academic and government groups. The bio center would be a partnership between private industry and the state’s universities “to create new value-added products from forests and agricultural land as well as manufacturing jobs.” It would be focused on R&D in clean energy, green building and bio-based products, and be funded with up to $7 million in state investment. The second is putting $1 million to $2 million into an Oregon Translational Research and Drug Discovery Institute. It would bring together the state’s universities and biotech companies to “bridge the gaps between research, development and commercialization in the area of infectious disease” and provide drug development resources. The third is to emphasize trade missions. He plans to lead missions to China, Korea, Japan and Europe in the next two years. He also plans to strengthen Oregon’s relationship with Washington State. “Portland/Vancouver is a single economy. I want former Gov. Gary Locke to lead a trade mission with Gov. Chris Gregoire and me to China. I want to get businesses to expand here.” He adds that he is “talking to Gregoire about a common venture capital pool from both our pension funds. We need to find the startup capital. Oregon has the potential to be a national leader in renewable energy.” He plans to invest in the development of the nation’s first commercial-scale wave energy park. The investment will range from $4.6 million to $6.6 million with the goal of attracting two or three major manufacturers of wave energy devices to Oregon by 2012. He says he will continue to focus on transportation infrastructure because of its importance in attracting new companies to the state. “I created Connect Oregon, a $100 million program to build the infrastructure in rural communities. I’ll come back with Connect Oregon II. It will focus on seaports, railroads, regional airports.” He plans to commit another $100 million for the second phase. He says that one of Oregon’s strengths is its potential to be the leading West Coast distribution center. He plans to build on that with Connect Oregon II, making strategic investments in roads and bridges to speed up freight corridors, and expanding the state’s industrial land inventory. He plans to put another $100 million in his next budget for industrial land infrastructure improvements and create an Industrial Land Development Unit to help find land for companies to expand and to ensure adequate infrastructure. How would you improve the business climate? Kulongoski plans to introduce a package of more than two dozen initiatives that he says will streamline business regulations and the time and money businesses spend in the process. They include a central development permit application and processing center, a streamlined review process for wetland delineation and environmental regulations, and a clearinghouse for questions about state and local permitting. What’s your plan to help education? “The message in high school is that there’s no opportunity if you don’t go to college. One thing we need to do is restructure community colleges and K-12 to show students there are alternatives to going to college.” He has two proposals aimed at education. First is the Education Enterprise program. It sets a floor of $6 billion for K-12 funding, an increase of 16% over current levels, and sets a 10% increase in school funding every biennium. The program would increase resources for preschool (including fully funding Oregon Head Start), K-12, community colleges, universities and job-skills training. Kulongoski wants to increase the corporate minimum tax to help pay for this plan. The second is an overhaul of the workforce training program. He plans to commit $25 million more toward expanding the state’s skills training programs, and bring together trade unions, employers and government to jointly decide how to target resources. How will you help Oregon thrive in the global economy? Kulongoski says he plans to put $3.7 million into creating a Northwest Food Visioning, Innovation, and Productivity Center (VIP Center) that would work with the industry and the Food Innovation Center to share ideas and technologies. The proposal also includes putting $900,000 into a Community Seafood Initiative, which will focus on new product and market development. He projects the VIP center to generate between $6 million and $15 million in “industry productivity enhancements” in 2007-09. He plans to put $10 million more into ONAMI, and $3.3 million in job-training and research and development resources in “value-added manufacturing processes.” The proposal includes three new senior faculty positions at Portland State University, new lab equipment and expansion of the matching applied research grant program Oregon Metals Initiative. What’s the biggest barrier for business in Oregon? “Business sometimes is its own worst enemy. They project that they believe taxes are killing them. But we’re one of the lowest in the country in tax burden. I think because of the instability of the revenue system, governments rely more and more on fees and assessments, which has an indirect impact on businesses. The instability creates a situation where we don’t provide the necessary investments in education and health care and the overall revenue structure relies on fees.” Revenue instability is the biggest barrier to business? “Yes.” How do you fix it? ”There is no magic solution. I believe citizens will support [changing the revenue structure] if you tell them how it will be spent. For instance, spending on education is important. I can’t afford to lose 25% of the state general funds like I did in 2001-2003. No other state fell further than Oregon did. You have to talk to the public about fairness, stability, give them something to invest in.” What is your tax reform plan? “I want to put the corporate kicker into a rainy-day fund. That’s a great investment for Oregon, and I’ll propose it in my budget. I want to figure out how middle-income taxpayers can pay less. If you’re asking me if there’s a need for tax reform, the answer is yes.” But he would not say if he supports a sales tax, although in April during a debate with two Democratic challengers, he said a tax stability plan would include “a substantial reduction in income tax, and looking at a consumption tax of some kind.” He says he currently does not support changing the individual kicker. He advocates increasing the corporate minimum tax to help fund education initiatives, but would not say by how much. (Any change to the kicker tax would take voter approval.) How would you address the growing number of uninsured Oregonians and the rising cost of health insurance? A priority is his Healthy Kids Plan, which aims to provide every child in Oregon with access to health care, targeting the 117,00 children who currently do not have health insurance. He would use $110 million in state funding and $182 million in federal matching funds each biennium to back the plan. “We’re also trying to expand the waiver system of the Oregon Health plan to address prevention, and cover more people.” What will you do if Measure 48, the spending limit cap, passes? “I’ve done enough budget cutting for one lifetime and I am going to work to avoid ever having to go back to the days of when I first took office.” He says his proposals and initiatives are all dependent on Measures 41 and 48 being defeated. And, if they do pass, “I’m well aware there’s going to be a chilling effect on doing anything about the corporate kicker.” It’s estimated that the state will send back $1.3 billion in taxes to individuals and businesses next year, and that if both Measures 41 and 48 pass, it would take about $3 billion out of the state coffers. What will your $3 billion cut look like? “Easy. Look at what happened when I got elected. I lost $3 billion in ’01-’03 [from the downturn in the economy]. Legislators didn’t help cut the budget, and voters killed Measure 30. Eventually the economy did turn around. In 2005-07, the state had more resources, so we put more money into K-12. There is no gentle way to say it: You learn to live with whatever revenue you have. Right now we are putting together three budget options: if nothing happens, if one of the measures passes, and then if they both pass.” What will be your priorities if the measures pass? “Education. I refuse to walk away from that. We will fully fund Head Start.” He says he also wants to reverse the “25-year disinvestment” in higher education. Since funding education will take about 61% of the budget, what comes after that? “There are constitutional requirements, like corrections. And I’m committed to the state police.” He says he is looking for dedicated funding for the state police and at increasing the number; one of his options for funding is a surcharge to car insurance. “But kids always come to the top.” He reiterated his Healthy Kids Plan would be a priority. What would success look like if you have four more years as governor? “The most important thing is an investment in education and skills training. Diversifying the economy will bring better jobs and better pay. We need a fair trade policy, and a commitment to manufacturing. There has to be a national health care system. Everyone knows that.” Republican Ron Saxton, 52, is co-founder of the law firm Ater Wynne, former chair of the Portland Public Schools Board and founding president of the Portland Schools Foundation. What’s your plan to improve the economy and help business? “Business isn’t a special interest. It is the engine that drives the whole system,” says Saxton. He says his two biggest issues are what he sees as a hostile business climate and a workforce that is woefully untrained, in particular in the skilled labor area. “The workforce issue is just bizarre: There’s high unemployment, but companies can’t find people to fill the jobs they have. We have a huge range of occupational opportunities that are going unfilled at the same time we have high unemployment and an education system that isn’t preparing them for the workforce. Businesses are unwilling to expand here because they don’t think they will be able to get the workforce they need. The education system is not connected to the economy. Education is my passion. But it needs to be connected to the economy. How are we training and preparing our youth for career opportunities that are here? We are leaving our kids untrained for 21st century careers, and leaving our businesses with no one to hire.” Saxton thinks the hostile business climate isn’t about a specific rule or regulation, it’s about the attitude of those in state government. He says he constantly hears from businesses about Oregon’s high “hassle tax” and that it chases away companies. He wants to infuse everyone who works in a state job with the need to help businesses, not punish them, if they run afoul of a rule or regulation. “It’s an attitude, but it starts at the top.” How do you make that happen? “It’s the people. You don’t need new rules or laws. I will ask for resignation of every agency head, commission member and board head. We need a different team. You can’t be a leader if you’ve got the wrong people on the bus.” After you get a new team, what’s the strategy for business? “Education and knowledge is the key for economic growth. Which means we have to have a great education system, which includes K-12, higher ed and vocational education. You can’t have an education system like ours and expect to have a knowledge-based economy. It’s the No. 1 thing businesses are concerned about. Where would I spend money in Oregon? There are public safety issues we need to improve. The next thing is to focus on education.” Saxton says he will work to link business and education, to match the workforce needs to education funding, in partnership with the business community. How? “You need to make it your priority for budgeting. Workforce training broadly defined must align with the budget.” How will you recruit more companies to Oregon? “The governor needs to be personally involved. I can’t think of a better way to spend my day than either helping existing business to expand or calling on new businesses. I’m going to be the governor who goes and makes the sale.” How else will you improve the economy? “We have to preserve the diversity that we have. For instances: food processing and timber products. We used to be a fabulous state for food processing. I want to make a priority out of growing Oregon national resource-based industry. I don’t have some plan that says we’ll be the state that does ‘X.’ When you see opportunities, you have to deal with them.” What are some of those missed opportunities? “There’s a whole missing piece in the alternative-energy sector. You have to have a critical mass and the clusters that work. You need to attract the manufacturing of it. Companies are looking for industrial lands, speed of government. We haven’t had a commitment to developing those industries. I don’t have some plan that says, ‘Here’s the billion dollar tax credit.’ I don’t think that’s what does it. It’s the package of things. A climate that isn’t a hassle, a good place to live with good schools.” What will you do to help create jobs? “I represent a lot of Oregon businesses in my law practice. They aren’t sitting there waiting for the governor to help them. They’re looking for a climate where they can do business. They don’t need incentives to create jobs. They already want to create the jobs, but they can’t fill them. You have to have a commitment from the governor to be a partner. I’m not a big fan of a big program of government giveaways.” How will you be a partner with business? “Oregon is being a barrier to economic growth. It’s not that Oregon has a neutral government; it’s a negative and most of that is attitude. I approach every problem with, ‘Where are we trying to get?’ In the steps to get from here to there, the fewer involving government, the better.” Where are you trying to get? “The economy needs to be diverse. The last several governments have put all their eggs in high tech, and turned their backs on natural resources, manufacturing and agriculture. My No. 1 goal is to make sure we are diverse enough. Goal No. 2 is to emphasize the creation of jobs with higher pay. Oregonians have dropped to the bottom in wages. When we talk about jobs created lately, they’ve been low-wage. That brings us back to expanding the knowledge-based jobs. It’s not my job as governor to pick the industry to help, but to create the climate where creative, innovative people can invest and expand. Investments are happening in places that have a good climate, not the lowest taxes or the easiest laws.” How will you invest more in education? Saxton says he does not believe that more money is the answer to the state’s education woes. “The money will come from state government being run more cost effectively.” Saxton also says he will encourage more freedom in school options, such as charter schools, home schooling and magnet schools; trim health care and administrative costs; push performance-based pay; and support teacher mentoring. He also wants to see greater control at the school level for hiring, budgeting and professional development. What is your tax reform plan? “Get rid of the capital gains and estate taxes. They are both negative taxes for businesses. They encourage businesses to leave the state. The income tax is volatile, but that doesn’t mean spending has to be volatile. Oregon spends every red cent. If you spent on a trend line, you’d have stability, you’d have a rainy-day fund. The state behaves in an irresponsible way when it comes to spending.” Saxton says he would consider an “alternative use” for the corporate kicker refund if there was a tradeoff in reducing other taxes, such as capital gains and estate. He did not have specifics about amounts, saying that still needs to be ironed out. He says he would not touch the personal kicker, and does not support a sales tax. What will you do if Measure 48, the spending limit cap, passes? “It will force government to spend less money, and put more of a premium on controlling government costs. It still gives you an increase over previous budgets. You have to make sure you get value, and prioritize.” What are your priorities? “Public safety, education and the social safety net. The human services department is the most bureaucratic. It’s inefficient. It’s a target-rich environment for improvements. There are fewer people getting help and services have been reduced while the costs of the system have gone up. I reject the idea that we have to pick among the programs. It’s the model that doesn’t work. I’m not looking to cut services. I want to do it without raising taxes by redirecting money that’s in the program now. Oregon has one of the most expensive delivery systems in the country. The costs of the bureaucracy are completely out of line. But at some point you do run out of money and there are things you don’t do.” How would you address the growing number of uninsured Oregonians and the rising cost of health insurance? “Oregon leaves employers with only two choices: the fully loaded insurance policy or nothing. That’s completely wrong. Our goal ought to be to maximize the number of people with insurance. I want to get the most people possible insurance with employer-provided private insurance. Let employers provide a basic package. Let’s strip out some of the government mandates, which create the costs. How do you help consumers? Make sure there’s more of a competitive marketplace, make sure they have information. I do not favor government providing any kind of universal health care.” Saxton said that uninsured children should be helped by the state, though he does not have a specific plan for that yet. Saxton also wants to expand the Oregon Medical Insurance Pool, “so small businesses and high-risk individuals can get the insurance they need at a cost they can afford.” He also supports tort reform, greater transparency of the cost of medications and medical procedures, and expanding Medicaid for Oregonians. How would you help employers offer basic health care? Saxton says he would work to eliminate state mandates, but he would not require businesses to offer insurance, even a basic plan. He said he was “intrigued” by the recent Massachusetts health care plan, but needed to further study it. (It requires that everyone in Massachusetts have health insurance. Those who can afford insurance will be penalized if they don’t purchase it, and government subsidies to private insurance plans will help the working poor and uninsured children. Businesses with more than 10 workers that do not provide insurance will be assessed up to $295 per employee per year.) What would success look like after four years with you as governor? “That Oregon figured out how to deliver a great education to all its residents. Education is the most important thing we do for business development, in fighting crime, in giving kids a chance. It’s a great payoff.” More... The Salem power players The costly initiative process The ignored small-business voter Who should have run for governor Have an opinion? E-mail This e-mail address is being protected from spambots. You need JavaScript enabled to view it Top stories in 2014The LatestThursday, December 18, 2014 Read more... The short list: 5 companies making a mint off kaleThe LatestThursday, November 20, 2014BY OB STAFF Read more... StreetfightNewsSunday, December 07, 2014BY LINDA BAKER Read more... The short list: 4 companies engaged in a battle of the paddlesThe LatestThursday, December 04, 2014BY JACOB PALMER | OB DIGITAL NEWS EDITOR Read more... Corner Office: Pam EdstromJanuary-Powerbook 2015Saturday, December 13, 2014Seven tidbits of information from an agency partner and co-founder of Waggener Edstrom in Lake Oswego.

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Power & Policy A blog about the use of American power in the world, written by scholars at the Harvard Kennedy School's Belfer Center for Science and International Affairs About Power & Policy Graham T. Allison Director, Belfer Center for Science and International Affairs Since the 1970s, Graham Allison has been a leading analyst of U.S. national security and defense policy, with a special interest in nuclear proliferation and terrorism. He served as assistant secretary of defense in the Clinton Administration, and was a longtime member of the Pentagon’s Defense Policy Board. He is the founding dean of the modern Kennedy School. Full bio > R. Nicholas Burns Professor of the Practice of Diplomacy and International Politics, Harvard Kennedy School Nicholas Burns is Director of the Future of Diplomacy Project and Faculty Chair for programs on the Middle East, and on India and South Asia. He served as Under Secretary of State for Political Affairs from 2005 to 2008, leading the effort to reshape U.S. relations with India. Previously, he was U.S. Ambassador to NATO. Full Bio > Richard A. Clarke Faculty Affiliate, Belfer Center Richard Clarke, Adjunct Lecturer in Public Policy, served the last three presidents as a senior White House adviser. He has held the titles of Special Assistant to the President for Global Affairs; National Coordinator for Security and Counter-terrorism; and Special Advisor to the President for Cyber Security. Full bio > Steven E. Miller Director, International Security Program, Belfer Center for Science and International Affairs Steven E. Miller is editor in chief of the quarterly journal International Security and also co-editor of the International Security Program’s book series, Belfer Center Studies in International Security (which is published by the MIT Press). A Fellow of the American Academy of Arts and Sciences, Miller is co-chair of the Committee on International Security Studies, and co-directs the Academy’s Project on the Global Nuclear Future. Full bio > Joseph S. Nye, Jr. Harvard University Distinguished Service Professor Joseph S. Nye, Jr. is Dean Emeritus of the Kennedy School. He joined the Harvard Faculty in 1964. He developed the theory of neoliberalism, and the concepts of soft power and smart power. He served as chairman of the National Intelligence Council in 1993-94 and was assistant secretary of defense for international security affairs in the Clinton Administration. Full bio > Meghan O’Sullivan Jeane Kirkpatrick Professor of International Affairs, Harvard Kennedy School Meghan L. O’Sullivan was deputy national security adviser to President George W. Bush on Iraq and Afghanistan. Previously she served in the Office of Policy and Planning in the State Department, where she developed the smart sanctions policy for Secretary Colin Powell. Her areas of research include nation-building, counterinsurgency, the geopolitics of energy, decision making in foreign policy, Iraq, Afghanistan, and Pakistan. Full bio > Monica Duffy Toft Associate Professor of Public Policy, Harvard Kennedy School Monica Duffy Toft is director of the Initiative on Religion in International Affairs at the Kennedy School. A former Army sergeant, Toft conducts research on international relations, religion, nationalism and ethnic conflict, civil and interstate wars, the relationship between demography and national security, and military and strategic planning. Full bio > Robert and Renée Belfer Professor of International Affairs, Harvard Kennedy School Stephen M. Walt has been a Resident Associate of the Carnegie Endowment for Peace, a Guest Scholar at the Brookings Institution, and a consultant for the Institute of Defense Analyses, the Center for Naval Analyses, and the National Defense University. A former academic dean of the Kennedy School, Walt is a leading thinker on political realism; he developed the balance of threat theory in the 1980s to explain changing global alliances as the Cold War was coming to an end. Full bio > Comment You may use basic HTML in your comments. Your email address will not be published. Subscribe to this comment feed via RSS Search About Power & Policy Power & Policy is a virtual forum for explaining and debating the exercise of American power in the world. The core participants are renowned Harvard Kennedy School faculty members and associates who have spent decades studying how power works. Fellows' Forum International Security Journal The Power Problem April 2014 March 2014 December 2013 October 2013 September 2013 July 2013 June 2013 May 2013 April 2013 March 2013 February 2013 January 2013 December 2012 November 2012 October 2012 September 2012 August 2012 July 2012 June 2012 May 2012 April 2012 March 2012 February 2012 January 2012 December 2011 November 2011 October 2011 September 2011 August 2011 July 2011 June 2011 May 2011 April 2011 March 2011 February 2011 January 2011 Topics9/11 Belfer Center Graham Allison Heineman Heinonen Nicholas Burns Linen Theme by The Theme Foundry Copyright © 2014 . All rights reserved.

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Girl Scouts of the USA CEO Launches Study On Financial Literacy During Event Marking 2013 Financial Capability Week Anna Maria Chávez Participates in Panel on 'Empowering Girls and Women' NEW YORK, April 16, 2013 /PRNewswire-USNewswire/ -- Anna Maria Chávez, CEO of Girl Scouts of the USA (GSUSA), joined leaders from academia, government, and the corporate sector yesterday on a panel discussion hosted by the New York Stock Exchange (NYSE), during which she released the findings of a recent study by the Girl Scout Research Institute (GSRI) entitled Having It All: Girls and Financial Literacy. The panel, which kicked off NYSE/Euronext's annual celebration of Financial Capability Week, focused on the ways in which girls and women learn about money and conceptualize the financial world. In a presentation that set the tone for the panel, Ms. Chávez explained how, through the GSRI financial literacy study, the Girl Scouts sought to better understand how girls think about themselves in relation to money. The key finding, according to Ms. Chávez, is the significant role that adults play in instilling girls with the confidence to fulfill their financial dreams. "Today's girls feel financially empowered and independent, and the vast majority sees little or no difference between men and women in terms of their financial capabilities," Ms. Chávez told an audience of financial industry experts and thought leaders. "Girls believe in their potential; they expect to be engaged in financial decision making, and see themselves as the financial head of their future households. But only 12 percent feel confident in their ability to actually make financial decisions. There is a clear disconnect between their optimism about their financial future and their confidence in their ability to make that future a reality." Over 80 percent of the girls surveyed by GSRI reported having learned about finances primarily from their mothers, with their fathers, teachers, and guidance counselors falling next in line. "Girls are savvy; they are watching the way adults handle money and listening to the way they make financial decisions," continued Ms. Chávez. "As with so many things, girls take their cue about their financial capabilities and set their personal expectations based on the behavior they see around them. Parents and teachers must make it normal for a girl to be engaged in financial discussions. To teach our girls to be financially competent, we must reinforce what seems to be a natural financial confidence. That means including girls in daily activities like going to the bank, filling out a check, or making decisions about where and when to spend pocket money. It also means steering clear of negative stereotypes about women and money that make girls feel disempowered and disengaged." Cultivating the financial capabilities of girls is a key component of the Girl Scout program. Through Girl Scouting, girls hone their financial literacy skills through practice and engagement: they build and manage their own cookie business every year and earn financial badges such as the Financing My Future badge or the Money Manager badge. "We have arrived at a point in our society where many of the pre-conceived notions and traditional prejudices about women and money are gone," concluded Ms. Chávez. "All that remains is to encourage our girls to build on the confidence they already possess, and to empower them to believe that they can achieve their dreams and become financially competent." About Girl ScoutsFounded in 1912, Girl Scouts of the USA is the preeminent leadership development organization for girls, with 3.2 million girl and adult members worldwide. Girl Scouts is the leading authority on girls' healthy development, and builds girls of courage, confidence, and character, who make the world a better place. The organization serves girls from every corner of the United States and its territories. Girl Scouts of the USA also serves American girls and their classmates attending American or international schools overseas in 90 countries. For more information on how to join, volunteer, reconnect, or donate to Girl Scouts, call (800) GSUSA 4 U or visit www.girlscouts.org. SOURCE Girl Scouts of the USA RELATED LINKS http://www.girlscouts.org More by this Source Girl Scouts Brings Digital Cookie To The 2015 International Consumer Electronics Show Girl Scouts Unveils Portraits in Leadership; Candid Interviews Between Girls And Congresswomen Girl Scout Cookies Go Digital View all news by Girl Scouts of the USA See more news releases in Banking & Financial Services Education Surveys, Polls and Research Not For Profit 2014

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Shopping Local December 15, 2011 — Rural schools or Wayne County HONESDALE, PA — “The Rural Schools of Wayne County,” by Mimi Steffen is the story of the history of public education in the county up through the era of the one-room school. The book reflects years of the author’s research as well as the complete text of “One Room Schools of Wayne County” by J. B. Park. Up until now, a single copy of the Park book, housed in the Wayne County Historical Society’s Research Library, was the only source of individual township maps of school locations and other valuable information. Ms. Steffen gleaned data from surviving teachers’ and government reports, as well as interviews with teachers and pupils, to present a timeline of the history of education in Wayne County, a list of currently known schools, an appendix and an index. The book costs $25 plus sales tax and is available at the historical society located at 810 Main Street and online at waynehistorypa.org/shop/. Steffen is a retired teacher, former trustee of the Wayne County Historical Society and author of the “Remembering Rural Schools” column in the society’s quarterly newsletter. Award-winning audio book LIVINGSTON MANOR, NY — The Mom’s Choice Awards has named the audio book, “The Indigo Wizard’s Awakening Tales,” among the best in family-friendly media, products and services for 2011. The stories are allegories for children ages five through 12 and are set in a magical glen where talking animals and a wise wizard experience many adventures together. Along the way, they learn respect for self, others and the environment as well as empathy, kindness and the value of cooperation. Livingston Manor-based composer Ann Krupski created the original orchestral score and produced this two-CD audio book. Kazzrie Jaxen, jazz pianist and singer, a resident of Callicoon, is featured as the reader of the tales. Dana Duke of Big Twig Studio in Roscoe was the sound engineer and co-producer. The audio book is based on a manuscript by Paula Matthew, CSJ, of Windsor, NY. The audio book is available at Duke Pottery in Roscoe, Morgan Outdoors and The Wildlife Gift Shop in Livingston Manor and through Amazon.com. Visit www.annk rupski.com. Pike Paramedics lottery calendar MILFORD, PA — Pike County Advanced Life Support (PCALS) lottery calendars offer a chance to win money every day throughout the coming year. Over $15,000 in prizes will be distributed throughout 2012. 1 Pike Paramedics announce lottery calendar fundraiser Wayne County Historical Society honors 2014 Historic Preservation Award winners Presentation of research on school houses of Wayne County Book signing at historical society

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Traffic fears over plans to increase Doncaster school size Hexthorpe Primary School. Plans to expand a Doncaster school by 50 per cent are being recommended for approval – despite concerns about staff parking. Doncaster Council members will discuss a planning application to build three extensions and a new soft play area at Hexthorpe Primary School on Urban Road, to be ready for 2015.The authority has received five letters of objection to the £1.9 million scheme, but, in a report to members, planning officers are recommending full permission is granted.The substantial extension is needed to reduce the pressure on places, which will change it from a two-form entry school with 420 pupils to a three-form-entry school catering for about 630 children.In the latest round of admissions to Doncaster primary schools, there were no spare reception places in the Balby and Hexthorpe area, with some parents having to send their children outside the district.And the development of the nearby Bombardier railway works site for housing could eventually amount to a further 700 homes, putting additional pressure on school places.The extensions will provide six additional classrooms plus a new reception classroom, and a new activity hall.As well as 222 extra pupils the number of staff will also increase from 60 teaching and support staff to 104.Planners have received five objections to the proposal on the grounds there are an insufficient number of parking spaces to accommodate the additional staff because there are not enough spaces for the current staff.Residents also suggested current on-street parking problems on surrounding roads near the school, caused by parents at dropping off and pick up times, will become worse.Highways officers also raised concerns about the insufficient number of parking spaces and the potential conflict between pedestrians and vehicles adjacent to the proposed car park, but have suggested a car park management plan should be made a condition.Planning officer Andrea Suddes said: “The transport assessment demonstrates that the roads can accommodate the extra traffic generated.“However, the problems associated with school drop off and pick up times will be exacerbated by the increase in pupils and staff.“A strong School Travel Plan is required to mitigate this.“And, although this was reviewed in September, since 2011 the targets set for car-use and walking have not been met, this means more work needs to be done on implementing the objectives of the plan and encouraging travel to school by means other than the private car.”

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About SBGE Meet the Dean Events Center for Applied Learning E: [email protected] O: McKenna Hall Newsletter SPU Home // Academics // SBGE Home School of Business, Government, and Economics Academic Quality: What’s on your list? Count the advantages of AACSB accreditation. Small classes. An outstanding faculty. Mentoring opportunities. It’s all here. Focus on Success: This is where you’ll be challenged as never before. And together we’ll explore how values and ethics play an integral part in your success story. Networking: When you attend business and economics classes here in Seattle, the contacts you make can lead to exciting career opportunities. It’s all about being in the right place, at the right time. Reputation: At SPU’s School of Business, Government, and Economics, you’ll learn essential tools to practice business in a way that contributes to society. That’s what we’re known for. In the School of Business, Government, and Economics at Seattle Pacific University, we believe the highest purpose of business is to serve. Designed to advance “another way of doing business,” SPU's program is AACSB-accredited with quality instruction, small classes, and professional mentoring that underscore our emphasis on ethics derived from a distinctly Christian worldview. Whether you're a potential graduate or undergraduate student, SPU's School of Business, Government, and Economics opens the door to service in the marketplace. Graduate ProgramsChoose from master's degree programs in Business Administration (MBA), Information Systems (MS-ISM), Management With a Specialization in Social and Sustainable Management (MAM-SSM), and other Master of Arts in Management options. Undergraduate ProgramsWe offer five undergraduate majors: Accounting, Business Administration (with seven distinct emphases), Economics, Global Development, and Political Science. Minors include Business Administration, Economics, Entrepreneurship, and Political Science. Professional EducationThe Northwest Academy for Nonprofit Governance offers a certificate program geared for nonprofit board development. Our Professional Development Certificate in Faith and Business is appropriate for both ministry and business professionals. We also partner with several professional organizations to offer a Certificate in Professional Human Resource Management and a Certificate in Global Human Resource Management. Association to Advance Collegiate Schools of Business International AACSB International represents the highest standard of achievement for business schools worldwide. Learn more 2013 Faith At Work Video Winners SBGE students in three classes created videos about business organizations in which Christian faith was exemplified. The students then had a competition and chose their top three videos, the creators of which won first, second, and third place in the “Margaret Edgell Faith at Work” prize. Watch all three videos.

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Southwestern College Hosts 80th Assembly District Candidates Forum Southwestern College hosts 80th Assembly District Candidates Forum The race for the 80th State Assembly seat made a stop at Southwestern College recently. Democratic candidates Steve Castaneda and Lorena Gonzalez each presented their qualifications to the Southwestern College community in a forum moderated by Political Science Professor Phil Saenz. The 80th Assembly District seat became vacant in March after Ben Hueso was elected to the 40th State Senate District. The 40th State Senate District was left vacant when Juan Vargas left to fill the 51st Congressional seat left vacant when Bob Filner was elected mayor of San Diego. Gonzalez, a San Diego labor leader, classifies herself as a pro-jobs Democrat and a working family advocate. Gonzalez said she is passionate about creating middle class jobs and providing a fairer budget disbursement in education. “I think it is critical that equal funding isn’t based on equal distribution,” said Gonzalez. It’s based on the starting line and we don’t start on the same position. People who go to underperforming, poorer, schools need initial resources.” Castaneda, former Chula Vista councilman, said he would analyze California’s regulations, the way it spends its time and its money. “Students coming out of college are going to be coming into a workforce that doesn’t have jobs to provide,” said Castaneda. “We need to expand enterprise zones because it does benefit places like Chula Vista, National City, and South San Diego. It allows people to come and hire local folks.” The 80th Assembly District includes portions of City Heights, Barrio Logan, National City, Chula Vista, San Ysidro and other areas of South San Diego. Professor Saenz also hosted a voter registration drive immediately after the forum to help increase voter turnout. The special election will be held on May 21. Candidates Steve Castaneda (L) and Lorena Gonzalez (R) answer questions on a wide variety of topics. Southwestern College Professor Phil Saenz (center) served as moderator.

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The tyranny of distance Jan. 1, 2013, 8:23 a.m. Web-based study is growing in popularity, writes Kilmeny Adie, but are students missing out on the intangible benefits of 'live' lectures? Feeling more at home ... Rebecca Brown says off-campus courses are less daunting for working students.TweetFacebook of ╳exitUniversities are seeking to capitalise on growing demand for web-based classes by launching online versions of their traditional courses.The Macquarie Graduate School of Management (MGSM) is allowing students to study units within the master of business administration (MBA) without leaving home.The school says the move is in response to the changing nature of its student population.''What we're seeing is the market for people in their late 20s and early 30s changing,'' the interim dean of MGSM, Guy Ford, says.''They are mobile, they don't go to the same office and sit there from 9am to 5pm every day, they are really tech-savvy, and they're finding it increasingly difficult to come to the same location for four hours each week.''The university is striving to preserve the core components of the degree while allowing new students more flexible study options. ''It's the same learning goals, the same faculty, the same assessment and the same exam,'' Ford says.''It's just a different channel for those who want to use it. For a school like ours, it's important we move with the careers of our students rather than students having to stop their careers to complete their studies.''Rebecca Brown, who works on emerging technology for a global IT company, will be one of the first to study the new MBA online in 2013.''It's not as daunting to do an MBA now as it was,'' Brown says. ''It is great the university thinks about what you do in your career and makes it flexible enough to study evening, day and, now, online.''Brown had her first taste of off-campus education about five years ago when she studied a distance degree at Charles Sturt University (CSU).CSU was one of the first to introduce distance education study. About 80 per cent of its courses are offered online and through distance education.Traditionally, the latter involved the university mailing out material to more than 20,000 students who could not make it to campus.The university's director of educational design and media, Katherine Klapdor, says online learning builds on the tradition of distance education but adds greater interactivity.''Using the online environment means you can have much more interaction, much more engagement with your students, and much more support in a timely way,'' she says.The director of strategic learning at Charles Sturt University, Philip Uys, says online courses can require more commitment than their traditional on-campus equivalents. ''It's a misconception that it's going to be a breeze.''When you come to campus and you walk into a lesson you are there, you are present - at least physically.''But online it's often a matter of choice and it competes with other priorities in your life. It's a more difficult discipline.''Web-based education is no longer just for university students. In 2007, Apple launched iTunes U, a service that provides free lectures by top colleges and universities across the world. Within three years, downloads had reached 300 million with 800 universities actively taking part.Not all of the reactions to online learning, however, have been positive.A front-page story that questioned whether iTunes U would replace the modern lecture theatre in the British Guardian newspaper sparked national and international media coverage.Bill Ashraf, then at Britain's Bradford University, argued in the newspaper that traditional lectures may not be enough to engage the modern student.Now the senior manager at the University of NSW's Learning and Teaching Unit, Ashraf says education is finally coming to grips with the idea that its students live in an online world. ''Universities are now looking to provide really high-quality digital content but to a mass audience,'' he says.He says universities will have to make important decisions as they seek to balance their resources between traditional and online learning. ''It's not an easy process universities find themselves in at the moment,'' he says. ''It's a new paradigm for them.''Ashraf says students may miss out on the more intangible benefits of an on-campus education as learning migrates online. ''I've got two daughters - one's at university in Manchester and one is in Liverpool,'' he says.''While studying at university is important to them, it's actually also about just being away from home.''The story The tyranny of distance first appeared on The Sydney Morning Herald.Tweet

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Journal of the International Association of Tibetan Studies Abstracts Reviews News IATS JIATS Home JIATS Project Overview JIATS Board & Staff How to Cite JIATS Subscribe: JIATS Updates Collections Collections Home jiats-general-toc About THL > THL HOME Resources > THL Community Resources > THL Partners THL PartnersThe Tibetan and Himalayan Library (THL) works together with many external partners in mutually beneficial exchanges and collaboration. The University of Virginia in the US is not listed here, since it is the original and continuing host of THL’s overall infrastructure and key support staff. We also do not list universities and other organizations whose faculty, students and staff may contribute in THL, but are not systematically involved as an institution with THL. Though this does not list individuals involved in THL, we do plan eventually to relaunch a comprehensive database of all participants in THL.The following is an alphabetical list of these partners with short descriptions of each partnership. Columbia UniversityColumbia University is home to one of the largest Tibetan Studies programs in the US. It has been one of the key universities participating in the general development of THL collections as led by Tibetan Studies Professors Gray Tuttle and Robbie Barnett, as well as Film Program Digital Media Center director Cecil Esquivel-Obregón and alumnus Nelson Walker, Columbia has partnered with THL on audio-video taping of oral traditions, language instructional materials, historical GIS, documentation of the Amdo cultural region, the Journal of the International Association of Tibetan Studies, and the participatory film initiative. Digital HimalayaDigital Himalaya is a prominent UK-based web site focusing on ethnographic and historical documentation of especially the southern Himalayan regions, with a special focus on audio-video recordings and digitized journals. Led by its director Mark Turin, Digital Himalaya has been a close partner with THL from the inception of THL in developing shared collections including historical audio-video recordings, digitized journals from the region, and maps and GIS data pertaining to Nepal. MachikMachik is a non-profit organization dedicated to strengthening Tibetan communities through education, capacity building, social entrepreneurship, women’s empowerment and strategies toward sustainable community initiatives, as well as being the primary partner in the establishment of the UVa Tibet Sustainable Governance Program. Led by co-founders Tashi Rabgey (Strategic Director) and Losang Rabgey (Executive Director), Machik partners with THL on multiple cultural documentation projects, participatory knowledge initiatives, the geotourism portal, and the development of the Tibetan language digital library. RabsalRabsal is an eastern Tibet-based community services NGO focusing on the use of audio-video technology in community-based participatory documentation, Tibetan film making, and the creation of community services training and awareness-raising materials. Led by Director Tsering Perlo, Rabsal has been a central partner with THL in the cultural documentation of eastern Tibet, the building of materials for the Tibetan Geotourism portal, and the founding of the participatory knowledge initiative. Rice UniversityRice University has been an important center for Tibetan Studies in the US for two decades. Led by Professor Anne Klein, Rice has played a key in developing THL’s Tibetan literary collections, and in particular has led the foundation of Bonpo literary collections in THL. Tibet Academy of Social SciencesThe Tibet Academy of Social Sciences (TASS) if one of the major humanities and social sciences research organizations in China that focus on Tibet. TASS been a key general partner in the development of THL from its inception with the involvement of many researchers, and in particular has supported the documentation of Tibetan cultural traditions with audio-video recordings, the documentation of the Ngari cultural region, the linguistic documentation of Tibetan, geographic research on the Tibet Autonomous Region, research on Tibetan Monasteries, and a multi-year study of the City of Lhasa. Tibet UniversityTibet University is one of the two or three major universities in China with strong Tibetan Studies traditions, and large numbers of Tibetan faculty, staff, and students. Tibet University has been a key general partner in the development of THL with the involvement of many faculty, and in particular has supported the Transcription Center for transcribing Tibetan audio-video recordings, the input of classical Tibetan literature, the documentation of oral traditions, the creation of tourism study resources, language instructional initiatives, the documentation of contemporary art, and the the creation of new Tibetan information technologies. Tibetan Buddhist Resource CenterTibetan Buddhist Resource Center is the world's major digital library preserving, organizing and disseminating Tibetan literature. Led by Gene Smith, TBRC has generously supported THL literary initiatives by providing relevant digital texts, and currently is working in partnership with THL to share data resources on Tibetan texts and places across the TBRC and THL web sites. University of California at Santa BarbaraThe University of California at Santa Barbara (UCSB) is home to one of the major Tibetan Studies programs in the US. Led by Professor José Ignacio Cabezón, UCSB has been chiefly responsible for the Sera Monastery portal, one of THL’s most important publications, and has co-founded and developed with the University of Virginia the Journal of the International Association of Tibetan Studies.

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TWU student receives national Phi Kappa Phi Fellowship Share 5/25/12 Photo credit: Ronda DuTeil DENTON — Recent Texas Woman’s University graduate Sarah Adams is one of only 56 students in the U.S. and five in Texas to receive a national Phi Kappa Phi Fellowship. She will use her $5,000 scholarship to pursue a Ph.D. in biomedical science at the University of North Carolina Chapel Hill. “I am thrilled to be a fellowship recipient, because Phi Kappa Phi truly represents the best in academia,” Ms. Adams said. “To receive the fellowship is one of my highest honors as a TWU student, and the funds will be a tremendous help as I begin graduate studies in the fall.” Ms. Adams received a bachelor’s degree in biology and a bachelor’s degree in chemistry from the university May 12. She also served as the commencement speaker during the TWU College of Arts and Sciences graduation ceremony that day. The Phi Kappa Phi Fellowship is the second prestigious national scholarship awarded to Ms. Adams. In fall 2010, she and fellow TWU students Victoria Loveland and Carin Hunt Balusek were among 44 students in the nation to receive a $10,000 scholarship from the National Consortium of Measurement and Signals Intelligence Research Scholars Program, funded by the National Science Foundation. The TWU Former Students Association named Ms. Adams as one of three TWU Outstanding Seniors during TWU Honors Convocation in April. She also has held numerous leadership positions at the university, including being the past student regent, student vice president of the TWU Phi Kappa Phi Honor Society, past president of the TWU Honors Scholars Athenian Honor Society and a member of the TWU Senate with the Student Government Association. She also was a student researcher in the lab of TWU biology professor Dr. Lynda Uphouse. The Honor Society of Phi Kappa Phi is the nation’s oldest, largest and most selective all-discipline honor society. For more information, visit www.PhiKappaPhi.org. Amanda Simpson [email protected] page updated 10/2/2014 10:59 AM Follow TWU News on Facebook and Twitter Search All TWU News Releases Marketing & Communication Home TWU Times TWU Update TWU Brags TWU History 1215 Oakland St.

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The University Record, November 13, 2000 College of Pharmacy receives $3.4 million giftBy Dennis GilbertCollege of Pharmacy VahlteichBeverly Vahlteich DeLaney of Cleveland Heights, Ohio, has made a $3.4 million gift to the College of Pharmacy—the largest single gift ever made to the College at one time. The gift was made in honor of Hans W. Vahlteich, who received his bachelor’s and master’s degrees in pharmacy from the College in 1920 and 1921 respectively. Beverly Vahlteich DeLaney is the daughter and only child of the late Hans Vahlteich and Ella McCollum Vahlteich. The $3.4 million Vahlteich DeLaney gift will be disbursed in three areas: $2 million will be used to establish the Hans W. Vahlteich Professorship in the College of Pharmacy; $1 million will be added to the College’s Hans and Ella McCollum Vahlteich Research Fund, established in 1984 and funded through their estate; and $400,000 will be added to the College’s Ara G. Paul Professorship. “This gift is in memory of my father, his life and his passion for science, which was nurtured and given opportunity to flourish at the U-M College of Pharmacy,” explains Beverly Vahlteich DeLaney. “He and mother were modest people who shunned public display and fanfare. This is something I know they would have approved: a gift to benefit and encourage scientific discovery and achievement.” The original Hans and Ella McCollum Vahlteich Research Fund was established to support research in biochemistry, microbiology and the relation of molecular structure to therapeutic values. Since its creation, grants have been made to governing faculty and research scientists with primary appointments in the College to encourage novel and preliminary investigations, support new initiatives that would enhance existing research or to provide bridging support to prevent disruption of ongoing research. Top Vahlteich Research Fund grants currently are $40,000, up from $25,000 when the fund was first established. “We are absolutely delighted by the generosity and thoughtfulness of Beverly’s gift,” says Dean George L. Kenyon. “While all gifts to the college are valued and appreciated, a gift of this magnitude will have a powerful, immediate impact on our strategic initiatives.” One of these initiatives is to recruit top faculty, Kenyon explains. “We are going through a transitional phase at the College wherein we have to replace several key faculty who have already retired, or will soon do so,” Kenyon notes. “Endowed professorships, such as the Hans W. Vahlteich and the Ara G. Paul Professorships, facilitate this effort. A named professorship is designed to recognize exceptional achievement, and thus carries special prestige. Being able to offer an endowed chair enables us to compete more successfully for the best academic talent.” Except for the one year he was an academic researcher at the Physiologisches Institut of the University of Berlin in 1927–28, the late Hans W. Vahlteich spent his entire professional career at Best Foods Inc. Between 1924 and his retirement in 1961, the Chicago native rose through the corporate ranks, from research chemist to vice president for research and quality control in 1943. At every step along the way, Vahlteich demonstrated an unusual capacity for transferring his knowledge of chemical processes into profitable commercial applications. Although pioneering work on the hydrogenation of benzene and triglycerides had been done at the turn of the century, commercial applications were limited when Vahlteich entered industry in the early 1920s. A tireless innovator and experimenter, his patented work in the selective hydrogenation of domestic vegetable oils accelerated development and public acceptance of commercial margarine and helped transform Hellmann’s Mayonnaise� and Best Foods Mayonnaise� into nationally recognized brand names. “I was practically born and raised in a drug store,” Vahlteich told then-Dean Emeritus Ara Paul during a campus visit in 1977. “I started to do chores and run errands when in grade school. I became an apprentice in the state of Illinois in January 1912, then assistant registered pharmacist, and finally full-registered on April 15, 1917—graduation day and also my 21st birthday. From 1915 to 1918, the drug store became my home. I opened it at 7:30 a.m., left for the day to attend pharmacy school, then returned to the store where my mother brought my dinner. I closed the store at 10 p.m. and slept in the back room to take care of night emergencies. “Whenever there was time between semesters, or summer school and fall, I went back to Chicago and operated my father’s drug store. I was shuttling between Ann Arbor and Chicago and Chicago and New York for many years.” During his U-M years, Vahlteich also was instrumental in establishing the alpha chapter of the Aristolochite Society, and became its president. The Aristolochite Society evolved into the modern National Rho Chi Honor Society, and Vahlteich received its Distinguished Service Award in 1980. Looking back on his career from the vantage point of retirement, Vahlteich reflected that his pharmacy education played a critical role in his successful career. “I could go into food chemistry and have certain advantages that someone who had never had any pharmacy would not have had, particularly in these days of food additives when dosage is such an important factor,” Vahlteich reflected in 1977. He also was quick to extol the merits of a pharmacy education as a general education. “I still think it holds up well . . . I much prefer pharmacy to a straight literary education. It gives a tremendous capacity for enjoying life we wouldn’t have without it.”

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The University Record, June 19, 2000 ObituariesHeleen W.A.M. Sancisi-Weerdenburg Heleen W.A.M. Sancisi-Weerdenburg died at the age of 56 in Utrecht, the Netherlands, on May 26, after a courageous battle against cancer. Sancisi-Weerdenburg held the Netherlands Visiting Professorship at the University in 1989–90 in the Departments of History and Near Eastern Studies. Building upon the extensive bonds she forged in her year here, she was subsequently a frequent and much sought-after speaker at the University, visiting on a less formal basis to participate in graduate seminars and colloquia. She also was widely known and coveted as a discussant across all of the United States and Canada as well as throughout the world in the same wonderful way—functioning as a catalytic agent of truly interesting historical debate. History for her was a kaleidoscopic phenomenon rather than a discipline strictly speaking. It was a phenomenon that knew no petty boundaries of institutional territorialism. Sancisi-Weerdenburg received her doctor of letters in history and archaeology from the Riijksuniversiteit, Leiden, in 1980. Having taught first at the University of Groningen 1975–89, she achieved the Professorship in Ancient History at Utrecht in 1990. She was a pioneering historian of the ancient Greeks and Persians. Her work stressed the importance of returning to the classical authors (including the Greek “father of history,” Herodotus, and the Athenian playwright Aeschylus) with fresh critical awareness of the importance of reading them against the backdrop of subtexts and agendas embedded in their complex perceptions of the ancient Persians and their 200-year long empire founded by Cyrus the Great. In the historiography of the classical tradition and its modern elaborations, the ancient Achaemenid Persians who fought with the Greeks in the so-called Persian Wars became the quintessential Other. Layers of assumptions of Western cultural primacy made it possible to take at face value the words of the Greeks, even when important cues within those sources, combined with primary evidence from the Persian vantage point, cried out for critical reappraisal. Sancisi-Weerdenburg systematically tackled an array of astutely targeted issues in Western traditions on the Achaemenid Persian empire—including the notion of Decadence as a defining feature of ancient Persian kingship and the notion of the role of harem intrigue as the defining social maneuverability of women in the empire. The themes that became touchstones of the new historical agenda on the Persian empire spear-headed by Sancisi-Weerdenburg invariably resonated with concerns that invited engagement and energetic debate by a stimulating range of scholars. She was the intellectual and practical mastermind of a movement that sustained and promoted studies in ancient Persian archaeology and social history (and their interface with the classical tradition) during the difficult years of the 1980s and early 1990s—when international politics cast a pall on work by non-Iranians in Iran and even on their work about Iran. In 1981, Sancisi-Weerdenburg initiated a series of 10 international Achaemenid History Workshops. The first was held in Groningen; the last (in 1990) at the U-M, where Sancisi-Weerdenburg was holding the distinguished Netherlands Visiting Professorship sponsored by the University and the Royal Dutch Academy. This last workshop was funded by the National Endowment for the Humanities under the auspices of a grant held by a colleague in the Department of the History of Art and the Kelsey Museum of Archaeology. In this final workshop, U.S. colleagues joined with scholars drawn from Japan, the then-Soviet Union, the United Kingdom, the European continent, as well as others from across North America. The Achaemenid History Workshops were characterized by serious consideration of specific questions on the nature of ancient Persian history and its complexities broadly speaking, with an explicit emphasis on method, theory and ways of turning the prism of evidence in the hope of gleaning new flashes of light. They stressed gritty working dialogue rather than performance; they empowered younger scholars to join the discourse alongside eminences; they stressed a multidisciplinary approach long before this was a clich� in academe; and they emphasized product in the form of published papers emerging from the workshops. The Achaemenid history series inaugurated by Sancisi-Weerdenburg remains a major vehicle for publication of scholarship on Persian empire studies. Sancisi-Weerdenburg was a scholar of extraordinary intellectual gifts and personal charisma. Colleagues from coast to coast in the United States mourn the loss of a born teacher and leader, an exuberant friend. We at Michigan are fortunate to have had a special place in her life as a result of the Netherlands Visiting Professorship. She is survived by two children—Gabriella of Amsterdam and Igor of Utrecht—who both attended Pioneer High School during their 1989–90 Ann Arbor sojourn. Condolences may be sent to them at Van Alphenstraat 10, 3581 JB Utrecht, The Netherlands. Submitted by Margaret Cool Root, Center for European Studies Garnet Garrison Garnet Garrison, professor emeritus of speech communication and theatre, died June 10 in Foster City, Calif. He was 88. Garrison, who held a B.A. from Wayne State University and M.A. from the U-M, joined the U-M in 1947 as an associate professor and was named professor in 1950. That year he also was named director of television for the University and later was named director of broadcasting. He returned to teaching in 1972 and retired in 1979. Garrison was responsible for the first televised academic courses, on WWJ-TV, and for the national distribution of U-M television courses. Under his leadership, U-M television productions were seen on more than 50 stations nationwide, and the television programs, as well as programs on WUOM and WVGR radio, received numerous awards. Prior to joining the U-M, Garrison was a director and program administrator for NBC in New York, where he directed many news programs, including D-Day coverage, the 1944 elections and the New York reception of Gen. Dwight Eisenhower. In addition to directing more than 300 radio and documentary dramas, Garrison was a lecturer in broadcasting courses at Columbia University. Garrison began his career as a broadcaster while an undergraduate student at Wayne State University, working for a number of radio stations in the Detroit area. He was the announcer for “The Lone Ranger” radio show, originally broadcast by WXYZ in Detroit. In 1936, he joined Wayne State as its first teacher of courses in broadcasting. “In that period,” the Regents noted in his retirement memoir, “he also developed a system for audience measurement utilizing diaries, a technique that now is widely used in the radio and television industry. “To both his teaching and administrative functions, Prof. Garrison brought great vigor and creativity. His work did much to foster and develop the curriculum in broadcasting and his activities as the director of television broadcasting activities made Michigan a leader in the field,” the Regents added. At the U-M, Garrison was instrumental in establishing the Storer Broadcasting Co.-WJBK-TV Program Award and Production Grant, which offered aspiring students an opportunity to gain practical television experience and to see their effort presented in final form. Garrison’s service activities included membership on the executive council of the Speech Association of America. In 1990, Garrison received the Pioneer Award from Michigan Public Radio. He was the co-author of Radio and Television, first published in 1950, with a fifth edition published in 1978. The book was an introduction to broadcasting, a social history of radio and television and practical manual for beginners in the industry. The first two editions were authored by Garrison and Giraud Chester of NBC; the remaining editions by Garrison and speech Prof. Edgar Willis. Garrison’s students included Hollywood producer-director John Rich, former U-M staff member Hazen Schumacher, and Ann Arbor author and also former U-M staff member Alfred Slote, with whom he co-wrote two mystery novels—The Santa Claus Killer and Maze—under the pen name A.H. Garnet. Maze takes place in Harbour Woods, a fictional town with similarities to Ann Arbor. “What I remember most about Garnet is that he opened opportunities,” Slote said. “I was writing short stories and going nowhere. I came here and knocked out short items for the radio that were broadcast the next day. He made things happen. This was an arid place before he came. He was a man who started things, who was open to all sorts of different experiences. And he loved quality.” Schumacher, who succeeded Garrison as director of broadcasting, also was a faculty colleague when Garrison returned to teaching. “He was a very perceptive teacher and critic, and a very good radio and TV director,” Schumacher said. “He hired me in 1950 and I worked under him for 20-plus years. He was a terrific boss and a good administrator, tough when he had to be. He even broke down doors to create a studio when there wasn’t one the day before. “As a colleague, he was very helpful, a gentle, wonderful man.” Garrison is survived by his daughter, Patricia (Alberto) Aramendia, of Foster City, and two grandchildren, Michael and Laura. Memorial contributions may be made to the charity of one’s choice or the Program in Film and Video Studies, 2512 Frieze Building, Ann Arbor, MI 48109. A memorial service will be held at 11 a.m. July 17 at St. Andrews Episcopal Church in Ann Arbor. From News and Information Services

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File photo by Steve ShayDr. Maria Goodloe Johnson, the former Seattle Schools Superintendent, has died. She is pictured here at West Seattle High School April, 2010. Pictured left,popular former Chief Sealth High School Principal, colleague, and admirer John Boyd. UPDATE: Dr. Maria Goodloe-Johnson, 55, former Seattle Schools Superintendent, dies; Former Chief Sealth Principal, colleague, John Boyd comments Public tribute to be held Dec. 14 in South Carolina; You share photos and memories via email By 12/11/2012 UPDATE Dec. 11 Seattle Public Schools announced a public tribute today for Dr. Maria Goodloe-Johnson. "We are writing to let you know that a public tribute for Dr. Maria Goodloe-Johnson will be held at 6:30 p.m. on Friday, December 14 at Mt. Moriah Missionary Baptist Church, 7396 Rivers Avenue North in Charleston, South Carolina. Private services for the family will be held on Saturday." Dr. Goodloe-Johnson, who served as Seattle’s Superintendent from 2007-2010, passed away on Dec. 5 after a long battle with cancer. Our deepest sympathies go to her husband Bruce, their daughter Maya, and her step-daughter Brittany. We understand a fund is being planned for Maya, and we will let you know as soon as we have that information. If you have a memory you would like to share with Maria’s family, we are compiling a book of photos and memories for the family. Please email your story or photo to [email protected] by Dec. 28th and we will include it in the book. UPDATE Dec. 6 John Boyd, former Chief Sealth High School Principal for seven years, and a colleague of Dr. Maria Goodloe-Johnson, shared some thoughts with Robinson Newspapers about her passing. He is now one of three executive directors of K-12 Schools for Highline, is an advisor, and is involved in Highline Athletics. "The last word that I remember hearing was that she was doing OK in the battle. And then all of a sudden the news came that she passed away. I had sent her emails of hope and 'Just hang in there'. "I'm actually a fan ( of Dr. Goodloe-Johnson) and was there during her whole tenure. When she interviewed for the position and I was part of that interview process and was real pleased that they hired her. I thought she did a lot of excellent strategic planning and put a lot of good things in place. "She was really clear and gave us direction and i think many of the things she put in place will be a legacy for her, and for the district. Unfortunately, her ending in Seattle was really difficult but I remain a fan of hers, professionally and personally." Original story Dec. 5: Dr. Maria Goodloe-Johnson, the former Seattle Schools Superintendent, has died. Seattle Public Schools issued a statement Wednesday afternoon, saying "All of us at Seattle Public Schools are saddened to learn of the death today of our former Superintendent, Dr. Maria Goodloe-Johnson. "We are grateful for her years of service to Seattle Public Schools and her efforts during her four-year tenure here to put our students on the path to academic success. The fact that we have seen consistent improvements in student academic achievement is a testament to her leadership. Our thoughts and prayers go out to her husband Bruce and daughter Maya." According to WSCS, the CBS affiliate in Charleston, S.C., "The former Charleston County School District Superintendent (...) passed away. "Family members of Dr. Goodloe Johnson say she had been sick for about a year. Funeral arrangements have not been completed, according to her family. Dr. Goodloe Johnson was the first black woman to fill the role of superintendent in Charleston County." Goodloe-Johnson was fired from her position in March, 2011, after a state audit found the school system wasted or misspent $1.8 million on a training program run by Silas Potter. She then took a post in the Detroit School District. According to a Detroit Public School website dated Nov. 10, 2011: "Deputy Chancellor, Instructional Support and Educational Accountability: Dr. Maria Goodloe-Johnson. "Dr. Goodloe-Johnson is a career educator whose most recent position was Superintendent of the Seattle,WA Public Schools. During her tenure in Seattle, student enrollment increased, test scores outpaced state averages and private foundation support for the district increased dramatically. Prior to Seattle she served as the first African-American and first woman appointed as superintendent of the Charleston County, South Carolina School District. During her tenure in Charleston Countythe average SAT scores for students increased by 30 points." We encourage our readers to comment. No registration is required. We ask that you keep your comments free of profanity and keep them civil. They are moderated and objectionable comments will be removed.

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Word Of The Month: Halloween Dave Wilton, Tuesday, October 01, 2002 The end of October is when all the ghosts and goblins come out. 31 October is Halloween and that is our word of the month. Presented here is something of a Halloween bestiary of spooks and specters (and some commonplace things) that one might find on the last night of the month. Halloween, n., holiday celebrated on 31 October, supposedly the night that witches and demons emerge. The word is a clipping of All-Hallow Even. The modern, clipped form is from the 18th century, but All Hallow’s Eve dates to the 16th, and Allhallowmass, denoting all the saints, dates to 1083. According to the Celtic calendar, 1 November was the first day of the New Year. The night of last day of October was Old Year’s Night or the night of the witches. With the coming of Christianity, it was transformed into a holiday to celebrate the saints. Read the rest of the article... Book Review: The Way We Talk Now Dave Wilton, Sunday, September 01, 2002 Since 1989, linguist Geoffrey Nunberg has been a regular commentator on National Public Radio’s Fresh Air. He regularly delivers essays about the changing nature of the American language. The Way We Talk Now is a collection of some of the best of these radio essays. His essays cover the spectrum of language change, from etymology to the influence of politics on language to grammar and usage issues. His subjects include cigarette jingles, how the meaning of superman has changed over the years, what is a cult, and spelling bees. Prescriptivist’s Corner: The Catastrophe of Apostrophes Dave Wilton, Sunday, September 01, 2002 One of the more troublesome punctuation marks is the simple apostrophe. Editors and writers simply cannot agree on its proper use. There is no disagreement over the major function of the mark, but like many things the devil is in the details. The application of the apostrophe is a grammatical catastrophe. One would think it was simple enough. Over its history, the apostrophe has served three basic functions, one of which has been falling out of use in recent years. First, it substitutes for missing or silent letters. Second, it marks the possessive case. Finally, the practice that is dying out is the use to mark the plural of acronyms, numbers, or letters. American Dialect: New England Dave Wilton, Sunday, September 01, 2002 This article is the first in an occasional series that will examine different regional accents across the United States (and if I become ambitious, the English-speaking world). The New England Yankee dialect is familiar to most Americans. Its standard test is how one says “Park the car in Harvard Yard.” If you say “ Pahk the car in Hahvahd Yahd,” you are from New England, or more specifically from New England east of the Connecticut River. Word Of The Month: University Dave Wilton, Sunday, September 01, 2002 September is back-to-school month. In honor of all those students returning to the classroom, we present a selection of words and terms associated with higher education. Our word of the month is: University, n., an institution of higher learning, the body of faculty and students of such an institution (c. 1300), from the Anglo-Norman université, ultimately from the Latin universus. In modern American usage, a university typically has both undergraduate and graduate departments and comprises several colleges. The word university alone is hardly enough to capture a taste of college life. So here is a selection of terms associated with (mostly) American university life. Seven Words You Can’t Say On Yahoo Dave Wilton, Thursday, August 01, 2002 In the 1970s, comedian George Carlin became famous with a routine about seven words one can’t say on television. Carlin’s words were all of the “four-letter” variety. But in this more enlightened age, a different category of words is posing a problem, those that can be interpreted as part of a computer scripting language like JavaScript. JavaScript is used to give commands to a computer and is commonly used in websites to run search and other such functions. While most JavaScript is innocuous, malicious hackers can use it to run damaging programs. To combat this potential menace, over a year ago Yahoo started subtly changing the text of HTML messages sent over its free email service. (Plain ASCII text messages, which can’t hide JavaScript, are unaffected.) In all, seven words used in JavaScript were changed to synonyms that aren’t. These are: Book Review: The Man Who Deciphered Linear B Dave Wilton, Thursday, August 01, 2002 Andrew Robinson has written a clear and concise biography of Michael Ventris, the English architect who solved one of archaeology’s most vexing problems. In 1900, archeologists discovered clay tablets on the island of Crete containing a strange script. The tablets dated to c. 1450 BC, about two centuries before the Trojan War. The writing was utterly unintelligible—no one even knew what language it was in. For fifty-odd years the tablets were undecipherable. More tablets with the same script, dubbed Linear B, were discovered on mainland Greece, at Pylos in 1939 and at Mycenae in 1950. Unlike Champollion’s decryption of Egyptian hieroglyphics a century before, there was no Rosetta Stone for Linear B, no bilingual inscriptions that pointed the way. Word Of The Month: Hollywood Dave Wilton, Thursday, August 01, 2002 Summer is the time for big-budget, American film releases. This year we have, among others, Star Wars: Episode Two, Minority Report, and another Austin Powers movie. So in honor of summer days spent in dark, air-conditioned theaters, the word of the month for August is: Hollywood, n. and adj., the American film industry. Named after the district in Los Angeles, California that is home to several major film studios. Generalized use dates to 1926. In 1886, Kansas prohibitionist Horace Wilcox carved out an area of what was then known as Rancho La Brea to found a community based on strict religious principles and strong moral underpinnings. His wife, Daeida, named the community Hollywood, after a friend’s Chicago home. The first film studio opened there in 1911 and the moral underpinnings of the community went downhill from there. Prescriptivist’s Corner: Hopefully Dave Wilton, Monday, July 01, 2002 One of the more common prescriptivist admonitions concerns the adverb hopefully. Prescriptivist mavens tell us that the word should only be used in the sense of in a hopeful manner, and not in the sense of it is to be hoped. So if we say, “Hopefully, Vinnie will give us good odds on the horse,” we mean that Vinnie is very confident the horse will lose, not that the speaker is optimistic about his chances for Vinnie being generous. There are two problems with this strict interpretation of the meaning of hopefully. The first is that it is contrary to general usage. And the second is that it makes no sense grammatically. Book Review: Power of Babel Dave Wilton, Monday, July 01, 2002 John McWhorter, professor of linguistics at the University of California Berkeley, has authored The Power of Babel, an overview of linguistic change. The book is aimed at the layperson and attempts to convey linguistic “truths” and smash popular myths about the nature of language and how it changes. McWhorter does a superb job of taking what should be an impossibly broad topic, the history of language—all language—and distilling it down into a small number of discrete principles of change. Humans have been speaking languages for 150,000 years. There have been tens of thousands of languages throughout the millennia. Yet they all share common features and they change in patterned, if unpredictable, ways. Page 195 of 198 pages « First < 193 194 195 196 197 > Last »

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THE STORY OF ZOMBI IN HAITI By Louis P. Mars, M.D. From: Man: A Record of Anthropological Science. Vol. XLV, no. 22. pp. 38-40. March-April, 1945. The island of Haiti located in the Caribbean Sea attracts tourists for many reasons. Perhaps the beliefs and cultural institutions of the Haitian people are of greater interest to visitors than the charm of the physical aspects of the country. Tourists believe that they will be able to see Zombis roaming through the villages and watch the people perform superhuman feats during what are called the vodu dances. Haiti has often been called the vodu or mysterious island. Many people believe that there are to' be found some unusual facts which modern science has not yet been able to explain: -for example, the phenomenon of magic and the existence of Zombis. In Dahomey', West Africa, the word vodu refers to both the worshipping of the spirits and the, spirits themselves. In Haiti, the term vodu has the same meaning. In worshipping the vodus the Haitian peasants pay their tribute to those supernatural beings who are the source of good and bad, life and death, disease and health. Those spirits live in the woods,. lakes, rivers, and every corner of the earth. They are the intermediaries between God and his creatures. God is too far away to take care of us ; he has therefore conferred power upon those spirits to guide us, to give us the spiritual assistance which we want in our every-day life. Very often it is through the phenomenon -of possession that a spirit manifests itself to the devotees during the ceremonies held in the cult-house. Every peasant has a cult-house or an altar in his own home. The ceremonies are performed according to the religious needs of each follower. He consults a priest or houngan, paying a certain amount of money to the latter. The group is then gathered and the appropriate service takes place. It is a very serious matter for the Haitian peasant, who sometimes spends more money in the worship of his gods than he does for the necessities of life. The peasant himself distinguishes between vodu and Zombi. The term Zombi means different things (1) when a person who has never been possessed 12y a spirit, a vodu, dies, his soul cannot go to heaven; it wanders on the earth ; Heaven is not opened to this kind of soul; (2) when a farmer is successful in his business, that means he is thought to have many Zombis working for him. As a government medical oiflcer and psychiatrist, I have had occasion to handle many patients who, for some reason, were considered to be mysterious human beings. The theory on which the belief in Zombis is based is that some Haitian medicine-men (Nganga) have the power to bring dead and buried people back to life again. These resurrected human beings are the Zombis, the living dead. It is also believed that during the night some people have the power to fly through the air with a big red flame under their arms: these are the werewolves. In the vodu dances, the Haitian peasants become furious and are supposed to be possessed of spirits. When one falls into this state, the medicine-man is said to be able to predict the incidence of catastrophe, birth, or death ; to tell how a person can win immense fortunes; to describe what happens in his home when a man is away from his family, and many other things which a person may always have been eager to know. The medicine-man is also supposed to have power over fate and to avert any ill fortune that the future holds in store for a victim. Let me examine the assumption on which the belief is based. In the remote areas of the country, the belief is prevalent that some rich peasants are fortunate in their undertakings because they are helped by mysterious beings who work on their farms; who go and steal money for them; who travel at a fantastic speed faster than automobiles, and who fly through the air as planes do. These are supposed to be former dead men and women who were brought back to life through the application of some potent drugs (Wanga). The Zombis are supposed to eat no salt. If they do, they become conscious of the state of their abnormal existence and are therefore likely to desert their masters. Originally these beliefs came from Africa. I have n6ver met anyone in Haiti who was able to testify to me that he had seen a Zombi. However, I used to hear occasionally that a Zombi was living in a village. In two instances, I discovered afterwards that the hapless persons who were thought to be Zombis were, in fact, insane wanderers who could not identify themselves nor give any information with regard to their past life or their present condition. The unusual circumstances under which they appeared in the village, their queer behaviour and their unintelligible manner of speech, induced the people, whose minds were already conditioned to superstition, to believe that Zombis were in town. The following is an account of a specific case which illustrates the observation I have just made. Early in the morning of 24 October, 1936, in the village of Ennery located in the foothills of the Puylboreau mountains near Cap-Haitien, the entire population was aroused into a tumultuous and frenzied consternation when a woman appeared in the streets clad in ragged clothes. She was old, feeble, and stupefied. Her skin was pale and wrinkled and looked like the scales of a fish. From all appearances, she had been suffering from eye disease for a long time. Her eye-lashes had almost fallen out ;. she could not bear the glare of sunlight and, to protect her eyes, she had covered her face with a dark dirty rag. This added to the curiosity and superstitious awe of the people. A mass hysteria swept through the entire village. Crowds gathered around to see that strange woman. People began to ask questions, to cast suspicions, and to try to identify her with various people who were known to be dead long ago. One of the families living near Ennery, known as the Mentors, noticed that she bore a close resemblance to one of their members. From that day onward people began to call the strange woman by the name of Felicia Felix Mentor. The Mentors took her to their family home, fed her, and gave her comfortable quarters. She remained in the Mentor's home for a few days until the people removed her to a government hospital. She was in the hospital when, a few weeks after, I was sent from the Public Health Department to make an official study of the strange case which by that time was known all over Haiti. Felicia Felix Mentor, the alleged Zombi under discussion, was not able to give me any information about her name, her age, her birthplace, where she had been previously, where shC, was going, and how she happened to be in the hospital. All her answers were unintelligible and irrelevant. Her occasional outbursts of laughter were devoid of emotion, and very frequently she spoke of herself in either the first or the third person without any sense of discrimination. She had lost all sense of time and was quite indifferent to the world of things around her. Her height was 5 feet 2 inches, and she weighed 90 pounds. She looked like a woman about 60 years old; but after being treated in the asylum for some time under my care, she rejuvenated and looked like a woman of 50. The evidence which induced the Mentors at first to believe that the strange woman was the member of their family who died long ago became untenable in the light of a scientific study of the case. At first they had based their belief on the fact that the woman was lame. Before the real Felicia Felix Mentor died, she was lame as a result of a fracture of her left leg. Her physical appearance and lameness in addition to the deep belief in the country that sometimes the dead come back to life, induced the Mentors to believe that the strange woman was indeed their late sister Felicia. I made an X-ray examination of both legs at the Central Hospital in Port-au-Prince. There was no evidence of a fracture and the lameness could therefore be attributed to muscular weakness due to undernourishment. This may be said to be the cause since, after she had a normal diet for two months, the lameness disappeared. She also gained weight. This is evidently a case of schizophrenia and gives us an idea of how cases of similar nature are likely to arouse mass hysteria in a culture where the common people do not usually understand the scientific basis of many natural events which occur in their daily, life. The case under discussion was reported by Miss Zora Neale Hurston in her book Tell My Horse, in which she stated emphatically ` I know that there are Zombis in `Haiti. People have been called back. from the dead.' This American writer stated specifically that she came back from Haiti with no doubt in regard to popular belief of the Zombi pseudo-science. In her book, the author described the Felicia Felix Mentor incident as a typical case of a Zombi. Evidently she got her information from the simple village folk, whose minds were conditioned to believing the real existence of a superhuman phenomenon. Miss Hurston herself, unfortunately, did not go beyond the mass hysteria to verify her information, nor in any way attempt to make a scientific explanation of the case. Evidences from European and other cultures could be found, where whole communities have been aroused into a mass hysteria as a result of the unexpected appearance of queer persons. Such appearances very often rekindled the dying embers of archaic super-stitious beliefs that were deeply rooted in the traditional culture of a people. Perhaps extension of the province of psychiatry from a study of the individual to a study of the collective behaviour of man may yet reveal to us some of the basic principles underlying the social problems of our time. Certainly, social psychiatry stands a good chance of exploding the Zombi-psychology of the untutored Haitian peasant, as well as any similar beliefs entertained in other cultures. Dr, Mars is a Professor of Psychiatry at the School of Medicine and of Social Psychology at the Institute of Ethnology, Port-au-Prince, in the Republic of Haiti, a Member of the Societe Medico-Psychologique of Paris, a Government Public Health Officer now visiting the United States on leave of absence, and at present a Guest-Professor of Social Psychiatry at Fisk University, Nashville, Tennessee. MAIN HAITI PAGE Art, Music, & Dance Notes on Books Bob Corbett [email protected]

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Letter from the Program Director News/Events Curriculum Course Descriptions Requirements Facilities Research Accreditation and Certification BOC Results Alumni Graduate School Opportunities Why choose WC? Faculty Calendar Scholarships and Awards Photo Gallery AT Information Request Alumni Spotlight: Kansas City Royals' Head Athletic Trainer Nick Kenney Student Spotlight: Trevor Hooker's 2013 Internship with the Cincinnati Bengals (VIDEO) Atypical Situations in Athletic Training (Dec. 6, 2013 Seminar) News College Inducts Dr. John Turba into Athletic Hall of Fame Orthopedic Physician Served Was Co-Founder of Athletic Training Program Pictured following the Hall of Fame induction luncheon are, from the left, Erika Goodwin, professor of athletic training and interim vice president for academic affairs; Larry Howard, AT program director; Dr. John Turba; and Roger Tewksbury, who co-founded the program with Turba. Dr. John Turba was inducted into the College's Athletic Hall of Fame during ceremonies at Homecoming (Oct. 20). Turba was cited for providing outstanding medical care to Wilmington College’s student-athletes for 30 years and he played a key role in the creation and eventual maturity of WC’s outstanding athletic training program. In 1977, he became the Quakers’ team physician. That marked the beginning of a three-decade relationship during which he addressed medical issues for athletics as the owner and director of the College’s medical partner, Queen City Sports Medicine. Turba is a founder of WC’s athletic training program, which is recognized today as one of the best in the nation. He was instrumental in developing the program’s curriculum and was a frequent guest speaker in classes. He continues to support its progress. Former WC football coach Bill Ramseyer presented Turba, whom he called “a giant of the orthopedics world.” Turba cited highlights of his affiliation with Wilmington as including the 1980 football season when the team was NAIA runner-up, the women’s basketball team’s 2004 national championship and the great success of WC’s athletic training program. “This honor is truly one of the highlights of my life,” he said. The father of two sons, Turba his wife, Diane, reside in Mississippi, where he serves as orthopedic surgeon for Alcorn State University.

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Residents Planning and building Conservation Archaeology Birmingham's Archaeology Historic Environment Record Scheduled Monuments Archaeology and Planning Updating the Past Archaeology Main Page Shortcut to this page:www.birmingham.gov.uk/her We maintain the Birmingham Historic Environment Record (HER) which is a database of all archaeological sites and finds in the city. It currently contains over 2800 entries, including archaeological sites, listed buildings, other historic buildings and finds of objects. The categories of information on each site include the site's name, location, period, type, description and sources of information. The HER is based on a Geographic Information System: the location and extent of all sites are recorded on computer-based mapping. We continually update the HER to incorporate the results of new research and fieldwork which may provide additional information on sites already recorded, or may result in the discovery or recognition of new sites. Information from the HER is used to decide whether new developments are likely to affect archaeological remains. We provide information from the Historic Environment Record to developers and their agents, site owners and managers, and to academic researchers and teachers (there is a charge for commercial enquiries). We encourage the use of the Record for educational purposes. The locations of sites in the HER are now available on My Local Information. Follow the link and put your postcode in the search box at the top right of the page. Please note that you will require more detailed information than the site locations if your enquiry is related to proposed development. Provision of Information from the Historic Environment Record August 2014 (Size: 26.5 Kb Type: PDF ) Last Updated: 29th August 2014

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May Named Interim Provost, Academic VP at ASU Dr. Brian J. May, whose tenure as dean of graduate studies has seen record enrollment growth in Angelo State University’s graduate programs, has been named interim provost and vice president for academic affairs at the university. ASU President Joseph C. Rallo announced the appointment, effective immediately, for a term not to exceed two years. May, a tenured professor of animal science, will continue to hold his position as dean of the College of Graduate Studies during the interim appointment as provost. He succeeds Dr. Tony Blose, who announced his resignation as provost last month to return to teaching. Rallo, who solicited nominations from the campus for the interim appointment in the wake of Blose’s resignation, said May’s familiarity with Angelo State, both as a faculty member and as a successful administrator, made him the perfect candidate for the interim position. Additionally, he said May could be a candidate for the permanent position when that search opens. “Dr. May has led the graduate program to record levels of enrollment, while also playing an active role in the varied initiatives designed to achieve our enrollment goal of 10,000 students by the year 2020,” Rallo said. “Well respected on campus and in the community, Dr. May has been an exceptional partner in our efforts to secure funding at federal level for our Center for Security Studies and in conjunction with our status as a Hispanic Serving Institution. “Overall, Dr. May’s skills are perfectly suited for the challenges we face in maintaining a quality academic program in the face of reduced budgets and academic realignment,” Rallo said. May joined the ASU faculty in 1994. He was named interim dean of graduate studies in 2009, an appointment that was made permanent the following year. As a faculty member, May’s academic responsibilities have been split evenly between teaching and research over the years. He has taught both undergraduate and graduate courses in animal science and conducted nutritional physiological and behavioral research on cattle, sheep and goats. He has served on the ASU Research Enhancement Committee as well as on several thesis committees. He has published numerous refereed journal articles and abstracts as well as made multiple presentations at state, national and international conventions. During his ASU tenure, May has served as president of the Faculty Senate and as special assistant to the president for external affairs. Prior to joining the ASU faculty, May served as executive director of the Mohair Council of America and gained extensive administrative and governmental relations experience for the trade organization. During his seven-year tenure with the council, he promoted mohair all over the world. He has been active in community affairs. In 2008 May was named “Citizen of the Year” by the San Angelo Chamber of Commerce after he chaired the 2007 task force which promoted the successful passage of a $117 million bond issue for needed improvements in the San Angelo Independent School District. May is a past president of the San Angelo Stock Show and Rodeo Association and was active in the movement to pass and then extend a half-cent sales tax in San Angelo to enhance fairgrounds facilities, including the 1st Community Credit Union Spur Arena. He was recipient of the association’s first Golden Spur award, given to individuals for exceptional contributions to the stock show. An alumnus of Angelo State, May has been active in the ASU Alumni Association and was a key player in the association’s successful effort in 2007 to make the university part of the Texas Tech University System. May has served on the association’s board of directors for many years and is a past president of the organization. May is a long-time member of the San Angelo Chamber of Commerce, having served on numerous chamber committees and boards. He also serves on the board of directors of Texas Bank in San Angelo. May earned his bachelor’s and master’s degrees, both in Animal Science, from ASU before completing a Ph.D. in ruminant nutrition from Texas A&M University in 1987. His research interests include the effect of growth implants on feedlot lamb performance and carcass characteristics, performance testing of meat goat male kids and the use of rumen escape protein sources on performance of growing and finishing bulls. May is married to the former Patti Bynum, also an ASU alum. Their family includes daughters Morgan May and Mackenzie May Holik and son-in-law Brian Holik. Provost Search to Continue in 2014 ASU Announces Top Academic Appointments Interim VP, Dean Appointments Made at ASU Search Committee Named for ASU VP/Provost ASU Provost Search Committee

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The Annapolis Group In the Andes Originally posted: December 1, 2011 Anyone interested in learning more about the study abroad experience Alex Benitez had in Peru during the fall 2011 semester has to look no further than YouTube. Benitez has posted five videos documenting everything from her home-stay family to her experiences visiting Machu Picchu and swimming with dolphins in the Amazon. Benitez is one of four Southwestern students who were able to study abroad in 2011 thanks to scholarships from the Benjamin Gilman International Scholarship program, which is sponsored by the U.S. Department of State and administered by the Institute of International Education. Competition for the scholarships is intense. All scholarship recipients are required to do a follow-up project that promotes study abroad. Benitez said she decided to make the videos as her project. “I really wanted to do something creative and fun that would allow me to learn something new since I’ve never done any sort of video before,” Benitez said. “I thought since I was going abroad it was probably the appropriate time to push my boundaries and step out of my comfort zone.” Benitez spent the fall semester in Cuzco, where she was in a program that focused on indigenous peoples and globalization. She spent the morning in language classes – including classes on the native language known as Quechua – and spent the afternoons doing fieldwork. “This experience has allowed me to better understand myself and the things that are out there in the world,” said Benitez, who is a junior international studies major. “It has influenced my career plans because with this new understanding, I can really say that I would be interested in working with Latin American countries, and maybe even living in one someday.” Two students who received Gilman scholarships for the spring 2011 semester gave a presentation to the campus community in November. Adriana Saad, a senior international studies and Spanish double major, used her scholarship to study in Ecuador. She spent the first half of the semester studying public health in the capital city of Quito through a program offered by the University of Minnesota and spent the second half of the semester doing an internship at a hospital in Riobamba, Ecuador, that has sections where both traditional and alternative medicine are practiced. She plans to do her capstone project on what she observed at the hospital. Saad said the semester provided her with her first opportunity to really speak the Spanish she had been studying since 6th grade. “I forced myself to use the language,” she said. “Now I feel really comfortable talking in Spanish.” Daisy Mateus, a senior Latin American Studies major, used her scholarship to study in Spain. She spent the semester studying at the University of Santiago de Compostela, which is located in a region in the north of Spain known as Galicia. She took five classes while she was there − three in history and two on Spanish philology. Mateus stayed in a residence hall on the campus where she met students from all over the world. She and her new friends travelled all over Spain, and to other countries in Europe such as Portugal and France. After graduating from Southwestern, Mateus hopes to attend law school and pursue a career as an immigration lawyer. She, Benitez and Saad are all members of Kappa Delta Chi, a new social sorority at Southwestern that focuses on service with the Latina/o community. Share this:FacebookTwitterLinkedInGoogle ← Student Research: Did Rowing Help Power Up Democracy? Above the Net → CollegeNews Story Archive CollegeNews is now Liberal Arts Success CollegeNews has brought you the latest information from over 125 liberal arts colleges for over ten years. Now it’s transforming into something even greater. Visit liberalartssuccess.org and learn more about the impact of liberal arts education on the individual and on society. Visit the Liberal Arts Success website » News Categories Alumni Engagement & Success (746) Campus News (1,911) Editorials & Commentary (719) Faculty Focus (1,166) Research and New Books (905) Speakers and Events (872) Student Life (1,632) Search CollegeNews ©2014 The Annapolis Group.

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Featured Profile Mark Van Stone Professor of Art History FAMSI - 2012: The end of the World? Mark Van Stone has been drawing letters for thirty years. His in-depth studies of written forms began seriously in university, where he recreated Babylonian cuneiform tablets and Celtic manuscripts, leading to a six-month fellowship in 1972 to libraries in Ireland and England, where his education really began. Writing led to carving, and ten years later he studied ivory netsuke carving in Japan for half a year. In between, he built astronomy experiments, worked as a disk jockey, studied massage, drummed and sang in a string of rock bands, and crisscrossed America and Canada teaching calligraphy workshops. He is a bridge between the scholarly world and the craft, teaching paleographers how their manuscripts were made, and teaching calligraphers the historical context of our art. He is a gifted teacher. For this reason he has taught at more calligraphy conventions than any other individual. In 1988, he won a Guggenheim Fellowship for work on a History of Calligraphy, for which he traveled around the world, photographing written forms in twenty countries. He has since taught classes in Australia, New Zealand, Japan, Italy, Ireland, England, Belgium, France, Germany, Netherlands, and Greece and continues to lead intensive two-week calligraphy seminars in Europe every summer. He has mounted expeditions to the jungles of Central America, where he photographed Maya inscriptions for a book on the history of Calligraphy. His work has been exhibited from Tokyo to Anchorage to Iceland to Moscow, and he just returned from presenting a scholarly paper at the new Alexandria Library in Egypt. His work has been published in Upper and lower case, Modern Scribes & Lettering Artists II, The Calligrapher's Project Book, Calligraphy Review, and Fine Homebuilding, and in 2001 he co-authored Reading the Maya Glyphs with Michael Coe; his role there consisted mainly in calligraphing over 2000 hieroglyphic illustrations. He is presently Professor of Art History at Southwestern College in Chula Vista, California, whose library carries a 168-foot-long sandblasted facade of repeated Maya Hieroglyphs which he designed. Calling himself "an incurable dilettante," he has executed written forms with stone-age tools and computers, with pens, reeds, clay, chisels, sandblasting, spray paint, and sparklers. Programs: The Colin McEnroe Show Recent Contributions by Mark Van StoneCMS: 2012 - Fact or Fiction? Newsletter Sign Up

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Asia Home The Asian Studies Collections at the University of Florida, from which this digital collection is partly drawn, contain materials on: History -- East and South Asia Chinese Art History Japanese Art History Languages and Literatures -- East, South and Southeast Asia Religions -- East, South, Southeast and Central Asia Other humanities and social science fields -- Various Asian-related areas With more than 1,700 works, the Harn Museum’s Asian art collection spans a timeframe ranging from the Neolithic period through cutting-edge contemporary art. It covers a vast geographic distribution area, from central Asia in the west to Japan in the east, and from China in the north to the southernmost points of India and Southeast Asia. The strengths of the collection are evident in ceramics, jades, and metal works and are further augmented by stone sculptures, paintings, and prints. The variety and quality of the works provide the opportunity to explore regional and transnational trends in Asian art, ranging from ceramic traditions to the spread of Buddhism to the relationships between Asia and the West via artistic visions and creations. (More on the Harn's Asian art collection and other Asian art collections in Florida >) The print, microform and DVD/video collections are housed within the University of Florida Libraries' Humanities and Social Sciences Collections. There are more than 500 East Asian-related periodical titles and approximately 40,000 non-serial items in Chinese, Japanese, Korean and various European languages. South, Southeast and Central Asian-related holdings are mostly in English. For maps of Asia, see also the Asia Map Collection, which defines Asia broadly to include the landmass of Eurasia lying east of Egypt's Suez Canal and east of the Ural Mountains, and south of the Caucasus Mountains and the Caspian and Black Seas, extending eastward to the Pacific Ocean and generally including the Pacific nations of Japan, the Philippines and the Indonesian archipelago. Home | About dLOC | Collections | Governance | Digitization | Outreach | FAQ | Contact Powered by SobekCM

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All ContentcloseNews podcastsUse iTunesUse a different playerRSS View all podcasts & RSS feeds TED Radio Hour How Can Videos "Flip The Classroom"? Share Tweet E-mail Comments Print By NPR/TED Staff Listen Listening... "In order for the teachers to get you through the next hurdle, they have to make it more memorization based. And so what we say is no, let's just to do the opposite." — Salman Khan Part 2 of the TED Radio Hour episode Building A Better Classroom. In 2004, Salman Khan, a senior hedge fund analyst, began posting math tutorials on YouTube for his cousins. Six years later, he's posted more than 3,200 carefully structured educational videos offering complete curricula in math and other subjects. In his TEDTalk, Khan demonstrates the power of interactive exercises and calls for teachers to consider flipping the traditional classroom script. He suggests giving students video lectures to watch at home, and says they should do "homework" in the classroom with the teacher available to help. About Salman Khan Salman Khan is the founder and faculty of the Khan Academy — a not-for-profit organization with the mission of providing a free world-class education to anyone, anywhere. It consists of self-paced software and, with more than 1 million unique students per month, the most-used educational video repository on the Internet. The video tutorials cover everything from basic addition to advanced calculus, physics, chemistry and biology. Khan has an M.B.A. from Harvard Business School, an M.Eng. and B.S. in electrical engineering and computer science from MIT, and a B.S. in mathematics from MIT.Copyright 2012 National Public Radio. To see more, visit http://www.npr.org/. View the discussion thread.

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Vanderbilt University Press Website: http://www.vanderbiltuniversitypress.com/ Established in 1940, Vanderbilt University Press is the principal publishing arm of one of the nation's leading research universities. The Press's primary mission is to select, produce, market, and disseminate scholarly publications of outstanding quality and originality. In conjunction with the long-term development of its editorial program, the Press draws on and supports the intellectual activities of the University and its faculty. Although its main emphasis falls in the area of scholarly publishing, the Press also publishes books of substance and significance that are of interest to the general public, including regional books. In this regard, the Press also supports Vanderbilt's service and outreach to the larger local and national community. Additive Schooling in Subtractive Times Aiding Students, Buying Students American Conservatism Anonymous in Their Own Names Another Mother Anthropology at the Front Lines of Gender-Based Violence The Anxiety of Obsolescence The Araucaniad Artful Assassins Becoming a Visible Man Publishers Vanderbilt University Press

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NCSE en español Quick LinksWhat is "intelligent design" creationism? "Intelligent Design" on Trial Reports of the NCSE NCSE Exclusives Store More on Blount County, Tennessee April 23rd, 2003 Read more about More on Blount County, Tennessee On April 3, the Blount County Board of Education voted not to adopt three high school biology textbooks because they do not present creationism alongside evolution, according to The Daily Times. The vote to reject the textbooks was 6-1 (contrary to the The Daily Times's previous report that the vote was 2-1 with 4 abstentions). Since the vote, board members have reportedly been inundated with letters and e-mails regarding the vote. Justice Department Drops Inquiry of Biology Professor April 23rd, 2003 Read more about Justice Department Drops Inquiry of Biology Professor The Justice Department on April 22 announced that it was closing its inquiry into complaints of religious discrimination by Texas Tech student Micah Spradling against biology professor Michael Dini. See the Justice Department’s press release for details. Hawking is Steve #300 April 21st, 2003 Read more about Hawking is Steve #300 Project Steve continues apace, with the 305th Steve coming on board today. Like their predecessors, the 85 Steves to join since the initial announcement of Project Steve are a distinguished group whose public support for evolution education we are honored to be able to announce. The 300th signatory to NCSE’s Project Steve shares a unique distinction with Stephen Jay Gould: that of appearing on The Simpsons. I refer, of course, to Steve #300, the Lucasian Professor of Mathematics at Cambridge University, Stephen W. Hawking. Textbook Disclaimer Proposed April 21st, 2003 Read more about Textbook Disclaimer Proposed The South Carolina Senate is considering S153, a bill dealing with instructional materials and textbooks. On April 9 an amendment was offered by Sen. Fair with the following key provision: (B) The following must be placed in all science books published for kindergarten through twelfth grade: 'The cause or causes of life are not scientifically verifiable. Therefore, empirical science cannot provide data about the beginning of life.' Another "Controversial Issues" Bill April 21st, 2003 Read more about Another "Controversial Issues" Bill House Bill 1172 is scheduled to be considered by the Public Education Committee of the Texas House of Representatives on April 22. Although concerned mainly with the presentation of patriotism, the free enterprise system, and historical events, the proposed bill also contains this provision: "... the board and each school district shall ensure that ... each controversial issue addressed in the public school curriculum is presented in a balanced manner that reflects multiple viewpoints regarding the issue..." More NCSE on... Subscribe to NCSE's free weekly e-newsletter. Evolution and Climate Education Update The latest on evolution and climate education — and challenges to them. Travis Tunnell debates Texas school board EventsFind out where NCSE lecturers will be speaking, and other events of note.Events >> Support NCSE and the integrity of science education >> by joining, renewing, or donating.

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NDUS Blog NDUS Home | News | Campus Happenings UND again listed among greenest schools in USA The University of North Dakota is once again listed as one of the country's "greenest schools," according to the Princeton Review's Guide to 322 Green Colleges-2012 Edition. The 2012 Guide, which was released today just in time for the University's Earth Day celebration on Wednesday, profiles 319 institutions in the United States and three in Canada that demonstrate a strong commitment to the sustainability in their academic offerings, campus infrastructure, activities and career preparation. The public can check out UND's profile in the guide and download the full guide at www.princetonreview.com/green-guide and on the website of the United States Green Building Council (USGBC) Center for Green Schools at www.centerforgreenschools.org/greenguide. UND first made Princeton Review's greenest schools list in the spring 2011. UND will celebrate Earth Day at an 11 a.m. event, Wednesday, April 18, in the Loading Dock area of the Memorial Union on campus. Green buildings Among the most advanced sustainability enhancements that have taken place on campus are building projects such as the complete overhaul and addition to the University's College of Education and Human Development. Another new environmentally friendly project going up right now is the UND Alumni Center - the Gorecki Alumni Center. "It'll be LEED Platinum certified, the highest rating you can get," said Larry Zitzow, director of Facilities Management at UND and chair of the UND Council on Environment Stewardship and Sustainability, "To get Platinum is really a major accomplishment , and it'll be the first and so far only Platinum-rated building in North Dakota." Princeton Review partnered with the USGBC, a national nonprofit organization best-known for developing the LEED green building certification program, to produce the Guide. Criteria for Princeton Review's "Green Rating," a measurement of how environmentally friendly an institution is, cover three areas:- Whether the school's students have a campus quality life that is healthy and sustainable.- How well the school is preparing its students for employment and citizenship in a world defined by environmental challenges.- The school's overall commitment to environmental issues. Princeton Review's Green Rating is a numerical score from 60 - 99 that's based on data from a 50-question survey we conduct among hundreds of school administrators about their school's environmental and sustainability-related commitments and initiatives. Information about the rating methodology can be found at http://www.princetonreview.com/green. UND's �Green Rating The 322 schools in Princeton Review's 2012 guide received scores of 83 or higher. UND's Green Rating came in at 87, according to the University's "campus life/facilities" profile at the Princeton Review website. (Registration to the site is required to access the information). The Princeton Review does not rank the schools hierarchically (1 to 322) according to their Green Rating scores, or report those scores in the profiles in this guide. At UND, other sustainability enhancements include systems for turning off lights automatically, shutting down air handlers when a building is unoccupied and major changes in lighting systems to reduce electricity consumption. "We're becoming a very aggressive institution with respect to sustainability," Zitzow said. "We're making lots of changes and enhancing the campus." UND, on target for significant long-term reductions in its carbon footprint, last year released its Climate Action Plan (CAP) for public viewing. The Climate Action Plan, which is updated annually, is submitted to the American College & University President's Climate Commitment (ACUPCC) as a report card. Sustainability in action Part of UND's sustainability effort includes a regularly updated campus climate impact inventory of all of the University's greenhouse gas emissions, including emissions from electricity, heating, commuting, and air travel, and update the inventory every other year thereafter. Among other initiatives, the University has the following sustainability-related activities:- A comprehensive energy efficiency improvement program using state bond funding; the first set of bonds have already been paid off with savings generated by this program. In total UND has received about $9 million in bond and grant funding for its sustainability efforts.- The University already has a number of environmental programs, including a wide variety of programs at the Energy & Environmental Research Center. UND also has programs in such areas as environmental engineering, environmental geoscience, environmental management, and environmental studies, and is home to such units as the Environmental Training Institute and the Tribal Environmental Law Project.- UND has a well-established recycling program that keeps nearly 500 tons of waste material annually out of area landfills. The ongoing quest to find a suitable replacement for the current landfill is a major regional issue.- The Energy & Environmental Research Center's Plains CO2 Reduction (PCOR) Partnership has an ongoing major effort to demonstrate the technical and economic feasibility of carbon sequestration, a major emerging strategy in greenhouse gas mitigation. The Phase III effort, to be constructed over the next 10 years and with an estimated value of more than $300 million, is the culmination of the PCOR Partnership's actions over the last several years. The PCOR Partnership has more than 70 public and private sector partners in a nine-U.S.-state, four-Canadian-province area.- The University has long supported a shuttle program and the City of Grand Forks has established bus transportation to and from campus.- UND recently completed a parking ramp that helps alleviate on-campus automobile travel.- Research is being carried out in the Department of Chemical Engineering and in the Energy & Environmental Research Center on the development and use of bio-fuels.- The University has completed several buildings according to LEED standards, including the University Place, the Education Building addition and renovation as well aforementioned LEED Platinum certified alumni center. COPYRIGHT 2014 NDUS DESIGN & PROGRAMMING BY ODNEY Contact Us | Privacy Policy | Disclaimer | Accessibility | Security Policy

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English course travels to England every other year Every other year Cornell English professors lead 20-30 students on an 18-day exploration of Great Britain. They tour London and the English countryside, stopping to explore iconic sites such as Westminster Abbey, Dover Castle, the cathedrals of Canterbury and York, the Lake District, and Hadrian’s Wall. Along the way, the class views and reflects on numerous theater performances and exhibitions. Click here to open the gallery.Powered by Cincopa wp content plugins solution for your website and Cincopa MediaSend for file transfer. Student Reflections “As a lover of English literature I greatly appreciated all the locations we visited, not only for their relevance to the books I’ve read but because of their rich history,” said Lindsay Emanuel, who is majoring in English with a studio art minor. “It was so surreal being completely surrounded by centuries-old stone and cities that have been growing and changing for such a long time. On top of that we saw nine theater productions and visited art museums and cathedrals and explored every inch that we could, so I feel more connected to England than ever.” Emanuel was particularly taken by the Lake District that inspired Wordsworth and other Romantic poets. “If I had to choose one highlight from the incredibly long reel, it would have to be standing on the hillside in Keswick between the village and the lake. England has the most beautiful countryside I’ve ever seen; you forget time exists until the sun goes down. I suppose in an ideal world I would be able to move to a tiny English village and furiously write novels from my attic, but for now I’ll just hope to return someday soon.” Monica Brown is double-majoring in English and theatre and said that she’s wanted to travel to England for as long as she can remember. “The prospect of spending time in the homes and haunts of famous British authors, playwrights, and monarchs sounded like the best field trip in the world. Also, as a student of English and theatre, the chance to see some of the highest quality theatre in the world every night was a fantastic dream come true.” During the 2010 course, the group saw productions ranging from “MacBeth” (staged by the famed international theater company Cheek by Jowl) to “Waiting for Godot” (starring Sir Ian McKellen and Roger Rees) to the hard-hitting “Chronicles of Long Kesh” (a more recent musical production set in a Northern Ireland prison.) They were also treated to in-depth tours at London’s historic Globe Theatre and the Royal National Theatre. “Probably the most important day for me was visiting the Royal National Theatre and getting a backstage tour of their numerous theatrical and shop spaces,” Brown said. “Someday I would love to be able to work in the theatre in Britain, so it was excellent to get a glimpse of what a possible future career would look like in a place where passion clearly comes alive.” Course examines psychological factors related to exercise Expert puppeteers coming to campus Politics course studies elections in real time First-year Seminars provide intro to the liberal arts Students apply science to sports and exercise More Related Stories ... © 2007 Cornell College | 600 First Street SW, Mount Vernon, IA 52314 | Contact Us | Website Feedback

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Search this site HomeProfessor authors study examining idea that psychotherapy is a field without expertise Contact Mike Krings KU News Service 785-864-8860 [email protected] Professor authors study examining idea that psychotherapy is a field without expertise LAWRENCE — It has been said that psychotherapy is a field in which expertise does not exist. A University of Kansas professor has co-authored an article stating that while the concept has validity, there are ways psychotherapists, even the best, can improve. James W. Lichtenberg, professor of psychology and research in education, and colleagues argue in their article that there are many psychotherapists who are very good at what they do, but that expertise is very difficult to define in regards to the field. The problem is exacerbated by a lack of tangible feedback for practitioners and specific opportunities to improve. “There are those whom we believe are great therapists,” Lichtenberg said. “They’ve written books and are well-recognized by their peers and patients. There are also those that are very highly competent and others still who are good, but their patients don’t tend to get better.” Expertise in psychotherapy has generally been measured by a practitioner’s reputation, performance or client outcomes. The researchers argue that each is valuable but flawed. The paper, published in the journal American Psychologist, was co-authored by Terence J.G. Tracey of Arizona State University; Bruce E. Wampold of the University of Wisconsin-Madison; and Rodney K. Goodyear of the University of Houston and University of Redlands. It is generally accepted that in psychotherapy, as in many professions, as one gains experience they improve at the job. While that is likely true for some, simply gaining longevity in the job may do little more than help build a reputation if it isn’t accompanied by concrete feedback on one’s performance. That lack of feedback is one of the biggest factors preventing true expertise in psychotherapy, the authors argue. Many patients will discontinue treatment without citing a reason. As a consequence, therapists may never learn what they did right or wrong with those clients. When psychotherapists do get client feedback, it is often sought with hindsight bias, what Lichtenberg compared to “Monday morning quarterbacking,” or seeking feedback that confirms preconceived notions. “I think we tend to look back for information from our clients that confirms our beliefs, instead of looking for information that challenges or tests those beliefs,” Lichtenberg said. People tend to believe they are better at their profession than they truly are, and that is no different for psychotherapy. Previous research has shown that 25 percent of clinicians consider themselves to be in the top 10 percent of the field and that none rate themselves as below average. Education is key to improvement in many fields. Most licensing boards require psychotherapists to take part in continuing education to maintain their license. However, there is little evidence to support that practitioners are choosing valuable courses that truly help them continue to develop their skills, the authors argue. Despite the challenges to define and develop expertise, Lichtenberg and colleagues recommend several methods for continued improvement throughout one’s career. Seeking feedback on client progress is crucial, the researchers argue. By measuring a client’s trajectory during therapy and comparing it to the normative trajectories of patients from a large sample, therapists can get a clear picture of whether a patient is truly improving. The practice is viable as there are increasingly reliable benchmarks for various disorders. While that measure will help, the authors also suggest taking a disconfirmatory approach, like that commonly used in the physical sciences. By seeking to disconfirm what one believes instead of looking for evidence to confirm previously held beliefs, therapists will get a more accurate confirmation of whether or not their practices are truly helping clients. Finally, developing and testing clinical hypotheses about one’s clients is among the most valuable steps a psychotherapist can take in improving their abilities. By continuing to reflect on their abilities throughout a career and adopting a scientific approach to doing so, psychotherapists can gain expertise, the authors wrote. “Although it is not difficult to proffer hypotheses — indeed, it is done frequently — a key requirement is that the hypotheses be embedded in a clearly articulated model of client processing and behavior… It is this generation of specific hypotheses, confirmed by experience in deliberate practice, that, we believe, forms the basis of the development of psychotherapeutic expertise.” KU in the news Discovery News — Tue, 12/16/2014 Greenland ice loss may be worse than predicted The Huffington Post — Tue, 12/16/2014 A holiday wish for inclusive financial institutions Jaclyn Carpenter, a junior studying American Studies, took a moment after finishing her finals to wander around Marvin Grove — know the feeling? But Jaclyn told us her semester was a good one. Her favorite class this year? Jewish American Literature, "because professor Cheryl Lester really knows how to engage with her classes."

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Penn State Values & Culture Survey FAQsOctober 21, 2013 Penn State Values & Culture Survey FAQs Do you need to know more about the Penn State Values & Culture Survey? Here is a list of frequently asked questions and their answers. Faculty, staff and students will receive the invitation to participate in the survey via email from outside vendor the Ethics Resource Center (ERC). Everyone should check their email inbox for the invitation, and also check any "spam" or "trash" folders, in case the email is inadvertently filtered out. Participation by all who work and learn at Penn State is urged. Participants can reach the ERC Help Desk by emailing [email protected] or by calling 800-777-1285. The Help Desk phone line is open from 9 a.m. to 5 p.m. weekdays. Frequently asked questionsWhat is the purpose of this survey? How will results be used?This survey is designed to help University leadership gain a fuller understanding of the values and experiences of the people who learn and work at Penn State every day. The end result will be an inclusive statement of shared values; a better understanding of the community’s awareness of University standards of conduct; and a clearer picture of the culture at Penn State when it comes to community members’ actual and perceived ability to report wrongdoing without the threat of retaliation. The results will help University leaders to focus ongoing efforts to ensure that Penn State continues to provide an open, ethical environment for learning and work. Is this survey confidential?Yes. In order to provide a way for members of the Penn State community to be candid with their input, Penn State contracted with an independent third-party organization to implement the survey. The Ethics Resource Center (ERC), a nonprofit organization based in Arlington, Va., will distribute the survey and collect data from participants. ERC will conduct the survey in a manner that protects the identities of all participants. Responses will be aggregated and only summary data will be provided to Penn State. If a specific demographic group has less than 20 respondents, ERC will not report information that is categorized in a way that will identify that group. Their responses will be combined with others in order to protect the identities of participants. Why should I participate?This is an opportunity to provide feedback to the University about two of the most important subjects: the values that we will adopt to govern the way we treat each other, and the culture that we are creating as a community. It is important for everyone who receives a survey invitation to participate. Every voice is important in this conversation, and we need as much information as possible. The greater the participation, the more accurate the picture of Penn State. This picture provides more opportunity to improve Penn State as a place to earn a world-class education and build a rewarding career. How common are such surveys among other similarly sized employers nationwide? How, generally speaking, does a large organization make use of the results of such a survey?Among large for-profit organizations, it is common practice to conduct employee surveys about ethics, climate and culture. Results are used to identify ways to strengthen the ethical culture, and also to pinpoint the issues that require attention. These surveys also are helpful in understanding the drivers that either perpetuate or challenge a given culture. Data from these types of surveys help leaders to identify priorities for their ethics and compliance programs, to identify topics for training, and to develop resources and support systems for stakeholders.We believe that by implementing this survey, Penn State is setting a new standard for higher education. To our knowledge, no other major university has conducted a survey of this type. We are proud to be first, especially among the Big Ten, to conduct a survey of all students, faculty, staff and technical service employees, on all of our campuses. Why does Penn State need a new values statement?Penn State has had a set of academic integrity statements that apply to students; the Penn State Principles were established in 2001. Recognizing that 12 years have passed since the University adopted those statements, and also acknowledging that there are many additional values statements that have been developed by various groups on our campuses, it seemed clear that it was time to revisit our core values. A diverse group of students, faculty and staff conducted a University-wide analysis of all the values statements that exist across Penn State. The principles that appeared frequently in these statements are embedded in the survey to test their commonality and acceptance. We are undertaking this survey at this time because we recognize that if we can reinforce our commitment to an agreed-upon set of core values, we can be consistent in our expectations and be more effective in our daily work. We need to be able to clarify and articulate the values we all deem most important and worthy of our attention. Will I get to see the results?Yes. ERC will deliver an executive summary of the findings in the spring of 2014, and Penn State will publish the document at that time. I heard that there was some type of iPad giveaway for participating. Is this true and if so, is my information still confidential?As an incentive for people to participate in the survey, the ERC will be giving away 20 iPads to those who voluntarily enter the contest. Survey participants do not need to take part in the contest and can end their participation after survey completion. However, for those who do want to enter the contest, there will be an area at the end of the survey that will take participants to a separate website to enter their information for the iPad drawing. The third-party vendor, ERC, will draw the winning entries and also will be responsible for mailing the iPad to the winners, so that no one from Penn State will be involved in the actual giveaway.Is Penn State doing this because of recommendations put forth in the Freeh Report?In part, yes. Recommendation 1.1 of the Freeh report highlighted the need for Penn State to examine our culture and the extent to which we have a set of core values that guide our decisions. Certainly that recommendation underscored the importance of the effort. But in reality, this process was actually under way before the Freeh recommendation. If anything, the Freeh recommendation was a catalyst for our pulling together the various groups that had already initiated efforts to examine the Penn State Principles.There is now a committee comprised of administrators, trustees, faculty, staff and students University-wide that has been looking at this issue. The committee is chaired by Karen Wiley-Sandler, chancellor of Penn State Abington, and it is being informed with expert advice from Linda Treviño, Distinguished Professor of Organizational Behavior and Ethics, Smeal College of Business, and Nancy Tuana, DuPont/Class of 1949 Professor of Philosophy and director of the Rock Ethics Institute at Penn State. Will the results of this survey be used to dictate employee or student behavior?No. This survey is an effort to gather input from our community about the values that we already consider to be critical to how we should conduct ourselves. We also want feedback to understand what our stakeholders experience as the Penn State culture. The data we receive will be used to identify a set of core values that we can communicate across the entire University, but importantly, they will not be rules to dictate behavior. Core values are broadly stated ideals that offer guidance to help people make good choices when they are not sure of the right course of action in a given situation. Why is this survey being directed to faculty, administrators, staff and students? What about others?We take very seriously the views and opinions of all members of the Penn State community, and actively seek their feedback on a wide array of issues. Since the focus of this particular survey is on the current climate at Penn State, we are seeking feedback from faculty, staff and students, as they collectively represent the population that experiences day-to-day life at the University as it exists now. However, this survey represents just one of the current and continuing efforts to gather feedback from our many constituent groups, all of which are focused on the continuous improvement of Penn State. How much is Penn State paying the ERC to perform this survey, and where is the money coming from? All work was performed pursuant to a contract with the ERC. The total anticipated cost of the engagement, which is not yet fully complete, is $418,000, a sum paid from crisis-related funds. The scope of the engagement includes the following elements: -- Phase I: Interviews, meetings and survey development.-- Phase II: Survey distribution and data collection.-- Phase III: Report development and delivery. The University currently is in the third and final phase of the engagement. Is this initiative following the Office of Research Protections protocol? The Office for Research Protections (ORP) has discussed with the ERC this survey. As described, any data received by Penn State through the initiative will not be individually identifiable and will be provided in the aggregate. It has been determined that this initiative does not meet the definition of Human Participant Research, as defined by the Department of Health and Human Services Federal Regulations. In meeting the criteria for the DHHS Federal Regulations definition of “human participant research," the initiative must fulfill requirements for BOTH “human participant” and “research." This initiative, as described, does not require further review by The Pennsylvania State University’s Institutional Review Board or the Office for Research Protections. Accordingly, Penn State Policy RA14-The Use of Human Participants In Research is not applicable to this initiative. Contacts: Regis [email protected] Phone: 814-865-8353 Last Updated December 13, 2013 Share this story submit to redditLinkedInSubmit this story to StumbleUponPin this story on PinterestShare on TumblrEmail this articlePrint this article Related ContentA message from President Eric BarronValues & Culture Survey generates strong responseFinal notice: Penn State Values & Culture Survey to close Nov. 22TopicsAdministrationImpactTagsValues & Culture SurveyAudienceFaculty and StaffStudents News for:

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Karen Keifer-Boyd, June King McFee AwardImage: Penn State Keifer-Boyd honored with NAEA Women’s Caucus June King McFee AwardMarch 11, 2014 Keifer-Boyd honored with NAEA Women’s Caucus June King McFee Award The National Art Education Association (NAEA) Women’s Caucus has named Karen Keifer-Boyd, professor of art education and women’s studies at Penn State, recipient of the June King McFee Award, which honors an individual who has made distinguished contributions to the profession of art education with an exceptional and continuous record of achievement in scholarly writing, research, professional leadership, teaching or community service. She will receive the award during the NAEA National Convention in San Diego, March 29-31. In his nomination letter, Graeme Sullivan, director of the Penn State School of Visual Arts, notes that Keifer-Boyd’s leadership and mentoring have greatly influenced many in art education, thus reflecting the spirit of June King McFee. “Professor Keifer-Boyd’s nomination comes at a timely moment when matters of local and global importance are very much part of the debate about the cultural economy, diversity, social justice and the necessity of educational outreach, and these are issues that permeate Karen’s writing, teaching and professional service. Furthermore, these are issues and matters of debate and action that characterized the career of June King McFee,” he wrote. Elizabeth M. Delacruz, professor emerita in the School of Art and Design at the University of Illinois at Urbana-Champaign and co-president of the NAEA Women’s Caucus, praises Keifer-Boyd for her recent collaboration with Judy Chicago. “This collaboration has resulted in professional development opportunities for educators and an amazing online repository of feminist educational materials for those not able to travel to a brick and mortar location for professional advancement. Her role as initiator and coordinator of the Judy Chicago Art Education Collection (available at http://judychicago.arted.psu.edu/) is nothing less than amazing.” Keifer-Boyd worked with June King McFee while at the University of Oregon, where she earned her Ph.D. “My commitment is to an art education that builds on the legacy of June McFee, that is, on agency and empowerment for all through research-informed, content-based art and critical reflective transcultural dialogue.” Keifer-Boyd’s articles on feminist pedagogy, Judy Chicago’s content-based art pedagogy, visual culture, intertextuality, cyberNet activism art pedagogy, arts-based and action research, transcultural dialogues, CyberHouse, and identity speculative fiction are in more than 45 peer-reviewed research publications, and translated into several languages. In 2005, she co-founded the international multimedia journal Visual Culture and Gender. She has presented at more than 50 international and national conferences, and at universities in Austria, Finland, Germany, Hong Kong, South Korea, Taiwan, Turkey and Uganda. She has been honored with many leadership and teaching awards, including 2013 NAEA Distinguished Fellow, 2012 Fulbright Award as Distinguished Chair of Gender Studies at Alpen-Adria-Universität Klagenfurt in Austria, 2006 Fulbright Award for research in Finland, and 2005 NAEA Women’s Caucus Connors Teaching Award. Keifer-Boyd served as president of the NAEA Women’s Caucus from 2010 to 2012. For more on Keifer-Boyd, visit her website at http://www.personal.psu.edu/faculty/k/t/ktk2/. Contacts: Tammy [email protected] Last Updated March 12, 2014 Share this story submit to redditLinkedInSubmit this story to StumbleUponPin this story on PinterestShare on TumblrEmail this articlePrint this article Related ContentAlfred to show new animation work at Art BaselArt History student wins Penn State Alumni Association Dissertation AwardProfessor specializes in teaching the art of reviewing artTopicsAcademicsArtArts and EntertainmentFaculty AchievementTagsAwards and AchievementsAudienceFaculty and StaffCampusUniversity ParkCollegeArts and Architecture News for:

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IU News Room: Indiana University IU News Room IU News from all eight campuses Browse by Campus IU Bloomington IPFW Fort Wayne IU Northwest IU South Bend IU Southeast Lecture Notes Online Submission Form IU facts and figures 2012 Honor Recipients (pdf) Public & Environmental Affairs Chuck CarneyIU School of Education [email protected] More Topics�>> Counseling and Educational Psychology Department More Categories�>> IU School of Education > News Release Last modified: Wednesday, New IU School of Education program addresses need for test experts Unique program one of few nationally to combine research methodologies BLOOMINGTON, Ind. -- The Indiana University School of Education is now offering a new doctoral program in Inquiry Methodology, a program just approved by the Indiana Commission for Higher Education. The Inquiry Methodology Ph.D. focuses on the study of research strategies used with both quantitative and qualitative data, allowing students to pursue a wide range of interests and contribute to better informing public debate on education and educational policy. This new program will prepare graduates to teach, consult with other social science and educational researchers, work in a variety of research, development and policy centers, as well as work for companies and government agencies that develop standardized tests in the U.S. and worldwide. A new IU Ph.D. program will help address a crisis in designing and interpreting standardized tests. Print-Quality Photo Among other things, this new doctoral degree program will directly address what some have described as a crisis in measurement and interpretation of test scores, given the increased requirements of the federal No Child Left Behind law. According to a report from Education Sector, an independent policy analysis organization, more than half of state testing offices around the country have trouble finding and keeping qualified staff for testing-related jobs, raising concerns about the quality of standardized exams. The report recommended the federal government pay to train 1,000 psychometricians -- experts in the design, administration and interpretation of educational measurement -- over five years to meet the demand. "Education is in critical need of good research to help inform national and international reform efforts," said Gerardo M. Gonzalez, dean of the IU School of Education. "The new Ph.D. program in Inquiry Methodology will prepare future researchers capable of addressing complex research questions through both quantitative and qualitative means. We are very pleased to be among the first in the country to offer such an integrated program." Integrating quantitative and qualitative research methodologies makes the Inquiry Methodology program unique. The American Psychological Association reported that in 2007, most of the approximately 26 research methodology programs in schools of education in the U.S. prepared researchers only in quantitative methodology. "Very few focus on both," said Ginette Delandshere, professor of research methodology at the IU School of Education. "Most other programs in the U.S. focus exclusively on quantitative research methods." Delandshere explained that in addition to helping to meet the high demand for quantitative research methodologists, the new program will also address concerns about the caliber of qualitative research. "Good qualitative researchers need extensive education in applied social theory, but this is unavailable in most schools of education despite the popularity of this approach," she said. "There is consequently a gap, nationally, between the demand for good training in qualitative research and the typical offerings provided in schools of education." Aside from addressing the shortage of psychometricians, the Inquiry Methodology program will help meet the growing demand for researchers in colleges and universities. The Bureau of Labor Statistics Occupational Outlook projects a need for more than 380,000 new higher education faculty in the next eight years. The report predicts a demand for nearly 53,000 education administrators and continued growth in the number of social scientists by 2016. "Good research methodology skills are at the core of faculty and social scientists' work," Delandshere said. Leadership at the IU School of Education began considering the new program around three years ago. During that time the faculty studied other programs around the country and worked on the conceptualization and design of their own program. "Students can begin enrolling in the program now, but more realistically, new students will be admitted for the fall semester in 2009," Delandshere said. More information about the new Inquiry Methodology program is available at http://site.educ.indiana.edu/inquiry/DoctoralProgrambrcomingFall2009/tabid/7618/Default.aspx. Copyright � 2013 The Trustees of Indiana University | Copyright Complaints

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> UC Irvine > Southeast Asian Archive ∞ http://www.oac.cdlib.org/findaid/ark:/13030/kt9v19q84 Guide to the Guire Cleary and Jade B. Ngoc Le Collection of Hmong and Iu Mien Refugee Artifacts MS-SEA008 Contact UC Irvine::Southeast Asian Archive This collection is comprised of 55 artifacts collected by Guire Cleary and Jade B. Ngoc Le from Southeast Asian refugees. Cleary is a Franciscan friar of the Episcopal Church who served as assistant director of the Tolstoy Foundation in San Francisco, California. Le is the former director of the United States Catholic Conference transit center in San Francisco. The artifacts in this collection are mostly Hmong or Iu Mien in origin and were left behind by refugees at the Travelodge Transit Center in San Francisco. During 1979-1983, San Francisco, California was the entry point for over 50,000 refugees each year who arrived in the United States from refugee camps in Asia. Other artifacts were collected in the San Francisco area. The artifacts include clothing, cooking materials, English language exercise books, and identification cards. Background In August 1979 Guire John Cleary was hired by the Church World Service, a voluntary agency in San Francisco, California that assisted in the resettlement of Southeast Asian refugees. Cleary helped to provide transportation for the refugees, who generally spent the night in San Francisco before leaving on flights the next morning to their ultimate destination throughout the United States. After Cleary was injured in an automobile accident, he left Church World Service and was appointed assistant director of the Tolstoy Foundation in December 1979, another voluntary agency that assisted in refugee resettlement, predominately for refugees from Laos. Cleary remained with the Tolstoy Foundation until 1983. After working for a number of years as a business litigation paralegal in Los Angeles, Cleary returned to the religious community. Previous to 1979, Cleary was part of the Society of St. Francis, a religious order in the Episcopal Church. In 2000, as Brother Guire Cleary, SSF, he was appointed curator of the historic Mission San Francisco de Asis (Mission Dolores), the first Episcopalian and Franciscan brother to serve at the mission since 1845. As a scholar and writer, Cleary's work focused on the history of the Franciscan Order and the California missions, with a particular emphasis on the Ohlone and other Native Americans who originally settled in the San Francisco area. Cleary also served on the board of directors of the San Francisco History Association and the California Mission Studies Association. In January 2004, Cleary was transferred to New Zealand. Cleary is the recipient of several awards including Friend of the Ohlone People, Honorary U.S. Park Ranger, and the Oscar Lewis Award for historical writing. Extent 15.4 linear feet (19 boxes) Restrictions Property rights reside with the University of California. For permissions to reproduce or to publish, please contact the Southeast Asian Archive Librarian. Descriptive Summary Important Information for Researchers Collection Arrangement

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A TALE OF TWO CITIES: IN SEARCH FOR ANCIENT POMPEII AND HERCULANEUM Ancient Greeks Gods and Heroes The Blackwell guide to Ancient Philosophy Ancient Cambodia package tour Melting glaciers could release ancient microbes Ancient Egypts Greatest Goddesses Ancient artifacts for sale at very reasonable price - www.ancientresource.com Ancient prophecies of White Buffalo Ancient Tyranny Tyrants and tyranny are more than the antithesis of democracy and the mark of political failure: they are a dynamic response to social and political pressures. This book examines the autocratic rulers and dynasties of classical Greece and Rome and the changing concepts of tyranny in political thought and culture. It brings together historians, political theorists and philosophers, all offering new perspectives on the autocratic governments of the ancient world. The volume is divided into four parts. Part I looks at the ways in which the term 'tyranny' was used and understood, and the kinds of individual who were called tyrants. Part II focuses on the genesis of tyranny and the social and political circumstances in which tyrants arose. The chapters in Part III examine the presentation of tyrants by themselves and in literature and history. Part IV discusses the achievements of episodic tyranny within the non-autocratic regimes of Sparta and Rome and of autocratic regimes in Persia and the western Mediterranean world. eBooks.comDigital (PDF)$129.35 eCampusPaperback$126.75 discount! Explore Ancient Greece!: 25 Great Projects, Activities, Experiments (Explore Your World series) From the Olympics and Sparta to the Trojan Horse and the birth of democracy, this interactive reference delves into one of the world’s most fascinating ... Makers of Ancient Strategy: From the Persian Wars to the Fall of Rome In this prequel to the now-classic Makers of Modern Strategy, Victor Davis Hanson, a leading scholar of ancient military history, gathers prominent thinkers to explore key facets of ... From Polis to Empire--The Ancient World, c. 800 B.C. - A.D. 500: A Biographical Dictionary (The Great… Covering the very beginnings of Western civilization, this biographical dictionary introduces readers to the great cultural figures of the ancient world, including those who contributed ... The Complete Idiot's Guide to Ancient Greece A modern examination of the ancient world. The incredible influence of Ancient Greek culture on everything from science to literature to politics continues to be ... Jennifer Scales and the Ancient Furnace (Jennifer Scales, Book 1) Something lurked inside her—something beyond imagination…. She knew that growing up would mean changing. But Jennifer wasn't prepared for the blue scales or the claws, since no one had ... Myths of the Ancient Greeks Presented in simple, yet flowing prose, Richard P. Martin delivers an accessible interpretation of the Greek myths for today's readers. Relive the triumphs and tragedies of Herakles, Perseus, ... The Ancient Synagogue from its Origins to 200 C.E.: A Source Book (Ancient Judaism and Early Christianity)… Despite the recent explosion of research on ancient synagogues, investigators in the field have hitherto been forced to cull relevant evidence from a vast assortment of scholarly publications. Were the Jews a Mediterranean Society?: Reciprocity and Solidarity in Ancient Judaism How well integrated were Jews in the Mediterranean society controlled by ancient Rome? The Torah's laws seem to constitute a rejection of the reciprocity-based social dependency and emphasis on ... The Curse of Ham: Race and Slavery in Early Judaism, Christianity, and Islam (Jews, Christians, and… How old is prejudice against black people? Were the racist attitudes that fueled the Atlantic slave trade firmly in place 700 years before the European discovery of sub-Saharan Africa? In this ... Athenian Politics c800-500 BC: A Sourcebook (Routledge Sourcebooks for the Ancient World) A critical approach to the sources of information on ancient Athenian politics presenting contemporary sources, later historical and biographical writings, archaeological evidence, inscriptions on ... The Oracle: Ancient Delphi and the Science Behind Its Lost Secrets Ancient Mesopotamia at the Dawn of Civilization: The Evolution of an Urban Landscape The Aesthetics of Mimesis: Ancient Texts and Modern Problems Between Two Worlds: Escape from Tyranny: Growing Up in the Shadow of Saddam Ancient Wisdom, Modern Kitchen: Recipes from the East for Health, Healing, and Long Life Ancient Secret of the Fountain of Youth: Book 2

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Ancient connection: New evidence points to Shawnee lookout as oldest continuously occupied site Sep 03, 2009 The discoveries continue to surprise for a team of UC students digging in Shawnee Lookout Park, with a major new mound being located and a rare kiln used to fire pottery excavated in recent weeks, along with even more evidence emerging to support the theory that the site could be the largest continuously occupied hilltop Native American site in the United States. But perhaps most importantly from this year's work, evidence was also found to bolster the theory that Shawnee Lookout was the largest continuously occupied hilltop settlement established by any Native American group. The dating of recent evidence found argues for cultural continuity at the site, meaning the Hopewell who lived at Shawnee Lookout up to 2,000 years ago are showing direct links to the Shawnee people who were living on the site less than 300 years ago. Work this summer was conducted by a group of more than 20 students working in the Hamilton County Park District property in southwestern Ohio as part of UC's Ohio Valley Archaeology Field School. Much of the summer was devoted to excavating the remains of structures, dwellings about the size of a modern-day ranch house, says UC Assistant Professor of Anthropology Ken Tankersley, who oversaw work at the site this summer. "The site we were working at had been previously looked at back in the 1960s and was considered a small village site," Tankersley says. "This summer we did an extensive survey of the site, and it is so densely vegetated, you can understand how there were features that were missed. We found a number of mounds at other sites around the park. While it had always been thought that there were about 40 archaeological sites in Shawnee Lookout, it now looks like there are many, many more." The extent to which they may be present further supports the case for Shawnee Lookout being the largest continuously occupied hilltop settlement established by Native Americans. Fort Ancient, about 40 miles to the northeast, is comparable, but it presently lacks evidence of the cultural continuity found at Shawnee Lookout. Work from last summer showed that Shawnee Lookout has evidence of earthworks on its perimeter that stretch up to six kilometers in length with numerous villages and mounds. One of the goals of the UC team is to continue to fill in the blanks as to the overall physical scope of sites at Shawnee Lookout. Another is to continue to uncover the answers to questions of how the site was used by different Native American bands and tribes. It had already been established that the Hopewell and Fort Ancient were at the site in ancient times - and historically they were the society given credit for constructing the earthworks at Shawnee Lookout. It was also obviously known that the Shawnee and others were at the site more recently. Tankersley says an argument for cultural continuity between the two societies was strengthened by this year's work. "The assumption has always been that the Shawnees were fairly recent arrivals in the area," Tankersley says. "So we had this question of just how long they had been there?" Evidence is being developed via two methods: physical evidence that is being excavated at Shawnee Lookout and genetic comparisons. Physical evidence is being uncovered in ancient discarded material in a way that would be expected, with items from Shawnee culture on top and, beneath it, older material from the Hopewell. But some earthworks building materials themselves have been successfully carbon-dated back to about 300 years ago, meaning the Shawnee were engaged in the same kind of earthen construction that had previously been attributed to just the Hopewell. This, Tankersley believes, begins to build the case that cultural knowledge was handed down from ancient times through modern times by Native Americans living at the site. As a second path to supporting the theory, DNA examinations are being conducted comparing known Hopewell material to current Shawnee populations. Tankersley has an article coming out in the next edition of the journal "North American Archaeologist" discussing these studies. "We're using a technique called the direct historical approach, which takes a slice of known historical documentation and then works backwards into pre-history," he says. "The Shawnee are an Algonquin-speaking people, and they were thought to have broken off from the Delaware and Miami prior to European contact. But we're finding cultural continuity archaeologically, indicating that splitting off may not be the case. Shawnee Lookout was an important spot that we're seeing was used across 2,000 years and perhaps beyond that." The implication is that the Shawnee could be directly descended culturally from the Hopewell. If documentation continues to be successfully added, this would mark a major change in the historical narrative of Native Americans in this region. Source: University of Cincinnati (news : web) Explore further: Archeologists worry planned tunnel could ruin chance to understand history before Stonehenge Revising and re-sizing history: New work shows Ohio site to be an ancient water works, not a fort (PhysOrg.com) -- The site known as Miami Fort is no fort at all, and it is also much larger than previously believed – so large, in fact, that its berms stretch to almost six kilometers in length, making ... Exploding asteroid theory strengthened by new evidence located in Ohio, Indiana Geological evidence found in Ohio and Indiana in recent weeks is strengthening the case to attribute what happened 12,900 years ago in North America -- when the end of the last Ice Age unexpectedly turned ... What’s Lost Is Found Again: Virtually Rebuilding Our Heritage Native American cultures that once flourished in Ohio, Kentucky, Indiana and West Virginia constructed geometric and animal-shaped earth works that often rivaled Stonehenge in their astronomical accuracy. Ancient fort opens new chapter in First Nations' history [B]University of Calgary archaeologists join the Blackfoot in studying unusual woodland-style settlement on Canadian plains[/B] A fortified village that pre-dates European arrival in Western Canada and is the only one of ... Satellite images spy ancient history in Syria Ancient human settlements in Syria have been revealed in declassified spy satellite images by a small team of researchers led by ANU PhD student Mandy Mottram. Researchers find pre-Clovis human DNA DNA from dried human excrement recovered from Oregon's Paisley Caves is the oldest found yet in the New World -- dating to 14,300 years ago, some 1,200 years before Clovis culture -- and provides apparent ... Archeologists worry planned tunnel could ruin chance to understand history before Stonehenge Many archeologists in Britain are decrying plans by the government to build a tunnel to relieve traffic congestion near Stonehenge—a world heritage site, as doing so would like damage Blick Mead, a Mesolithic ... Unique entry complex discovered at Herodian Hilltop Palace Archaeologists from The Hebrew University of Jerusalem's Institute of Archaeology have discovered a monumental entryway to the Herodian Hilltop Palace at the Herodium National Park. The unique complex was ... Impressions from ancient clay seals found at a small site in Israel east of Gaza are signs of government in an area thought to be entirely rural during the 10th century B.C., says Mississippi State University archaeologist ... Digging up the 'Spanish Vikings' The fearsome reputation of the Vikings has made them the subject of countless exhibitions, books and films - however, surprisingly little is known about their more southerly exploits in Spain. A new study from University of Missouri and Virginia Tech researchers is challenging accepted ideas about how ancient soft-bodied organisms become part of the fossil record. Findings suggest that bacteria ... A new species of short-necked marine reptile from the Triassic period has been discovered in China, according to a study published December 17, 2014 in the open-access journal PLOS ONE by Xiao-hong Chen f ... dirk_bruere In Britain Colchester has been a military town for 2000 years. When modern barracks were being built a few years ago they discovered the foundations of Roman army barracks on the site.

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- Pittsfield NH SAU#51 - http://pittsfield-nh.com/sau - Student Led Conferences: Putting Students in the Driver’s Seat Posted By John J. Freeman, Ph.D. On January 18, 2013 @ 11:09 am In Superintendent | Comments Disabled The school corridors had been more crowded than usual at PMHS in mid-November as our Student-Led Conferences (SLCs) have been in full swing. As PMHS parents know, since the beginning of the last school year, PMHS replaced the traditional—and sometimes dreaded—parent-teacher conference with a relatively new model of understanding and appreciating student progress. Every fall and spring, parents are invited into PMHS not to hear about their children from the teacher, but rather to hear directly from their children, who each take the lead role in a presentation that articulates his or her academic, personal and social development. Each student creates a portfolio that contains a collection of work, reflections, and evidence of their growth over time. The portfolio is shared with the parent and teacher during the Student-Led Conference and essentially becomes a tool for an ongoing conversation during a student’s middle and high school years. At PMHS, a student portfolio contains five sections, each of which serves as a jumping off point for discussion: 1) Personal Learning Plan (PLP) – a learning plan to guide the personal, social, academic growth and school experience of the student. A PLP can be up to 50 or 60 pages long, with an eight-page summary snapshot. 2) Competencies – examples of assessments that reflect the strengths and/or weaknesses of the student across a number of competency and skill areas that reflect the subjects being studied at the time. 3) Advisory – reflections on assignments and/or courses and college and career readiness work. 4) 21st Century Learning Expectations – rubrics or measures that demonstrate student progress in the area of 21st Century skills. These skills include oral and written communication, analysis and synthesis of data, problem solving, creativity, collaboration, and technological know-how. 5) Who Am I? – a collection of additional materials that serve as a resource for the student to reflect on his/her school experience, his/her community service, and his/her personal growth. Portfolios and Student-Led Conferences are two key strategies employed by many forward-thinking school districts across the country aiming to increase student engagement and motivation, thereby improve student performance. PMHS’s involvement dates back several years, when the district first began thinking about how best to realign our Pittsfield Schools with the needs and demands of a 21st Century global society. According to PMHS Teacher Derek Hamilton, a group of teachers visited the highly-respected Francis Parker Essential Charter School in Devens, Massachusetts, and drew inspiration from the students there, who talked about their portfolios and “gateway presentations,” highlights of their learning that are shared with the community at large. The PMHS delegation came back to Pittsfield ready to embark on a journey of discovery. As one of several faculty focus groups exploring new ideas in education, this group determined that the Student-Led Conference was a way to braid a lot of the new ideas that were emerging into a single strand. Hamilton piloted the effort with his Advisory class and conducted the first faculty training. Since that time, every classroom teacher at PMHS has been trained and participates in Student-Led Conferences. In addition, last year, 93 percent of our students conducted a Student-Led Conference; we hope the data will soon show that we’ve surpassed that number this year. Moreover, whereas parent participation in traditional parent-teacher conferences typically registered at about 20 percent, Student-Led Conferences have brought 90 percent of our parents into the building. “Many parents haven’t had a lot of trust and faith in the faculty and programs at the school,” Hamilton said. “(Student-Led Conferences) are helping to build a sense of trust over time.” After each “window” of Student-Led Conferences, PMHS faculty members survey students, parents and teachers for feedback. Though some students have said they felt forced out of their comfort zone and would prefer to return to the traditional conference, the majority of students have embraced the new model. A sampling of student responses demonstrates how students feel about the SLC: “It gives me the ability to discuss college plans with my parents and advisor.” “It gives me the opportunity to talk with my parents about my grades and other things I don’t usually talk to them about.” “It gave my parents a better understanding of competencies.” “It makes me feel better prepared for when I go on a job interview.” “I was able to lead the presentation and share work.” Parents also reported what they found most valuable about the SLC: “Hearing my child speak and my child’s viewpoint.” “The SLC builds confidence and maturity.” “My child is learning to explain himself without bragging.” “I love to see my son lead his conference and show pride in his work and accomplishments.” “It allowed me to see that a letter grade did not totally show his efforts.” “My child did the work, not the teacher.” For the faculty, the SLC continues to be a work in progress, whether it’s continuing to clarify its purpose and value, providing additional training to faculty, or tweaking the schedule and grading practices. And this year, students are required to invite a second adult—a teacher, administrator, paraprofessional, or school secretary—to participate in the Conference. It’s part of an effort to prepare students for presenting in front of a much larger audience. One testament to the success of Student-Led Conference is the reaction of seniors to videotapes of their SLCs from years past. Hamilton said: “They say ‘Wow, that was me as a sophomore!’ They are so much more polished and prepared. They know the agenda and know what they’re supposed to share.” Article printed from Pittsfield NH SAU#51: http://pittsfield-nh.com/sau URL to article: http://pittsfield-nh.com/sau/2417/student-led-conferences-putting-students-in-the-drivers-seat Copyright © 2008 Pittsfield NH School District. All rights reserved.

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Search EJournals Journal of Career and Technical Education Current Co-Editors: Edward C. Fletcher Jr. [email protected] Victor M. Hernandez-Gantes [email protected] DLA Ejournal Home | JCTE Home | Table of Contents for this issue | Search JCTE and other ejournals The Journal of Career and Technical Education (JCTE) is a non-profit, refereed, national publication of Omicron Tau Theta, the national, graduate honorary society of career and technical education. Manuscripts submitted for consideration by JCTE should focus on career and technical education philosophy, theory, or practice. Comprehensive reviews of literature and reports of research and methodology will be considered. All articles should relate to current issues and have direct implications for career and technical educators. It is intended that JCTE serve as a forum for discussion of philosophy, theory, practice, and issues in career and technical education. Manuscripts submitted for review should not have been published or be under current consideration for publication by other journals. The Publication Manual of the American Psychological Association (APA), 5th Edition (2001), is the standard of style for JCTE. Place figures and tables in the appropriate place in the manuscript. Underlining should not be used anywhere in the manuscript. Statistics and titles in the reference list should be italicized according to APA 5th Edition Style. Manuscripts not adhering to the style manual will be returned to the authors without review. Tables and figures should provide only information essential to understanding the article. Authors should avoid reporting the same information in both text and tables. In the preparation of tables and figures, authors should use APA guidelines for format and include the tables and figures in text where they should appear. Tables and figures are to be prepared as a part of the word processing file. Tables must be developed in columns using the table-formatting feature in the word processor so that they will translate to HTML. Each item in a table should be placed in an individual cell. Do not use tabs to format tables because they will not translate properly. Tables and figures will not be published on oversized or foldout sheets. Submitting Manuscripts Manuscripts accepted for publication normally may not exceed 20 pages of printed, double spaced text, including title page, abstract page, tables, figures, and references. Margins should be 1" all around and use Times New Roman 12-point for all text, tables, and figures. Use the line numbering feature of the word processor to number each line of the manuscript. Electronic submissions are preferred, although mailed copies will be accepted. Submit the following: a separate title page with the manuscript title, author(s), institution(s), complete address(es), telephone number(s), and the author(s)' e-mail address(es); and one double-spaced copy of the manuscript with the abstract placed immediately after the manuscript title and the lines numbered; author(s) must ensure that all references to the author(s) and their institutions are removed from the manuscript according to APA guidelines to facilitate the double-blind peer review process; the abstract should succinctly describe the manuscript's contents and cannot exceed 960 characters and spaces (150 words). The manuscript and title page can be submitted via e-mail to [email protected], or it can be mailed on a 3.5" diskette or CD to Dr. James Bartlett at the address on page 2. Diskettes become the property of JCTE and will not be returned. The electronic files must be in Microsoft Word format. The use of Rich Text Format (rtf) is acceptable. Review and Publication JCTE is published twice a year, spring (about June 1st for the hard copy) and fall (about December 1st for the hard copy). All accepted articles will be published in both traditional hard copy and in the electronic journal, which is currently available at the following case sensitive URL: http://scholar.lib.vt.edu/ejournals/JCTE/ The review process for the Journal of Career and Technical Education normally requires six weeks to three months. The Editor will notify you as each stage in the review process is completed. The decision of the reviewers will be one of the following: Accept (publish as submitted, very minor editorial revisions may be neededthis is very rare for initial submissions); Accept Conditionally, with minor revisions (revisions are reviewed by editor, not resubmitted to review panel); Accept Conditionally with Major Revisions (revised manuscript will be sent back to the same reviewers for reconsideration); Reject but Invite Major Revision and Resubmission (fundamental changes are needed, and the revised manuscript will go back to the same reviewers for reconsideration-this is a very common decision on the initial review and should not be considered as a final rejection); or Reject the manuscript for JCTE (the manuscript will not be considered again). The manuscript review process for JCTE is a "double-blind" peer review in that the reviewers are not informed of the identity of the author(s) and the author(s) are not informed of the identities of the reviewers. The reviewers of the manuscript are recognized scholars with appropriate professional and educational preparation and are selected for their specific expertise relative to the topic of the manuscript being reviewed. At least one of four reviewers on each manuscript must be a member of the JCTE Editorial Board. The final acceptance rate for JCTE is usually 30-35%. Authors who persevere through requested revisions are generally the authors whose manuscripts are eventually published in selective, refereed journals such as JCTE. Book Reviews/Thematic Issues Book reviews will also be considered for publication in the JCTE. Persons interested in publication of a book review should contact the Editor-Elect (see inside front cover, page 2). A thematic issue of the JCTE may be published at least once every two years. Themes for upcoming issues will be announced in both the hard copy and electronic journal. The annual subscription rate is $30.00. Checks should be written to: Honor Society of Omicron Tau Theta, Inc. and mailed to the OTT Treasurer. The name and address of the current OTT Treasurer can be found on the OTT web site: http://www.ott.vt.edu. DLA Ejournal Home | JCTE Home | Table of Contents for this issue | Search JCTE and other ejournals Return to Skip Menu Footer Virginia Tech University Libraries DLA Contact Us PDF Viewers This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. URL: http://scholar.lib.vt.edu/ejournals/JCTE/v21n2/common/guidelines.html Last modified: 06/14/11 12:00:16 Tracy Gilmore

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In the Community: The Keystone Center – Developing Leadership for the Next Generation The Keystone Center The Keystone Center was founded in Keystone, Colorado, in 1975 to bring public, private, and civic stakeholders together to try to find consensus about resolving contemporary issues, particularly involving the environment, energy, and public health. In following years, the organization decided that education was critical to the next generation so it could resolve issues better, and the center established a science school for experiential education. In 2004, the center formed a Youth Policy Summit™ (YPS) to bring together education and policy. Youth Policy Summit YPS brings together students, mentors, and experts to examine current policies. Students are given a role and do research prior to the summit. At the summit, they write papers, examine science issues, and practice public speaking. “We’re giving kids skills that they wouldn’t get in high school otherwise. And that will really position them well in the work force to succeed,” commented Jeremy Kranowitz, director of Keystone’s Center for Education. Eight YPS workshops are scheduled for this year. For example, the East Coast YPS, which takes place June 24-30, 2011, will focus on water resources in the Northeast. Approximately 40 high school students will be attending this YPS at Montclair State University in Montclair, New Jersey. The East Coast YPS workshop is made possible through the funding provided by Subaru of America Foundation. The funding allows students to attend for a minimal charge. “With a contribution from Subaru, we’re really helping these students that will be tomorrow’s leaders,” explained Kranowitz. For more information about The Keystone Center, go to www.keystone.org. Online Exclusives In the Community: Subaru-funded projects for The Freshwater Trust in Portland, Oregon. SUBARU IN THE COMMUNITY Subaru of America, Inc. believes in supporting the communities in which its employees live and work. To that end, Subaru builds community partnerships with organizations that share its drive and passion. These organizations are primarily ones that enhance the academic learning experience for young people. Added to Favorites Close (0.0 based on 0 ratings) The Keystone Center Website Subaru of America Foundation

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HeadlinesAcademicsArts + CultureAthleticsCommunityStudent LifeAlumniPublications Onondaga Professor Named Fulbright Scholar Onondaga’s Dr. Valerie Melburg has been named a Fulbright Scholar. Melburg is an Associate Professor who teaches Psychology in the Social Science department. The Fulbright Program is an international educational exchange program sponsored by the U.S. government and is designed to increase mutual understanding between the people of the United States and the people of other countries. “We are honored to have another Fulbright scholar,” said Margaret M. “Meg” O’Connell, Onondaga’s Interim President. “This award is a testament to Dr. Melburg’s hard work, and vision for the future of education. Our entire campus community is extremely proud of her.” “This is a great day for Onondaga, our faculty, and Dr. Melburg,” said Cathleen C. McColgin, Ph.D., Provost and Senior Vice President at Onondaga. “It is unique for community college faculty members to be named Fulbright Scholars and it is further evidence of the tremendous faculty we have here and the outstanding education they provide our learners.” In June 2012, Melburg spent 20 days in Russia as part of her effort to become a Fulbright Scholar. Melburg divided her time between two schools: South Federal University which has 45,000 students and is located in Rostov-on-Bon, and Sochi State University which has 3,000 students and is located in the Black Sea resort town of Sochi. Russia is reforming its education system so it resembles European and American systems. Melburg’s mission at both schools was the same. “In my application to the Fulbright program I proposed to help them develop online courses.” At both schools she met with faculty, staff, and graduates and gave lectures on distance learning and interactive teaching strategies. “In Russia faculty members read their lectures. I propose bringing the concept of active learning, student-centered learning, more about case studies and critical thinking.” Melburg found her time in Russia to be extremely rewarding. “People were wonderful to me and very accepting of my ideas. They were very gracious and kind. I felt like I was part of their family.” Melburg is planning to return to Russia this June and continue her work as part of her Fulbright. She’s a native of New York City whose parents were born in Russia. This is Onondaga’s second Fulbright Scholar. Last year, Lida Suchy was named a Fulbright Scholar. Suchy teaches Photography in Onondaga’s Art department. She also teaches advanced studio courses where students develop portfolios. “I help students edit portfolios and develop strategies for transfer into photography programs at 4-year institutions. I am a passionate teacher and love my community college students.” In the 1990’s Suchy did a photographic study in a remote community in the Carpathian Mountains of Western Ukraine. Through a series of 8”x10” portraits of individuals, Suchy created a composite portrait of the village. Thanks to her Fulbright, she will be returning to the Ukraine to do research and teach. Suchy’s portraits will be highlighted in an exhibit opening March 6 at the Dolce Valvo Art Center at Niagara County Community College. The invitation card to the show reads, “Born into a refugee family, Lida Suchy creates photographic portraits of communities in the lost home of her family in Eastern Europe, as well as in her own home in America.” Suchy has also exhibited internationally in London, England and Hamburg, Germany.

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UNH Today Drinking Water for the Children of Cumayasa, Dominican Republic Text Drinking Water for the Children of Cumayasa, Dominican Republic Thursday, April 12, 2012 Over spring break in March, five senior civil engineering students put their learning into action in the Dominican Republic. There, working with the UNH chapter of Students Without Borders, they implemented a water filtration system they designed back in Durham in schools in Cumayasa, bringing much-needed clean water to 1,200 students there. They also triumphed over customs, completed work by the lights of their smartphones, and romped with schoolchildren. Project manager Tad Robertson, who was joined on the trip by seniors Emily Carlson, Ransom Horner-Richardson, Harrison Roakes, and Alexander Rozycki, tells the story of the project. The students received guidance from UNH Environmental Research Group faculty members Robin Collins, Kevin Gardner, Nancy Kinner, and James Malley. Civil and environmental engineering students select a senior capstone design project that gives students a more real-world approach to engineering. For our group, we selected the Dominican Republic Drinking Water Project. This project was a Phase II follow up to a 2011 senior design project by recent graduates RaeAnna Hughes, Miguel Miranda, and David Cote which produced a preliminary design and feasibility study for installing a drinking water system at a school in the Dominican Republic. Miguel Miranda’s father’s cousin, Señor Pedro Pool, is the principal at the Tevecentro High School. The school is in the village of Cumayasa, just outside the city of La Romana, Dominican Republic. It is a small village with small houses made of concrete or corrugated sheet metal and dirt floors. The people of the village struggle against many challenges, including harsh working conditions and typically low incomes of about $120 per month. There is some free public water supplied from the city of La Romana to the village, but it is primarily for toilet flushing and is not considered safe to drink due to high risks of microorganisms that can cause cholera, typhoid and hepatitis. Even the most modest of dirt floor shacks buy bottled water for drinking and cooking or simply go without water. The school’s main source of liquid for the children was small juice boxes and some personal-sized water bladders. We had heard from locals that thirst was a very serious problem in the area and that some children actually drank some of the unsafe tap water. Water-borne diseases continue to be a huge problem in the developing world, especially for children. Left to right: Professor James Malley, Emily Carlson '12, Ransom Richardson '12 (semi hidden), Cumayasa English teacher and local ambassador Miguel Lorenzo, Alex Rozycki '12, Kayla Mineau '12, Tad Robertson '12, and Harrison Roakes '12. Starting with the 2011 group’s original design, we constructed a pilot filtration system in Gregg Hall. We tested the entire winter break and were using wastewater from the Durham wastewater treatment plant as a worst-case scenario to ensure that our system was robust and could handle a variety of potential contaminants that may exist in the Dominican Republic. With the help of Students Without Borders and several faculty members -- Dr. Collins, Dr. Gardner, Dr. Kinner and of course our project advisor and "El Jefe," Dr. Malley -- our system was ready to be implemented at the school. After flying from Logan Airport to Santo Domingo then driving two hours to La Romana on March 7, we had a “client” dinner where we met for the first time, face-to-face, with the principals of two Cumayasa schools along with a Spanish-English translator. At dinner, we learned that the clients wanted our original project plan of providing water for Tevecentro to be modified into building a system at the elementary/middle school, Escuela Duarte, as well, representing a jump in students from roughly 300 to 1,200. Due to this increase our entire project had to be rethought and replanned on-site and on the fly through a series of design team meetings. An added challenge with the project was working in a country where "blackouts" and power outages are a daily occurrence. Further, we learned that the schools do not get water from La Romana on a regular basis and when it does come they are never sure how many gallons they will get at one time. Undaunted by all this, the next day we went to assess the new site, met with all the classes there and introduced ourselves and talked a little about the project and clean water. After some educational outreach to the students, our group continued to work on the plumbing of our PVC piping, headed by our construction foreman Harrison, and constructed a roof cover that was designed by Emily. A patio and landscaping fill was added to our original design plans, along with a new spigot design and a mural along the wall of the janitor's closet. While dealing with all those challenges, we still didn't have one important piece to our filtration system: the filters and the filter housings themselves. Dr. Malley and Ransom had an exceptionally hard time getting our project supplies through customs. Two trips back and forth to the Santo Domingo Airport consuming two full days of team member time and still the officials wouldn't give us the crate. Finally, with the great help of the elementary school's principal, Hilda Pinales, who went to customs on the third day, we got the crate and we could finally tie the whole system together working well past sundown and lighting our work with the light bulb apps on our Droids and iPhones. Students Without Borders stressed to us the importance of getting the school and the faculty involved in the implementation of the system. To do this, Pedro Pool and the custodian at the school, Augustine, helped in the construction of the system and were taught how the system would operate and be maintained. It was of vital importance that someone be able to maintain the system after we left to ensure that the drinking water system could be used for years to come. Another main goal of the trip was to conduct an educational outreach program for the students. Our group was focused primarily on teaching about drinking water and water resources, but we also helped the children with their English. Many of the students had never been around Americans before, but they were taking English classes daily. It was very fun to see their interest and enthusiasm with both learning about water and learning English. The children at the school were incredible. They were doing backflips and were so animated; they loved to hang out with us and we were all their personal "caballos" for a good portion of the trip. Despite the diverse challenges we faced, we refused to fail and provided cleaning drinking water for the children. We dealt with some very real-world challenges and learned a lot about working as a team and completing a successful project, no matter what was thrown at us. It was a very joyful moment when we first turned the tap and clean drinking water started flowing. The only thing left to do at that point was fill a jug and pour out cups for the smiling and excited children of Cumayasa to drink up. Our team couldn’t have accomplished this project without financial support from the Chatham-Beech Charitable Foundation of Springfield, Mass.; the CH2M Hill Foundation of Denver; and the UNH Environmental Research Group (ERG). We’re also grateful to Kayla Mineau ‘12, a liaison to UNH Engineers Without Borders, who went with us as translator and helped us perform the project; Casey Richardson, Ransom’s wife, who accompanied the team and helped us with the project construction and education of the school children; and Dr. Malley’s wife, Joyce Malley, who accompanied us and helped as an interpreter and with the education program. Originally published by: UNH Today Written by Tad Robertson '12. Tweet Campus Journal: Faculty and Staff News Copyright 2014, University of New Hampshire | Durham, NH 03824UNH Today is produced by Communications and Public Affairs UNH main directory 603-862-1234 | TTY Users: dial 7-1-1 or 1-800-735-2964 (Relay N.H.) 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A Master's In Media...From Conde Nast? Share Tweet E-mail Comments Print By Anya Kamenetz If she were your professor, all your work would be on time and fabulous. Or else. Conde Nast, the magazine publishing company known for The New Yorker, Wired and Vogue, is getting into the US higher education market. As our public media colleagues at Marketplace reported, the company is partnering with a venture capital firm and some as-yet-unnamed universities to launch a set of co-branded certificate courses, and eventually a master's degree. Why is a media company getting into the higher education business? And why now? "We have a very strong interest in being part of developing the next generation of talent," Jill Bright, chief administrative officer at Condé Nast, told Inside Higher Ed. "It is an opportunity to introduce our brands to new audiences by creating something that's unique in an educational setting." Of course, corporate-branded forays into the world of higher education are nothing new. Conde Nast itself is involved with the Conde Nast College of Fashion and Design in the UK, where you can get a 10-week Vogue Fashion Certificate. Conde Nast's push into higher ed comes at a time when media companies, faced with faltering advertsing and circulation, are exploring all sorts of new opportunities. "For a media company, if you look at the economics of that, increasingly you want to be able to diversify your revenue streams," said Michael Moe, an analyst and investor in education companies with the investment firm GSV Capital. "It's a continuum from conferences to seminars, certificates. I think it's a natural extension of the brand and the intellectual capital within that brand." Historically, one way that media companies have "developed the next generation of talent" is through internships. Two months ago, Conde Nast settled a class action lawsuit brought by two interns who said they were paid less than $1 an hour to do significant work for the New Yorker and W, a fashion magazine. This is part of a trend of interns insisting on their rights. Under the Fair Labor Standards Act, an intern who does work and creates value for the employer, rather than having a wholly educational experience, must be paid minimum wage. The terms of the settlement weren't disclosed, but the company has discontinued the internship program. When the settlement was announced in April, CEO Charles Townsend said it "will allow us to devote our time and resources towards developing meaningful, new opportunities to support up-and-coming talent." A spokesperson for Conde Nast, who declined to be named, says that the proposed university programs and the now-shuttered internship program are separate and unrelated. "We are always committed to cultivating talent," she said. "[But] Conde Nast is supporting university programs to enrich them with our content, our great authors, our perspective, the networks that we bring to bear, rather than for us to cultivate talent."Copyright 2014 NPR. To see more, visit http://www.npr.org/. View the discussion thread.

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Imre Lakatos Born: 9 November 1922 in Hungary Died: 2 February 1974 in London, England Imre Lakatos was given the name Imre Lipschitz at birth, born into a Jewish family as his name clearly indicated. His life would be dominated by the chaos that resulted from the Nazi rise to power and World War II, the war breaking out when Imre was in his final years at school. It was a difficult period for Hungary, with the country unsure whether to side with Hitler or with the allies, but in many ways Hungary had few options. Hitler decided that he could not leave his vital communications at the mercy of an uncommitted Hungarian regime. In March 1944 Hitler offered Hungary the choice of either cooperating with Germany or the German armies would occupy the country. Hungary chose cooperation and appointed a government to collaborate with Hitler. The Germans did as they pleased, suppressing opponents and arresting anyone who spoke out against them. Jews were compelled to wear a yellow star and their property was taken away. Imre had spent the war years at the University of Debrecen and he graduated in 1944 with a degree in mathematics, physics and philosophy. To avoid the Nazi persecution of Jews he changed his name to Imre Molnár, and he survived while others of Jewish descent were deported to the gas chambers of German concentration camps. More than 550,000 of Hungary's 750,000 Jews were killed by the Nazis during the war, including Imre's mother and grandmother who both died in Auschwitz. After the war ended Imre, who by this time was an active communist, realised that he would have difficulty wearing his old shirts with "I. L." on them when his name was now Imre Molnár. Hungary was in grave financial trouble and getting a new collection of shirts was harder than changing one's name so he changed his name, not back to the Jewish Lipschitz but rather, in keeping with his political views, to the Hungarian working class name of Lakatos. He may have borrowed the name from the Hungarian general Géza Lakatos who headed a peace seeking Hungarian government for a short while before the Germans put their own man in charge. At least Imre Lakatos could now wear his "I. L." shirts again! In 1947 Imre Lakatos obtained a post in the Hungarian Ministry of Education. However he was not good at taking orders from Russian authorities without questioning them and Lakatos soon found that his views had put him in political trouble. In 1950 he was arrested and served three year in a Stalinist prison [1]:- He used to say afterwards that two factors helped him to survive: his unwavering communist faith and his resolve not to fabricate evidence. (He also said, and one believes it, that the strain of interrogation proved too much - for one of his interrogators!) On his release in 1953, the year of Stalin's death, Rényi helped Lakatos find work. Lakatos earned his living translating mathematics books into Hungarian. Among the books that he translated at this time was Pólya's book How to Solve it. In 1956 there was revolution in Hungary against the Russian regime which controlled the country. On 1 November 1956 Hungary withdrew from the Warsaw Pact and asked the United Nations to recognise it as a neutral state, under the protection of the United Nations. Two days later Russian tanks were in position and a puppet government was set up. Many people were sent to the Soviet Union and many of those never returned. Around 200,000 refugees escaped to the West, a substantial proportion being Hungary's educated classes. Lakatos realised that he was about to be arrested and fled to Vienna. Eventually Lakatos found his way to England and he began to study at the University of Cambridge for a doctorate in philosophy. His work was influenced by Popper and by Pólya and he went on to write his doctoral thesis Essays in the Logic of Mathematical Discovery submitted to Cambridge in 1961. At Pólya's suggestion his thesis took as its theme the history of the Euler-Descartes formula V - E + F = 2. In 1960 Lakatos was appointed to the London School of Economics and he taught there for 14 years until his death. His lecturing is described in [1]:- When he lectured, the room would be crowded, the atmosphere electric, and from time to time there would be a gale of laughter. Again in [1] Ernest Gellner writes:- He lectured on a difficult, abstract subject riddled with technicalities, the philosophy and history of mathematics and science; but he did so in a way which made it intelligible, fascinating, dramatic and above all conspicuously amusing even for non-specialists. Lakatos published Proofs and Refutations in 1963-64 in four parts in the British Journal for Philosophy of Science. This work was based on his doctoral thesis and is written in the form of a discussion between a teacher and a group of students. Worrall [17] describes the paper:- ... as well as having great philosophical and historical value, was circulated in offprint form in enormous numbers. During his lifetime Lakatos refused to publish the work as a book since he intended to improve it. However, in 1976, two years after his death, the work did appear as a book: J Worrall and E G Zahar (eds.), I Lakatos : Proofs and Refutations : The Logic of Mathematical Discovery . Worrall [17] describes the work:- The thesis of 'Proofs and Refutations' is that the development of mathematics does not consist (as conventional philosophy of mathematics tells us it does) in the steady accumulation of eternal truths. Mathematics develops, according to Lakatos, in a much more dramatic and exciting way - by a process of conjecture, followed by attempts to 'prove' the conjecture (i.e. to reduce it to other conjectures) followed by criticism via attempts to produce counter-examples both to the conjectured theorem and to the various steps in the proof. Hersh [9] says that Proofs and Refutations is:- ... an overwhelming work. The effect of its polemical brilliance, its complexity of argument and self-conscious sophistication, its sheer weight of historical learning, is to dazzle the reader. Lakatos wrote a number of papers on the philosophy of mathematics before moving on to write more generally on the philosophy of science. However, like his doctoral thesis, he often used historical case studies to illustrate his arguments. I [EFR] would strongly recommend the article in The Mathematical Intelligencer (3) (1978), 151-161 by Lakatos. This article, Cauchy and the Continuum : The Significance of Non-Standard Analysis for the History and Philosophy of Mathematics is one of the most enjoyable that I have read. Hersh [9] explains the point of the approach to history that Lakatos uses in this article:- The point is not merely to rethink the reasoning of Cauchy, not merely to use the mathematical insight available from Robinson's non-standard analysis to re-evaluate our attitude towards the whole history of the calculus and the notion of the infinitesimal. The point is to lay bare the inner workings of mathematical growth and change as a historical process, as a process with its own laws and its own 'logic', one which is best understood in its rational reconstruction, of which the actual history is perhaps only a parody. As a research supervisor, Lakatos was extremely effective [1]:- He inspired a group of young scholars to do original research: he would often spend days with them on their manuscripts before publication. Lakatos died at a time when he was highly productive with many plans to publish new work, make replies to his critics and apply his ideas to new areas. Worrall [17] however points out that the achievement of which Lakatos would have been most proud was leaving:- ... a thriving research programme manned, at the London School of Economics and elsewhere, by young scholars engaged in developing and criticising his stimulating ideas and applying them to new areas. His character is described in [1]:- With his sharp tongue and strong opinions he sometimes seemed authoritarian; but he was "Imre" to everyone; and he invited searching criticism of his ideas, and his writings over which he took endless trouble before they were finally allowed to appear in print. Some Quotations (3) Additional Material in MacTutor Obituary: The Times Chronology: 1970 to 1980 Other Web sitesLondon School of Economics Previous JOC/EFR � October 2003 Copyright information http://www-history.mcs.st-andrews.ac.uk/Biographies/Lakatos.html

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/training/articles/A-Conversation-with-John-Baldoni.aspx Home» Training» Articles & White Papers» A Conversation with John Baldoni A Conversation with John Baldoni Last updated 11/1/2012 John Baldoni is an internationally recognized executive coach, speaker, and author. In 2012, Leadership Gurus International ranked him #10 on its list of the world’s top leadership experts. His latest book, The Leader’s Pocket Guide: 101 Indispensible Tools, Tips, and Techniques for Any Situation, has just been published by AMACOM. AMA spoke with Baldoni recently for an Edgewise podcast. The following is an edited version of that interview. AMA: You’ve written other books about leadership. The Leader’s Pocket Guide is literally smaller in scale. What compelled you to write this type of book?John Baldoni: It really came about from my executive coaching work. This book is dedicated to the many men and women I’ve had the privilege of coaching. And while I’ve had a small part in their career development, they in turn have had a huge impact on my learning and development as an executive coach. So this book is really a sharing of the lessons I’ve learned. Many of the essays come from conversations I’ve had with my clients. Although I don't betray confidentiality by any means, they’re themes and topics that we talk about in coaching. I thought it was time to get a lot of stuff down in one collection. AMA: The book focuses on three areas of development: self, colleagues, and the organization. What does self-development involve?JB: I think today managers are very focused on doing what’s best for their team, and that’s good. But you really can’t be an effective leader if you don't take care of yourself. For example, critical thinking is a key leadership skill. It’s very important for leaders to be able to weigh options. Sometimes I hear from senior leaders that their folks and their team really aren’t thinking critically. And it’s not because of any lack of intelligence; it’s more out of a sense of expediency and urgency. In addition, every leader needs to have a certain degree of presence about him or herself. Presence draws people to you. And your role as a leader, of course, is to bring people together for common cause. So you must project a presence that is both accessible and welcoming, but at the same time, authoritative and backed by conviction. This is the way you build trust. So those are some of the areas for self-development. AMA: It’s one thing to manage one’s own staff; that’s a traditional business relationship. But what advice do you have for leaders who are working with colleagues over whom they have no direct authority?JB: I think leading one’s peers is the most difficult form of leadership, because as you said, you have no line of authority. What you do have is the power of your presence, the power of your ideas, and the power of you. In fact, this topic actually led to one of my previous books called Lead Your Boss, which is about leading from the middle as well as leading your supervisor. I recall hearing Jim Collins of Good to Great fame talking about legislative leadership versus executive leadership. He said that John Kennedy was an example of executive leadership, which is what our president does. But then he talked about legislative leadership, which is leading one’s peers, and that’s something that Lyndon Johnson did when he was majority leader in the 1950s. There are three critical elements to being able to lead from the middle and lead one’s colleagues:1. Competence: You have to be able to do your job well.2. Credibility: Other people believe you can do the job well.3. Confidence: Not only must you be confident in your ability to do the job and to lead others; other people must have confidence in you. So, competence, credibility, and confidence. Those are mantras I use to give people insight into how to influence others and bring people together. This is really important, because I firmly believe that it’s the men and women of good intention in the middle who actually get the work done, who actually implement the initiatives. It’s not the CEO. It’s not the C-suite that is getting the work done. And very often they’re the first ones to tell you that. The ideas from on high, if you will, are implemented and driven through the organization by people who can persuade and lead their peers. AMA: What advice can you give to people about building their leadership brand within their company? And why is this important?JB: The word we often use about brand is “authenticity,” and that’s a nice HR word or organizational behavior word, but brand is really what it is. So, what is a brand? A brand is perception—how others perceive you. Are you trustworthy? Are you credible? And ultimately, do people want to follow you? So your brand is really a reflection of your authenticity, the real you. And that authenticity—your brand—is earned. It’s never given. It may come with a title because people want to get along with their boss, but it must be nurtured and reinforced by doing the right thing, saying the right thing, and backing it by example. It’s essentially the projection and your connection with people who are your followers or who have entrusted you with leading them. AMA: How important is it to find that leader you can follow or that mentor who can help put you on the right path? What should you be looking for?JB: Sometimes, in tough times, we lament a lack of leadership, and certainly there might be that in the political spectrum. But I see no lack of leadership in our culture, in our society, and in our organizations. I see a lot of well-intentioned men and women who are doing heroic things to make a positive difference in the lives of the people they lead. So I would look for somebody who cares about doing what’s right, the right thing, doing things the right way, and not because it’s easy, but because it is what the organization needs doing. I think those people exist at every level. We have front line people in an organization who are natural leaders. We have our teachers, coaches, and community volunteers. You’ll find them everywhere. It’s people who walk the talk. Very simply, they lead by example. They may actually be very quiet people who don’t talk much about what they do, but you follow their example because they’re making that positive difference one at a time in their organizations as well as in the people they lead. I’m often asked—especially when I speak to collegiate audiences—which leaders I admire. And, you know, it’s always a who’s who of the historical figures: Franklin Roosevelt or Winston Churchill, or corporate leaders like Alan Mulally at Ford or Anne Mulcahy, formerly at Xerox. But I also flip it back to them. I tell them, “You know, you have role models in your own life—ideally your parents.” Learn more about The Leader’s Pocket Guide: 101 Indispensible Tools, Tips, and Techniques for Any Situation. Show All Products in Leadership I found this article titled A Conversation with John Baldoni on the AMA Website that may help in professional development. You can find out more about it here, A Conversation with John Baldoni

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Home » Magazine » 2007 » Volume 58, Issue 3 Finding The Real Jamestown The archaeologist who discovered the real Jamestown debunks myths and answers long-puzzling mysteries about North America's first successful English colony William M. Kelso Winter 2008 | Volume 58, Issue 3 PrintEmailJames Fort was never far from my thoughts in the ensuing years as I became an archaeologist specializing in the British Colonial America period. Most of my work focused on rescuing historically rich farm sites along the banks of the James River, which were being rediscovered by real estate developers and resettled by retirees. The more I dug, the more I became convinced that the “colonial level” under that glass exhibit at the Civil War fort might indicate the presence of the 1607 James Fort. When the APVA decided to investigate its property on Jamestown Island archaeologically in preparation for the 400th anniversary of Jamestown in 2007, I enthusiastically volunteered for the job. There was not much of a line. Most archaeologists discounted any chance of finding something significant, certainly not the fort, which the National Park Service had concluded in the 1950s had “been washed into the James River.” Before digging, we had to narrow the boundaries of the site. At 22.5 acres, the APVA property on Jamestown Island is no small shroud, amounting to 9,900 ten-foot squares if broken up into grids. Clearly we needed to make an educated guess as to where the fort might lie.We did know the location of the seventeenth-century Jamestown church. A part of the tower still existed, the sole above-ground remnant of the original town. If the fort site was submerged off shore to the west, then the church, located according to contemporary sources as in “the midst” of the fort, would also have been gone. In that case, the present foundations and tower would be evidence of a relocation in the seventeenth-century campaign, which seemed unlikely because churches and the human burials around them are rarely ever moved. So thirty years to the day after I had first set foot on Jamestown Island, I found myself putting shovel to ground one hundred feet from the glassed-in cross-section that had been the original object of my curiosity. Few words exist that describe the elation of turning up fragments of early seventeenth-century ceramics, which happened almost immediately. That initial season we uncovered the dark soil trace of a wall line, the first sign of James Fort. Thirteen years of work since have turned up more evidence than anyone had expectedmost important, the site of James Fort itself, so long thought unrecoverable. In May of 1607, Virginia looked like an Eden to the English “gentlemen, artisans and laborers” seeking a place to settle in the name of King James I. Little wonder that these pioneers saw a paradise: they had left the gray, chilly English winter and spent most of the next four and one-half months crossing the Atlantic, cramped aboard three ships that were mere lifeboats by today’s standards. The gentle, seductive breezes and lush first growth of Spring gave no hint of the coming deadly heat of the summer. The wildest dreams of a Utopian New World seemed to be reality: the ideal place to plant a permanent colony of English people, to find gold and a route to the rich Orient, to convert the natives to Christianity, and a place to reap profit for their investors, the Virginia Company of London. On May 13, the group decided to settle a point of land that was actually an island at very high tide. Although it was a mere thirty-five miles from the open ocean, from which the Spanish could launch an attack, the island still qualified as a naturally defensible place, with a narrow neck of land to guard against assault from the mainland Indians and its naturally hidden location in a sharp bend in the river. The Virginia Company had instructed them not to upset the Virginia Indians, especially by settling on land they already occupied. Jamestown Island was vacant, although they had occupied it in the not-too-distant past. By 1607 their cleared land must have evolved into a fair-sized grove of straight, tall, second-growth hardwood trees, ideal for building timber palisades and blockhouses. These advantages apparently far outweighed the acres of low-lying marshland the colonists were warned to avoid and the lack of fresh water on the island. John Smith deemed Jamestown Island “a very fit place for the erecting of a great cittie.” So on May 14, 1607, after a voyage of more than five months, the colonists who had survived—104 of them, all men—filed ashore. The men fell immediately to work, clearing the land, building shelters, preparing gardens, fishing, and fortifying themselves despite Company instructions not to upset the Indians by doing so. Like Smith, Percy tells of throwing up a brush fort and establishing a military guard “to watch and ward.” At first two Paspahegh Indian messengers arrived at the emerging settlement with news that their werowance, or chief, would be coming with a gift deer. Four days later, Percy reports, the werowance “came…to our quarter” as advertised, but instead of the deer he brought along “one hundred salvages armed,” a message that the English soldiers were essentially outnumbered and surrounded. The leader also “made signs that he would give us as much land as we would desire,” meaning the 1,600-acre Jamestown Island. But the deal seemed to go sour when one of the Indians grabbed a soldier’s hatchet, prompting a scuffle in which a native was struck on the arm. The chief and his warriors left angry.On May 27, some 200 warriors launched “a very furious assault to our fort…They came up allmost into the fort, shott through the tentes.” The battle “endured hott about an hower,” hurting “11 men (whereof one dyed) and killed a Boy. …We killed divers of them…how many hurt we know not.” Four of the councilors were wounded including Bartholomew Gosnold. Cannon shots from the ship finally “caused the Indians to retire.” « first Bartholomew Gosnold Jamestown VA

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Stephen H. Davis Northwestern University "For his profound contributions in a diversity of areas which include but are not limited to, both linear and non-linear hydrodynamics instabilities, bifurcation phenomena and directional solidification. His impact on the fluid dynamics scene stems not only from his superb ability to apply an optimum combination of physical and mathematical analyses to significant problems, but also from his talented and sympathetic mentoring of a succession of bright research students who are now full-fledged researchers and/or teachers in their own right." Stephen H. Davis, McCormick School (Institute) Professor and Walter P. Murphy Professor of Applied Mathematics at Northwestern University, received all his degrees at Rensselaer Polytechnic Institute (Ph.D. in Mathematics 1964). He has been Research Mathematician at the RAND Corporation, Lecturer in Mathematics at Imperial College, London, and Assistant, Associate Professor and Full Professor of Mechanics at the Johns Hopkins University. He is Editor of the Journal of Fluid Mechanics and the Annual Review of Fluid Mechanics. He has authored two hundred refereed technical papers in the fields of Fluid Mechanics and Materials Science, and has written a book "Theory of Solidification". He has twice been Chairman of the Division of Fluid Dynamics of the American Physical Society, is a Fellow of the American Physical Society, member of the National Academy of Sciences, the National Academy of Engineering, and the American Academy of Arts and Sciences, is the 1994 recipient of the Fluid Dynamics Prize of the American Physical Society and the 2001 G. I. Taylor Medal of the Society of Engineering Science.

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Study focuses on higher education By Naush Boghossian and Rachel Uranga, Staff Writers Drop in learning curve may hinder L.A. growth Mexican-American children make large educational strides over their parents and grandparents, although the gains slow by the third generation - a trend that will eventually hinder economic growth in Los Angeles and other cities, a study released Thursday says. The portion of Californians who graduate from high school jumps from 25 percent for Mexican-born parents who immigrate to the U.S. to 86 percent for their American-born children, according to the study by the nonprofit Public Policy Institute of California. College completion rates quadruple from 3 percent for the immigrant generation to 12 percent for their children. But progress from the second to the third generation and beyond isn't as large, making it difficult for Mexican-Americans to catch up with other immigrant groups who attain higher rates of K-12 and college education. "While we see progress, it's not sufficient to meet California's economic needs," said economist Deborah Reed, who co-authored the study. Reed said the study has far-reaching consequences in California, given its huge population of Mexican-Americans, which is growing faster than most other groups. "What happens to the second and third generations of Mexican-Americans is the story of California. It's important to raise an educated work force." By the third generation, for example, just 11 percent of Mexican-American adults have earned a bachelor's degree. But among whites, more than a third have bachelor's degrees by the third generation, according to the study. But even if the progress among Mexican-American continues at the same rate, only 17 percent of the grandchildren of today's Mexican immigrants would attain a bachelor's degree. The projected low education levels of future generations is a threat to the state's economy, with one-third of its youth population - now age 13-24 - being of Mexican descent, the study concludes. And the effects would be more acutely felt in Los Angeles, which has the highest percentage of second-generation Mexican-Americans in the nation. Of that population in L.A., 10 percent are first generation; 55 percent are second generation; and 35 percent are third generation and beyond. "This is a big issue for Los Angeles, obviously, because it has such a large number of second-generation kids - kids whose parents are immigrants - and when we looked at it down the road and some of these projections, obviously L.A. is at the cutting edge of these trends," said Hans Johnson, a demographer with the PPIC and a co-author of the study. What's at stake for Los Angeles and the state as a whole is the competitiveness of their economies in the coming decades. In 2020, California would need 40 percent college graduates to support its industries, but at this rate it will have just 33 percent, the study said. "I think this is a real warning for the state," Johnson said. If the state doesn't improve its college graduation rates, it may have to bring in more college graduates from other states, export less-skilled and less-educated people to other states, or have the industrial mix of California change to reflect the education levels achieved by its population, Johnson said. Cities with less-skilled workers also have less tax revenue and a population that needs more government services in the form of income support or social welfare programs, he said. The education gap between Mexican-Americans and other immigrant groups stems mainly from disparities in family income and the education achieved by older generations, the authors said. Also, Mexicans who come to the United States often end up working and not attending school. Generations of poverty kept Arthur Burruel's grandparents and parents from college. Burruel, a third-generation Mexican-American, started working at the age of 15. But he vowed his daughter, Annamaria, would do better. She became the first in their family to graduate from college and she now plans to attend law school. "I don't recall conversations about college as a child," Burruel said. "Blue collar is what we came from. Blue collar people do the best they can with their family and they live day by day." Annamaria worked two jobs - one as a waitress on the night shift - to put herself through Loyola Marymount University. She often had only a few hours of sleep at night. "I always felt like an outsider in (my culture) because I wanted to go to college," she said. With education taking on a growing importance in the California labor market, the study recommends improving the quality of K-12 public education and targeting the workplace to offer programs that help workers develop English and literacy skills. But a big concern remains the low transfer rate to four-year institutions, which is especially low among Latino students, the study says. Community colleges carry a large part of the responsibility to make sure students graduate, because almost 80 percent of Latinos who enroll in public universities enter through community colleges. The biggest challenge they face is funding, said Darroch "Rocky" Young, chancellor of the Los Angeles Community College District. "We know how to be successful if we have the funding to support them at the level they need to be supported at," Young said. Naush Boghossian, (818) 713-3722 Home Page Events and Information Awards&Scholarships AABE News 2005 NEWS (2004) News( 2003) News(2002) Publications Board Information Board Contact Goals Feedback Research Links Links ALEC WEBSITE

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Bard College > News & Events > Press Releases Bard Center for Civic Engagement Sponsors Global Student Internships Through Its Community Action Awards Jennifer Wai-Lan Huang 845-758-7008 [email protected] 05-23-2012 ANNANDALE-ON-HUDSON, N.Y.—The Bard Center for Civic Engagement (CCE) announces the winners of its newly created Community Action Awards. Community Action Awards support student efforts to engage with communities locally, nationally, and internationally by funding participation in internships that address issues impacting people around the world. Students independently pursue placements in their chosen field or area of interest and apply for stipends to defray the costs from unpaid internships at community organizations; local, state, or national government agencies; international NGOs; and other media, public policy, educational, and non-profit organizations or projects. This year, nearly 40 students have received awards through CCE’s program.Internship funding is provided in two categories. Internship and Community Action Awards (maximum award is $3,000) support pre-professional experiences and community action projects that address issues related to the broad field of civic engagement—including education, government, justice, human rights, media, public policy, and social entrepreneurship. Research Awards (maximum award $500) support travel and other costs associated with student research projects related to civic engagement.This summer, student internships include positions at the Paris Review, New Yorker, Ms. magazine, Children’s Defense Fund, PEN American Center, Planned Parenthood, and Open Society Institute. Nationally, students’ work will take them to Washington, D.C.; Maine; New York City; Los Angeles; and Iowa, while others will remain close to Annandale to work locally. International placements include internships ranging from direct action projects to research in Nepal, Brazil, India, Myanmar (Burma), Turkey, China, and Israel.Pursuing work related to civic engagement projects in which they have been engaged for a number of years—such as Bard’s Palestinian Youth Initiative, a TLS leadership project which provides an academic and cultural exchange with youth in Mas’ha (a rural village in the West Bank and Red Hook’s Sister City)—four students will deepen their commitment to the challenges faced in Israel and Palestine. Ben DeFabbio ’13, a political studies major, will intern with the Organization for International Cooperation as part of their Foreign Relations Breakthrough Project. The project promotes peace and international security by working with foreign policymakers to address the nature of the tensions and conflicts in the area. As a diplomatic program associate, DeFabbio will work with local school groups, dignitaries, and officials to share information, coordinate efforts, and recruit volunteers. “I believe very strongly that the consulting work of the Organization for International Cooperation is central to the pursuit of a peaceful end to these tragic tensions which have endured the better part of a century,” he says.Lauren Blaxter ’13, a human rights major, is working with the Palestinian Academic Society for the study of International Affairs, where she will utilize her language skills to work on research projects, roundtable conferences, and event planning. Blaxter says, “Dialogue and discourse aid the peace process by facilitating understanding in a conflict where political rhetoric commonly stops dialogue rather than creating it.”Sarah Stern ’13, an anthropology major with a concentration in Middle Eastern studies, will be working on outreach with the Encounter Program’s Middle East Office. Her internship is specifically geared toward developing awareness and understanding among American Jews around the complex issues of the Israeli–Palestinian conflict.Nadine Tadros ’14, an anthropology major with a concentration in Middle Eastern studies, will be conducting research through Bard’s program at Al-Quds University in the Archeological Studies Unit. “I will be taking part in an effort to raise awareness of the shared heritage of the land,” says Tadros.Students pursuing opportunities in Asia include Myat Su San ’15, an economics and political studies major, who will return home to her native Myanmar to work as a training and research intern at Myanmar Egress Capacity Building Center, a nonprofit organization dedicated to promoting civic awareness among young people by providing education and advocacy. “By conducting interviews and collecting data, I hope to connect with people from various socioeconomic backgrounds at the grassroots level to learn about their lives. The greatest advantage of taking this internship is being able to engage in a political environment and observing how economic and political knowledge is applied to actual progress in a developing nation,” she says.Martha Orlet ’15 and Cassandra Settman ’13 are both interning with Independent Thought and Social Action in India (ITSA), an organization started by an alumna of Bard’s High School Early College in Manhattan. ITSA participants receive training from Bard’s Writing and Thinking Institute to run writing workshops for teens. Orlet, who plans to launch an independent community arts project says, “I believe I will gain very unique and precious insight into teaching painting and drawing to youth in India while gaining knowledge of Indian culture and experience . . . new ways of living, socializing, and learning.”Leela Khanna ’15, a political studies and human rights major, will intern at the Center for Social Research (CSR), a women’s rights nongovernmental organization in New Delhi, India. She has previously worked at CSR as a media and communications intern. This summer, Khanna has been selected to intern for the research division. “Just knowing that my work has a potential to impact many lives and help [people] make important decisions will be a really rewarding experience. Through the fieldwork I conduct, I will be able to broaden my understanding of the complications women in Indian society face,” she says.Many students are working in New York City including Mehdi Rahmati ’13, a human rights major, who is interning at the Open Society Institute in New York City where he has interned during his last three school breaks. Deeply committed to humanitarian causes, and especially education, Rahmati will continue his work with the Regional Policy Initiative as part of the larger Central Eurasia Project addressing key policy problems common to Afghanistan, Pakistan, and the broader region. Originally from Afghanistan, Rahmati plans to return to Afghanistan someday to continue human rights work. Arthur Holland Michel ’13, a history major, is editing for the Paris Review while pursuing academic research related to his Senior Project topic on Peruvian immigration into New York City and New Jersey from the 1960s through the middle 1980s. Katherine Kenney ’13, an Asian studies major, plans to return home to Connecticut to work with the Connecticut Coalition to End Homelessness (CCEH), where she worked over the January break. She will conduct research and develop advocacy materials on homelessness for both state government and the public. Closer to home, Jessica Lambert ’14, an environmental and urban studies major, and Violeta Mezeklieva ’14, a political studies major, will be community development interns for the City of Kingston. The program allows interns to connect with the community through citizens groups to better understand the workings of government administration. “As an active community member at Bard, these groups represent a sense of public concern and activism that I would like to inspire Bard students to hold on to after college life,” says Lambert. Currently, Lambert is researching and composing a guide on the Kingston waterfront. She hopes to pursue the 3+2 program through Bard’s Center for Environmental Policy, a program that combines undergraduate and graduate work into a five-year program. Mezeklieva will work with the Kingston’s Local Development Corporation conducting research on local service organizations and agencies to develop service strategies to address community needs.A full list of student summer internships awards can be found on our blog at http://blogs.bard.edu/civicengagement/ or on Facebook at http://www.facebook.com/Bard.Civic.Engagement.#About the Bard Center for Civic Engagement (CCE)Civic engagement is at the core of Bard’s identity. The College undertakes initiatives that reflect our belief in the link between liberal education and democracy, and further Bard’s mission as a private institution acting in the public interest. The Center for Civic Engagement (CCE) supports students in Annandale by focusing on student-led initiatives and internships, developing community partnerships, and expanding science and sustainability efforts. Beyond the Annandale campus, the center works closely with Bard’s vast network of programs and partner institutions in the United States and abroad. We engage with important issues, whether with local service organizations, New York State prisons, public high schools, or in universities around the globe.### back to top This event was last updated on 05-23-2012

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About BHSU News & Events Faculty Search BHSU physical education professor receives national recognition By BHSU Communications | September 03, 2013 Dr. Betsy Silva, Black Hills State University professor of physical education Dr. Betsy Silva, Black Hills State University associate professor of physical education, recently received the 2013 Sport & Physical Education Division Merit Award from the Central District of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). The Central District is one of six districts of the AAHPERD and includes Colorado, Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota and Wyoming. BHSU’s physical education program is the only one in South Dakota nationally recognized by the National Association for Sport and Physical Education, the largest of the five national associations that make up the AAHPERD, according to Dr. Pat Simpson, dean of the BHSU College of Education and Behavioral Sciences. Silva has been a leader in the organization on both a state and national level, Simpson said. Silva, who also serves as department chair of Physical Education and Health at BHSU, has been a contributing member of the South Dakota Association for Health, Physical Education, Recreation and Dance (SDAHPERD) for nearly 20 years holding various positions including president. She has been instrumental in state policies and actions including: the writing and implementation of a South Dakota physical education and health graduation requirement; disallowing physical education waivers at the state level; developing and implementing state physical education standards; and writing a state wellness policy for K-12 education. Silva has also mentored undergraduate research that has been presented at national, district, and state AAHPERD conferences. She has been recognized with various other awards including the District Scholar Award, the South Dakota Honor Award and South Dakota Collegiate Teacher of the Year. Silva received her master’s degree and her doctorate in physical education from the University of Northern Colorado. She has been a member of the BHSU faculty since 1992. Posted in: Faculty, College of Education and Behavioral Sciences, Campus Currents, Home News

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News & Events Athletics Campus News: Inside Inside Archive News Releases Daily News Briefs Binghamton University Magazine Think Binghamton news|inside University earns AAHRPP accreditationEOP director: Success is just an attitude awayRetired cinema professor returns for artist seriesJunior receives Goldwater Scholarship INSIDE BINGHAMTON UNIVERSITY University reaches out after city shootingsFrom police work to counseling to memorials, the University community offered response and support in the wake of the April 3 shootings at the American Civic Association in Binghamton. The shootings, which took place off campus in a building a half-mile from the University Downtown Center, left 14 dead, including the gunman. Among those killed were two visiting research scholars, Li Guo of China and Almir Alves of Brazil, and Maria Zobniw, ’70, a Harpur College of Arts and Sciences graduate. A sister of a current student was also killed, and a visiting research scholar was injured. “This tragedy strikes at our campus community on a personal — and global — level,” President Lois B. DeFleur said in an April 5 message after the victims’ names were released by police. “As an international institution that attracts students and scholars from around the world, it is particularly devastating.” Initial response and support came from University Police, who heard about the Front Street incident via police radio. “We were immediately concerned for our downtown campus facility,” University Police Chief John Schwartz said. “We assigned three uniformed police officers to the building.” An investigator also was assigned to the command post at the scene to get information that could be relayed to Schwartz and others at the department. Once University Police had additional officers at the Downtown Center and learned that Binghamton police had surrounded the crime scene with the shooter inside the civic building, the Office of Communications and Marketing sent information to the campus community via Dateline, B-Line, home page updates, e-mail, text and phone messages, Facebook and Twitter. The University received special permission to use the N.Y. Alert system, Schwartz said, as the emergency was not happening at a University facility. “We wanted to make sure we were giving out accurate information,” Schwartz said. “You’ve got to have an assessment of what’s happening at the scene.” University Police also worked to find translators on the day of the shootings and assisted Binghamton police in the following days. On the night of the shootings, Ellen Badger, director of International Student and Scholar Services, sent an e-mail to international students and some alumni, faculty and staff asking them to notify ISSS if they were aware of anyone with campus ties at the civic building that day. Many of those inside were taking English classes. “When a tragedy like this occurs, your principal feeling is ‘How I can help? What do you need?’” Badger said. Badger and ISSS were later able to contact people who had gotten out of the building, including spouses of international students, and offered to help them connect with University services such as counseling. “You begin to get a sense of the magnitude of the loss and how enormous this tragedy was on so many levels,” Badger said. Counseling Center work started the day of the shootings when the staff heard that students in the library were watching television coverage of the tragedy. “We sent our staff over to walk around and see how people were doing,” Counseling Center Director Elizabeth Droz said. Counseling continued over the weekend. Badger and Droz visited friends of Alves, offering support for the phone call the friends would make to the scholar’s wife in Brazil. ISSS and Badger also worked with government agencies, foreign officials and campus groups such as the Chinese Students and Scholars Association to help bring family members of the deceased and the injured to Binghamton. “I think the University does an excellent job in a crisis of meeting the needs of those who have been harmed,” Badger said. “But this is training I hope I never have to use again.” The Counseling Center and Employee Assistance Program held an open meeting on Monday, April 6, for faculty, staff, students still in the area during spring break and others to discuss the tragedy. The Counseling Center and EAP provided outreach at the Downtown Center, Droz said, and the Counseling Center also used different mechanisms to help people. A yoga class was offered April 9 and the Counseling Center’s website was updated with advice on handling stress and coping with grief. The University’s website also was updated with information about how to help victims and additional campus connections to the injured or dead as they were discovered. The first campus memorial was held April 9, as the Chinese Students and Scholars Association, the Graduate Student Organization (GSO) and the Southern Tier Chinese Culture Association presented a candlelight ceremony at the Dickinson Amphitheater. A University ceremony, which included placing flowers in the Memorial Courtyard, was held April 14 in the Grand Corridor of the Fine Arts Building. Later that evening, the Student Association held a vigil between the Library fountain and the University Union. Badger and Droz spoke of how important it is to honor those who worked to improve their lives. “We don’t forget the people who have died,” Droz said. “We don’t forget that something bad happened. But we need to remember. … How can we take this energy that people have and channel it in positive ways? This is a long-term issue. How do we help these families and people? What happens next?” “The American Civic Association isn’t a church; it isn’t a mosque and it isn’t a synagogue,” Badger said. “It is a sanctuary for people from all over the world to come and learn and be safe. … I am so sad that this civil sanctuary was violated. But there’s a lot of love among the people in that building. Whether these programs re-open in that building or somewhere in the community, there will be another sanctuary.” Read President Lois B. DeFleur's April 5 message here. Additional information and updates about the tragedy can be found here.

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skip navigationStatement of FactsJan 29, 2014In response to the BBC News broadcast on 24 January and the statement made by The National Museum of Computing on 27 January the Bletchley Park Trust presents the following facts:The National Museum of Computing The National Museum of Computing (TNMOC) is an independent charity that occupies Block H in Bletchley Park as a tenant of the Bletchley Park Trust (BPT). Since 2007 it has voluntarily been in a commercial arrangement with the Bletchley Park Trust to rent Block H. The obligations under its lease are to pay rent of £75,000 per annum, a recharge of utilities costs (incurred by the Bletchley Park Trust to provide light, heat and water to Block H) of around £25,000 net per annum and a nominal service charge of £4,000 net per annum. Almost a year ago, the guided tour on offer to all visitors to the Bletchley Park Trust Museum was reduced from 90 minutes plus to one hour. The tour was revised by the volunteer tour guides themselves, and the tour no longer goes into any building on the site. This was necessary to allow the site to accommodate ever increasing numbers of visitors, and to broaden the appeal of the guided tour to a wider audience, including families. It should be made absolutely clear that The National Museum of Computing remains available to any visitor to Bletchley Park who wishes to visit it. The story of breaking the German’ Fish’ Ciphers, which includes the story of the birth of Colossus, is one that is told in the Bletchley Park Museum, and visitors are encouraged to visit The National Museum of Computing to see the replica Colossus and Tunny machines. In 2012, in response to adverse visitor feedback, regarding the number of different charges levied within Bletchley Park, the Bletchley Park Trust proposed to The National Museum of Computing a single ticketing solution whereby the Bletchley Park Trust would charge an admission fee, which would be uplifted to include the Colossus gallery charge (£2 for adults and £1 for concessions and groups). This was an unconditional offer. This uplift would have been paid directly to The National Museum of Computing for every visitor (without any administration or handling charges) so that The National Museum of Computing would have been able to glean a substantial income from visitors to the Bletchley Park Trust Museum. This offer resulted in lengthy negotiations where BPT was presented with unacceptable conditions by TNMOC that BPT rejected. Both sides therefore agreed to operate independently. Operating independently means that The National Museum of Computing continues to occupy Block H and develop its own Museum. It has its own opening hours, continues to charge its own entry fees and conduct its own marketing activities. The Bletchley Park Trust is custodian of the whole historic site of Bletchley Park. This includes a number of wartime buildings, situated in parkland, that are open to the general public, one of which houses The National Museum of Computing. Other buildings on-site are either leased out for commercial use or are derelict and still to be developed. All of these buildings, along with the parkland within which they sit, form part of Bletchley Park’s protected heritage. To ensure that every visitor to the Bletchley Park heritage attraction enters through the newly-restored Block C Visitor Centre to enjoy the introductory exhibition before exploring the rest of the site, the Bletchley Park Trust will be erecting a fence and gates to control visitor flow. This will allow commercial tenants to enter and exit the site without being impeded by the visiting public while also providing greater security for the commercial areas. These new arrangements will also help to ensure the security and protection of the newly-restored Codebreaking Huts, interpretive sound-scape equipment and Multimedia Guides enjoyed free-of-charge by all visitors. Part of the restoration plan for Bletchley Park has always been to return the site to its wartime appearance, free of modern car parks and vehicles. Visitors to Bletchley Park will remain able to visit The National Museum of Computing, subject to a separate fee and opening hours, as is the current arrangement. As funds become available to allow the Bletchley Park Trust to restore and develop other parts of the site, these operational arrangements may change accordingly. Volunteer tour guide Tony Carroll has not been sacked. He continues to be a valued volunteer for the Bletchley Park Trust. He was asked to stop giving public tours as he been unwilling to deliver the shorter revised tour He continues to work voluntarily for the Trust in the Education department, providing tours for school groups. The Trust is enormously grateful to its army of volunteers, without whom it could not offer a personal, knowledgeable service to visitors. The Trust is currently investing in high quality training to further improve visitors’ experience as the huge, much-needed, Heritage Lottery Funded £8 milion restoration project approaches completion. This project will bring many historic buildings on the site back to a state of good repair and create an inspiring experience for its ever-increasing numbers of visitors. This will create a world class museum and heritage site which is a fitting memorial to the heroic Codebreakers of Bletchley Park making the site much more sustainable and accessible to growing numbers of visitors. more newsTop-level menuVisitOpening timesAdmission pricesGroup visitsMultimedia GuideWhat to SeeEat and DrinkAlso to seeHow to find usThings to do in MKAboutThe BP TrustRestorationJobsIn Film and TVInnovation CentreWhat's OnNewsPress OfficeHistoryWartime HistoryFind a VeteranGoogle InstitutePost-war HistoryLearningProgrammeOutreachEventsSupport UsIn MemoriamA Gift in your WillDonateFriendsCorporate ShopContactHomeNewsStatement of FactsAccessibility menuAccessibilityLoginAdd me to your mailing listAbout this siteSitemapPrivacy PolicyTerms and ConditionsUse of Cookies Copyright © 2005 - 2014 Bletchley Park Trust. powered by CommsBox™, photography by mubsta.com

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About the School Undergraduate Programs Careers & Student Life Sample Four Year Plans 4+1 Information Finding an Internship Internships for credit BLLC / School of Business Administration and Economics / Undergraduate Programs / International Business Major FAQ International Business Major FAQ Why should you study International Business? Why should you study International Business at Brockport? What are the tough questions you should ask any school you are considering? What are the career and placement opportunities for Brockport?s International Business graduates? Dr. Baban Hasnat The College at BrockportsState University of New York350 New Campus Drive Brockport, NY 14420 email: [email protected] Call us (585) 395-2623or the Offic of Undergraduate Admissions (585) 395-2751 Fax: (585) 395-2542 International business comprises a large and growing part of the worlds total business. It is hard to find a company large or small--that is not affected by global events and competition. A major in International Business is designed to provide a wide range of knowledge and skills needed for global leaders in business, government and international organizations. One out of every six jobs in New York state depends on overseas trade, and more than 40 percent of goods exported from New York state are produced in the Greater Rochester area alone. The increasing importance of world trade and finance activity should enable graduates of International Business to expect "better-than-average" career prospects. The College at Brockport is accredited by the Middle States Association and chartered by the State University of New York (SUNY) system. The Department is accredited by the Association to Advance Collegiate Schools of Business (AACSB), the most prestigious accreditation body for business schools in the world. It is the only major of its type in the SUNY system. You will be part of the most selective and demanding major. The Business Advisory Board, which comprises top business leaders from the Rochester area, meets with the faculty to review and suggest how domestic and international business and social developments should shape the curriculum. More than 80 percent of the department's full-time faculty hold a doctoral degree. Our major is recognized for its strong academic program, dedicated faculty, and talented students. The interdisciplinary nature of the program allows for a great flexibility in the choice of courses and options. You will be a part of a student body that comes from a wide range of cultures, backgrounds, and countries (five continents). The College has one of the largest study abroad programs in the country, with 120 programs in 37 countries, on all seven continents. Click here for more information about Brockport’s Study Abroad Program. You will further your proficiency in a foreign language of your choice and develop the cross-cultural awareness needed to function effectively in various cultural contexts. You will acquire skills in a wide range of business areas (accounting, management, marketing, and finance) and understand the theory and practice of the economics of world trade. Core classes typically range from 15 to 25 students, which means you will receive personal attention. Brockport provides a wide range of services to students, including career counseling and instruction in resume writing, interview preparation, and networking. We are glad you are interested in the International Business major at Brockport, but look at the other programs in SUNY or elsewhere. Ask them these five questions and then come back to Brockport and ask us these same questions. Does your International Business major have the International Business HEGIS CODE (i.e. a HEGIS CODE that is different from the Business Administration major HEGIS CODE)? If the answer is NO, the program is just a CONCENTRATlON, NOT A MAJOR (no matter what the catalog says). Does your International Business major have a language requirement beyond the introductory level? If the answer is NO, the program may produce International Business majors who may have difficulty taking a taxicab from the airport to a meeting. Does your International Business major require an INTEGRATED CROSS-CULTURAL group of courses? If the answer is NO, you will limit your perspective on how businesses operate in a global environment. Will your International Business major be guaranteed the opportunity to do an internship overseas? If not, is there opportunity for them to intern in a business located in the country that is the source of 41% ($13 Billion) of New York State's exports? If the answer is NO, you will miss a valuable opportunity to put your learning into action. Does your International Business major offer a balance between Business courses (with an emphasis on the practical aspects of international business) and Economics courses (with an emphasis on economic theory and planning)? If the answer is NO, you will miss the opportunity to integrate and synthesize the practical aspects of business established with economic theory and planning. What are the career and placement opportunities for Brockport’s International Business graduates? International business and economics graduates are prepared for a variety of managerial jobs including positions with: Transnational public and private organizations, such as multinational corporations, banks, shipping firms, air transportation. Departments and agencies of the United States government responsible for international commerce. Multinational organizations, such as the United Nations. Our graduates take one of two paths after graduation: Graduates who have chosen to continue their education have gone on to study Business Administration, Economics, Finance, International Business and Law at graduate schools such as Thunderbird, University of Rochester, University of Buffalo, and RIT. Graduates who began working upon receipt of their B.A. are working at SONY, Kodak, Xerox and GM, among others, at starting salaries as high as $35,000.

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Help Request Technology Staff myCMU Tutorials PC Registration Phone Information TV Channel Lineup Phone and Device Information By using or accessing Central Methodist University technology resources, the user agrees to the terms and conditions of this Acceptable Use Policy: Using Central Methodist University technology resources in a manner that does not violate University policies, local, state, or federal laws and the rights and privacy of others; Respecting the integrity and security of Central Methodist University technology resources and avoiding any action that interferes with the efficient operation of the technology resources or impedes the flow of information necessary for academic or administrative operations of the University; Using Central Methodist University technology resources in a manner that does not infringe upon or otherwise impair, interfere with or violate any copyright or other intellectual property rights of another. This pertains to all copyrighted material, including, but not limited to music, video and software; Protecting your assigned Central Methodist University account information from unauthorized use and accessing information that is your own, which is publicly available, or to which you have been given authorized access; Respecting the rights and property of others, including privacy, confidentiality and intellectual property. Purpose of the Acceptable Use Policy The computing resources at Central Methodist University are valuable and limited resources that serve a large number and variety of users. The use of the computing resources is a privilege that is extended to support the educational, instructional, and administrative activities of the University. As a user of these computing resources, you have access to valuable University resources and to internal and external networks. Consequently, it is important for users to behave in a responsible, ethical, and legal manner. Records of Electronic Communication Users should be aware that their uses of Central Methodist University technology resources are not completely private. Central Methodist does not routinely monitor individual usage of its technology resources; however, the normal operation and maintenance of the University's technology resources require the backup and caching of data and communications. The logging of activity, the monitoring of general usage patterns, and other such activities are necessary for the rendering of service. The University may also specifically access and monitor the activity and accounts of individual users of University technology resources, including individual log in session and communications, without notice, when: the user has consented, or has voluntarily made information or communications accessible to the public, as by posting them to a web page or listserv; it is necessary to maintain University business functions and the user is no longer with the University, is suspended, or is otherwise unavailable; an account appears to be engaged in unusual or unusually excessive activity, as indicated by the monitoring of general activity and usage patterns; it reasonably appears necessary to do so to protect the integrity, security, or functionality of University or other technology resources or to protect the University from liability; there is reasonable cause to believe that the user has violated, or is violating, this policy or other University policies as reflected in information for faculty, the employee handbook, student handbook or other official University documents. The University, in its discretion, may disclose the results of any such general or individual monitoring, including the contents and records of individual communications, to appropriate University personnel or law enforcement agencies and may use those results in appropriate University disciplinary proceedings. This policy applies to all entities using Central Methodist University technology resources which includes (but is not limited to) Central Methodist University students, alumni, faculty, staff, administration, and special guests. Technology resources include all university owned, licensed, or managed hardware and software, and use of the university network via a physical or wireless connection, regardless of the ownership of the computer or device connected to the network. These policies apply to technology administered by the University, personally-owned computers and devices connected by wire or wireless to the campus network, and to off-campus computers that connect remotely to the University's network services. Enforcement Penalties for violating the Acceptable Use Policy may include restricted access or loss of access to the Central Methodist University technology resources, monetary reimbursement to the University or other appropriate sources, termination and/or expulsion from Central Methodist University and in some cases, civil and/or criminal liability. Questions about this Acceptable Use Policy should be directed toward the Vice-President of Information Services.

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Music Lessons for All Ages Call Us Now: (312) 416-0622 Private Lessons Early Childhood Classes Outreach What Else Performers for Hire Chicago School of Music Teachers You are here: Home → Our Teachers Richard Schieler | Guitar Richard Schieler is a Chicago area native (aka suburbs). Barely out of college, Richard founded the Chicago School of Music in 1998 when he walked into this little store on North Ave simply looking for a teaching job to supplement performing. He has been teaching since, and at the time, he co-authored an early childhood curriculum and oversaw the development of one of the first distant learning programs in music. Around that time, Schieler developed the pedagogical model for the school to which the success of the school is attributed. He was been used as a source of many publications on the subject of music education. Many of his students have gained acceptance into top music programs. Schieler studied with Claire Callahan and earned a B.M. at CCM- University of Cincinnati and with David Sussman at Harper College. His top musical faves are the Beatles, Bach, Wilco, Neil Young, and Johnny Cash. When not doing things music related Richard might be reading, writing, exercising or cooking. Tamara Anderson | Voice Grammy Award Winning Singing and Performing Techniques Specializing in Rock, Pop, Blues, Country, Jazz and Musical Theater Personalized State-of-the-Art Instruction Vocal Health, Freedom & Confidence (Balancing the Mind and Body) Tamara is an internationally respected Voice Teacher and Performance Coach. She is the founder, creator and inspiration behind ‘The Progressive Singer’s Vocal and Performance Techniques’. Tamara has a colorful and versatile musical background which includes voiceovers and jingles, singer/songwriter/guitarist, studio producer and talent development. She has taught numerous touring and recording artists, Grammy Contenders and Dove Award Winners on major and indie labels; RCA, Sony, Atlantic, A&M, Jive, Decaydance, Fueled by Ramen, and IRIS Records; also, TV and screen artists on VH1 and MTV, Lionsgate and Warner Brothers Films. She has also worked with winners and finalists on American Idol, America’s Got Talent, America’s Next Big Band, and Rockstar. Tamara is also the Voice Teacher and Judge for “The Voice of McDonald’s”, which is there incredible International version of “American Idol”; and through this life changing event she has had the pleasure of working with such greats as; David Foster and Fantasia. Tamara has produced and recorded a CD “Unlimited Love” which was up for several awards, and is currently writing and producing a book, DVD and CD of her Progressive Singing and Performance Techniques for release in the Fall of 2012. She has taught 1,000 of artists not only privately, but reached them through Master’s Classes, Recording Studio Production Classes, and several Workshops as the featured Clinician. Julia Birnbaum | Violin Julia is a Chicago-based violinist and active chamber musician. A native of the Washington DC area, Julia started playing the violin at age 5. She continued to pursue her violin studies at Peabody Preparatory with Rebecca Henry, after which she attended Northwestern where she earned her Bachelor’s degree of Music under the tutellage of Blair Milton. Ms. Birnbaum recently completed a two year fellowhip with the Civic Orchestra of Chicago, the training orchestra to the Chicago Symphony Orchestra and recently played as concertmaster under the baton of Lorin Maazel at the Castleton Music Festival. She has also attended Aspen Music Festival, American Institute of Musical Studies in Graz, Austria, CIM's Encore School for Strings, and Indiana University String Academy. Additionally, Ms. Birnbaum has performed with the New World Symphony, the Illinois Symphony, the Aspen Opera Theater Orchestra and the National Symphony Young Associates program. Ms. Birnbaum is also currently teaching violin at the YOURS project, an El Sistema-based program dedicated to building a system of youth orchestras on the west side of Chicago. Teaching philosophy My philosophy on teaching entails a mixture of the techniques I was raised on. I originally studied the Russian School of violin, which focuses on emotional performance with an emphasis on rapid technique development and note-reading. During my time at Peabody Preparatory, I was introduced to the Indiana University school of thought created by Mimi Zweig, which focuses on sound development and complete comfort while playing the instrument. My teachers Rebecca Henry, and later my pedagogy professor Stacia Spencer at Northwestern University, helped me completely immerse and understand how to teach these techniques effectively and efficiently. Today, my students are taught through both ear-training (singing, clapping, listening) and note-reading to become the most well rounded and fluid violin players possible. As a student When I was five years old, I asked my parents if I could play the violin and I immediately became very serious about my studies. I took violin lessons twice a week and practiced several hours every day. My mother even took meticulous notes at every single one of my violin lessons until I was old enough and then attended my lessons alone! I was constantly occupied with violin throughout my developmental years and played in as many orchestras as possible. Every summer, I would attend a music festival and focus on violin intensely throughout the summer months. I started studying at Peabody Preparatory when I was 11 and studied piano, music theory, music history, and chamber music every Saturday. My life has been completely music driven and I wouldn't change anything about it! Other Activities Outside of music, I enjoy reading. long-distance running, and exploring the city of Chicago! Especially with my new adopted puppy named Jerry. Li-Ying Chang | Piano Taiwanese pianist Li-Ying Chang graduated with a Master's of Music in Piano Performance from the Peabody Conservatory of Johns Hopkins University, under the tutelage of Benjamin Pasternack. As a musician, Li-Ying seeks to share the transcendent experience of music with others as a solo and collaborating artist. She is currently pursuing an Artist Diploma at the Chicago College of Performing Arts at Roosevelt University, in the studio of Meng-Chieh Liu and Dr. Winston Choi. Li-Ying is a previous winner of the CCPA Showcase at Roosevelt, and played the opening concert at Pianofest 2013. Li-Ying was chosen to collaborate with the CCPA Wind Ensemble for an annual performance at Ganz Hall in 2013. Ms. Chang played the piano with CCPA's Chamber Orchestra as they recorded Thunderwalker, composed by Stacy Garrop, for Cedille Records. Ms. Chang actively performs as a solo pianist and chamber musician in the Chicagoland area and is a teaching instructor at the Chicago School of Music.

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Presidential hopefuls pitch for CSCC job DELANEY WALKER Banner Staff Writer and ELIZABETH RODDY Banner Intern Nov 07, 2013 | 2034 views | 0 | 13 | | CSCC Cleveland State Community College’s presidential search committee interviewed the final three candidates, Gene Couch Jr., William Seymour and Niles Reddick, in back-to-back interviews Wednesday morning. The 15-member committee provided each candidate with an hour and 15 minutes to answer and ask questions. Reddick, currently serving as vice president for Academic and Student Affairs at Abraham Baldwin Agricultural College in Tifton, Ga., was the first in the three-part sessions. Committee members wanted to know what Cleveland State could expect from Reddick within his first 90 days in office. “The first 90 days of any position is getting oriented with everyone and everything and learning how to operate,” Reddick said. “I think part of that is learning the institution. I think part of that is learning where the president fits in the Cleveland community. I would expect I would be moving around getting to know people.” His outsider perspective has already allowed him to notice small needs which may have been overlooked by the current staff. The initial 90-day orientation would also include brainstorming to identify long-term projects. Reddick said these would need to be addressed and started immediately. He pointed out the potential and needs for the Cleveland State branch in Athens. “That seems to be a critical need for facilities in that community, and alliances and partnerships,” Reddick said. “This is due to the growth they have experienced in the past few years.”He later spoke on the importance of creating strong relationships with local manufacturers. “In some ways that is the mission of the two-year institution — to be heavily involved in community and to offer access,” Reddick said. “Access is important and it changes from time to time. Relationships with the community, particularly the workforce, change over time as well.”He went on to highlight the wealth of industry in Cleveland. Added Reddick, “I think there could be many more partnerships made than there are currently.”He ended by thanking the committee for the opportunity. Seymour, who is currently serving as the vice president for Institutional Advancement at Jackson State Community College in Jackson, entered the room soon after Reddick’s departure. He began by highlighting for the board why he would be a positive attribute to Cleveland State. “I think I bring a diversity of experience. I have been an educator for almost 34 years. I have been able to see the value that exists in all kinds of institutions and the impact they have on students,” Seymour said. “I can bring many things to the table. I can deal with the best practices in many different situations.”He said his interest in Cleveland State stems from his overall support of community colleges in Tennessee. According to Seymour, he is a patriot for the two-year institution. His commitment to community colleges is met by his appreciation for East Tennessee. “I was at Maryville College for 14-and-a-half years. That is where my kids grew up and I have many friends in the area,” Seymour said. “It was very nice to drive back and see the mountains. I feel very comfortable in this area.” Committee members received a surprise when they asked Seymour where he thought he would be in 10 years. “Well I’m very determined to be the president of this system. This is the only job I am pursuing. I am not looking all over the country for a job at this point. I am committed to TBR,” Seymour said. “So I envision I will be in my 10th year as president at Cleveland State.”The committee stuck to their formatted questions and asked Seymour what the college could expect within his first 90 days. “First of all, people would see me all over the place. I literally would like to have a meeting with every faculty member, every staff member, sit down in their office and pick their brain. I think that would be at the top of my list, to make that effort,” Seymour said. “I think not only do I get the opportunity to gain that information, but I make that personal contact. They have the understanding I am making the effort to seek them out.” He reiterated he has become committed to the TBR system and would be a champion for Cleveland State.A short break was taken before Couch was interviewed. A committee member asked Couch why he was interested in the position and feel he is the best candidate. He said that over his 30-year career he has been very involved and had the opportunity to work closely with the Southern Association of Colleges and Schools and their Reaffirmation of Accreditation. He said that he has led three reaffirmation processes between his previous and current employer. He also shared what he felt are some of the requirements to do well as president.“I see the presidency as a complex position. You’ve got to know a lot of stuff about a lot of things and have to be able to communicate that in a way that’s pretty effective. You’ve got to be an outstanding communicator,” Couch said. “I think I have all of those capabilities and qualities that I think would be a match and a fit to be a success for this institution.” He said he challenged those he works with to enjoy what they do so they can be positive and productive. “Everybody needs to feel connected in a way that moves the institution forward,” Couch said. “It’s my responsibility to create that environment that says we’re in this together — we have different roles and positions in the institution — but as a result of that we’re all moving forward, [and are] all on the same team, and all about student success.”Couch said if he is chosen as president his plan for the first 90 days is to learn the ins and outs of the institution, its people and its programs. When asked for any final remarks, Couch responded with a quote by Benjamin Franklin: “Well done is better than well said.”He explained he may not be the most well-spoken candidate, but he promised to be the most effective at getting the job done. Morgan said he thought the interview process went well. “Right now I feel really good about the process,” Morgan said. “We have three good candidates.”Morgan will reach out to the committee members next week to get their input on the candidates. He will also talk to students, staff, faculty and members of the business community, and anticipates having a recommendation shortly thereafter to take to the board. Morgan and Vice Chancellor Nichols followed up the presidential search by privately interviewing each individual candidate Wednesday afternoon. Copyright 2014 Cleveland Daily Banner. All rights reserved. $1M LEAP grant to benefit community CSCC introduces new scholarships to support wide range of students Lake Forest eighth graders at CSCC CSCC Christmas concerts McKee Foods working with CHS engineering

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Seminole Schools FCU Names Dan Kelley as President/CEO By Myriam DiGiovanni April 23, 2013 • Reprints The $39 million Seminole Schools Federal Credit Union in Sanford, Fla., has named Dan Kelley as its new president/CEO. Kelley has more than 10 years of management experience in the financial industry, most recently as regional vice president for branch services at FAIRWINDS Credit Union, where he oversaw the sales, service and operations of 10 branch locations for the $1.8 billion Orlando institution. “I am honored to serve as the president/CEO of an organization that has been rooted in Seminole County since 1936,” said Kelley. Kelly has an MBA from Webster University and a bachelor’s of science degree from the University of Phoenix, Seminole Schools said. His new employer said Kelley has been active in the community, serving as current president of the Rotary Club of Apopka and on the Foundation Advisory Board for Cornerstone Hospice and as a committee member of the City of Apopka Youth Leadership Program. He succeeds Brenda J. Miller. Show Comments

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HomeNewsStudent GovernmentUniversityCityStateWorld & NationElectionsLegislatureOpinionColumnsViewpointsFiring LinesSubmitting an Op-ed/LetterSportsDouble CoverageFootballVolleyballMen's BasketballWomen's BasketballBaseballSoftballOther UT SportsThe ProsLife and ArtsBooksFashionFeaturesFoodGames & TechMovies & TVMusicSXSWTheater & ArtACL FestivalX GamesMultimediaSlideshowsVideosPodcastBlogsTalking TexanThe UpdateA Matter of OpinionKeeping ScoreCulture SpotlightThrough the LensWords & PicturesSuper ConnectedComicsPDF IssueDonate You are hereHome » Opinion » Columns » COLA's failure to communicate shows lack of respect for students COLA's failure to communicate shows lack of respect for students Photo Credit: Charlie Pearce | Daily Texan Staff Published on June 19, 2014 at 3:51 pm Last update on June 19, 2014 at 4:31 pm By Nicholas Holterman Much to the dismay of many UT doctoral students, the Office of Research and Graduate Studies of the College of Liberal Arts recently announced the implementation of policies which will regulate graduate student funding as well as time to degree. The ultimate goal, according to the official statement released June 4, is to limit all doctoral students’ time to degree to six years by 2017. Liberal Arts Dean Randy Diehl’s office wrote, “The general intent of the College is not to approve financial support for students beyond their seventh year in the program as of 2014-2015, and beyond their sixth year in the program as of 2015-2016. By 2017, all entering and current students should work with a clear expectation of no more than six years of College funding.” To that end, the College believes that overall program quality and student success will improve; such a limit is required in order for the programs to be comparable to those at other universities nationwide. What becomes problematic here, and is succinctly and cogently expressed by a letter written by the graduate students of the American Studies department, is that the College aims to decrease the graduate student population at the University while simultaneously striving to maintain the viability of each academic program: “A smaller student body is critical if we are to increase our student financial support level. Placing a limit on the number of years of support that we offer individual students is equally critical.” Nowhere in the statement, however, does it mention that teaching assistants or assistant instructors will receive a pay increase. Instead, the statement reads, “The combination of low stipends and overly long time to degree places our graduate students in a precarious financial position that often involves the accumulation of debt and may have lifelong adverse consequences.” By decreasing the graduate population and by cutting the number of years that COLA is willing to fund graduate students, it would appear that the College is more concerned with the money it can save rather than spending it productively on its doctoral students. Unfortunately, it is not only the financial implications of the newly established policies that are discomfiting. One of the most significant shortcomings of the policy is that all departments are combined together in the same category. That is to say, all graduate students in liberal arts programs are held to the same standards. This is troublesome, to say the least, when one takes into consideration the diverse and varying requirements each department demands of its students. Some programs require that their students master fluency in multiple languages and spend part of their time abroad. Additionally, graduate students are expected to complete their coursework, teach, present at conferences, author publishable scholarly texts and complete their dissertation all while vying for external grants and fellowships. While the College did state that individual students will be taken into consideration for extra funding, the one-size-fits-all approach to the six-year plan is indefensible unless departments and students collaborate with COLA in order to devise time-to-finish projects that are molded appropriately for each program. I had the chance to interview several graduate students about the new procedure — the majority of whom wish to remain anonymous due to the precariousness of the situation — and they were able to shed new light on a pertinent facet of the policy. A few of these students, including myself, are concerned about certain students who may have children during their graduate studies. COLA fails incontrovertibly to address the issue of maternity/paternity leave and how such a life-changing event factors into funding and the overall timetable. Perhaps this is what the College was referring to with “individual exceptions,” but the obtrusive and disconcerting vagueness of the statement leaves much to be desired. Indeed, the students I interviewed argued that the policy unfairly disadvantages female students wishing to have children, but ultimately it is biased against any student wanting to start a family. I cannot deny that there is an advantage on the job market to finishing a doctoral degree in a shorter amount of time. Personally, I would like to finish my degree in fewer than six years. That is not to say, however, that COLA’s announcement was sufficiently explanatory or appropriately executed (I am referring here to the complete absence of any recent dialogue between the College and graduate faculty and students). Perhaps it is not the ultimate goal of these new policies, which are not altogether unfair, that are troubling, but rather the shocking lack of respect for the students the College is so eager to professionalize. I look forward to a more thorough explanation from COLA as well as an opportunity for an open forum. Holterman is an English graduate student.

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Department of Education Sets New Bar for Transparency with Launch of Data.ed.gov | U.S. Department of Education Archived Information Department of Education Sets New Bar for Transparency with Launch of Data.ed.gov i3 Applicant Information Available on New Site Contact: Press Office, (202) 401-1576, [email protected] As part of the Obama Administration's Open Government Initiative, the U.S. Department of Education today launched Data.ed.gov, which will ultimately serve as a one-stop shop for education data and allow practitioners, researchers, and the public to access data that can inform their work in classrooms and communities across America. The Department plans to make the grant-making process more transparent to the public through this website by providing substantial amounts of easily accessible data about applications, applicants and their partners, while still protecting privacy and proprietary information. The first competitive grant program featured on the website is the Investing in Innovation Fund (i3), which received nearly 1,700 applications last month. The public can now view detailed information on all i3 applicants, as well as run customized reports and summary analysis on subsets of applicants. The i3 applicant data reflects the information that the Department received from applicants; it has not been reviewed for eligibility or otherwise modified by the Department. Because this is a pilot effort, the Department welcomes feedback on the site and looks forward to improving it over time. "The public has the right to know more about the efforts we consider funding, what programs and projects we do fund, and what outcomes we are achieving with those efforts," said Secretary Arne Duncan. "Data.ed.gov extends our commitment to transparency and provides additional tools that allow the public to analyze ED's investments." Data.ed.gov is designed to be more user-friendly than traditional data sites by providing tools that allow users to visualize the data. These tools include mapping, graphing and charting, and data exporting features that let all users engage meaningfully with the data while allowing advanced users to download the data and analyze them on their own. Data.ed.gov is part of the Obama Administration's Open Government Initiative. On his first full day in Office, President Obama signed the Memorandum on Transparency and Open Government, ushering in a new era of open and accountable government meant to bridge the gap between the American people and their government. On December 8, 2009, the White House issued an unprecedented Open Government Directive requiring federal agencies to take immediate, specific steps to achieve key milestones in transparency, participation, and collaboration. Tags: Press Releases

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Kent State University Ashtabula Corporate and Community Service You're Viewing: Jump-Start Your Career With LinkedIn Did you know that 95% of all job opportunities aren't made public? Did you know that most people get their jobs through their "connections"? If you've been frustrated in your career or job search, LinkedIn is the solution you're looking for. Whether you already have an account and you haven't taken advantage of it yet, or you're just beginning to think about signing up, this course will give you the knowledge you need to succeed with LinkedIn. In this course, you'll get hands-on experience with this powerful tool as you build your own career network. You'll learn how to create a profile that shows your professional achievements off to their best advantage, and you'll gain techniques for deepening and expanding your business contacts. You'll also learn about LinkedIn groups—a great way to find others who share your interests and background, and who may be major players in your industry. You'll also learn how to incorporate LinkedIn into your overall job-search and career development strategy, including traditional methods such as calling, letter writing, email etiquette, in-person interviewing, as well as some of the newer media, including text etiquette and social media do's and don'ts. There's even a lesson to help you if you're a creative professional who doesn't fit the everyday mold. About The Instructor LinkedIn whisperer, headhunter, author, NLP therapist, TV personality, and business and career strategist, Ron Nash has a passion for personal development and creating strategies that work. His expertise has helped Fortune 50 to 500 companies. Ron has taught his LinkedIn methodologies at a number of educational institutions. His expertise in helping individuals achieve success has landed him in collaborations with Cesar Millan (The Dog Whisperer), Deepak Chopra, Eckhart Tolle, Don Miguel Ruiz, and Brian "Mr. UGG" Smith (Founder of UGG Boots). Mastering Public Speaking Marketing Your Business on the Internet 12 Steps to a Successful Job Search Listen to Your Heart, and Success Will Follow Leadership Please click on a month to choose a session start date: Kent State University Ashtabula | 3300 Lake Road West | Ashtabula, OH 44004

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Martens Focuses Research on New Media and Youth Posted Aug. 20, 2013 “We used to talk about the importance of young people reading “books,” but we now talk about the importance of reading in a slightly different context, as “books” now exist in various formats, including printed books, apps, and even online fan fiction. Whatever the format, raising fluent readers help young people become better consumers and creators of information,” said School of Library and Information Science (SLIS) Assistant Professor Marianne Martens, Ph.D. Martens says she has “a passion for learning about the intersection of reading and digital technologies and how it impacts young people.” This past spring, for example, she developed and taught a new class called Youth Literature in the Digital Realm, which will be offered again in the fall. It examines the shift from print to digital formats in literature for young people, from apps for the youngest readers, to transmedia texts for tweens and teens. She also teaches one of SLIS’s core classes, Foundations of Library and Information Science. Martens came to Kent State University’s School of Library and Information Science in August 2012 to teach and continue her research in the area of youth services. She was attracted to Kent State’s SLIS because of its outstanding youth services librarianship specialization, which was just ranked 10th in the nation by U.S. News and World Report; by research opportunities afforded by the Marantz Picturebook Collection for the Study of Picturebook Art and the Reinberger Children’s Library Center; and by the school’s commitment to youth services, as evidenced by the number of faculty members teaching in this area. Prior to entering academe, Martens worked in international children’s publishing and librarianship for more than a dozen years. She received a master’s in library and information science from the Graduate School of Library and Information Science at the University of Illinois and a doctorate in 2012 from Rutgers, the State University of New Jersey. As a Ph.D. candidate, Martens taught several classes, including Gender and Technology, Digital Libraries, The Structure of Information, Leadership in Digital Contexts, and Capstone in Digital Communication, Information, and Media. Martens’ interest in new media formats has resulted in several publications. The results of a recent study of Danish children’s use of the International Children’s Digital Library will be published later this year in an article titled “Considerations of how children think: Danish children’s response to the International Children’s Digital Library” in the New Review of Children's Literature and Librarianship. “In this research, I found that children’s developmental limitations, such as underdeveloped motor skills, difficulties with spelling, and cultural and linguistic barriers, made it difficult for them to find information,” she said. Her work on children informs information-seeking behavior within other populations, because such research translates to other marginalized users and special needs populations. Her article on “Transmedia Teens” was published in Convergence: The International Journal of Research into New Media Technologies (2011). This article is about young adults’ affective and immaterial labor within participatory, reading-related sites, from The Amanda Project to The Twilight Saga. A forthcoming book chapter (University of Toronto Press) called “Reading the Readers: Tracking Visible Online Reading Audiences,” is about the transparency of reading audiences enabled by online participatory sites, particularly around books for young people. “Within these sites, readers provide rich evidence of their preferences and engagement, as well as a record of activity,” she said. Another area of interest for Martens is international children’s literature and librarianship, and in that regard, she is developing a new hybrid class, which she hopes will be offered next year. “While most of the class will be online, we will meet for seven to 10 days in Denmark,” Martens said. “Some of the activities will include visiting the Royal Library School and a range of libraries, a publishing company where we’ll meet Danish authors and illustrators, and an animation school, where we’ll learn about transmedia storytelling. As a case study within the vast field of international children’s literature and librarianship, because of its child-centric culture, Denmark presents interesting and rich points of comparison with the United States.” Martens is originally from Denmark, and attended elementary schools and high schools in Switzerland, Scotland, Denmark and the United States. While Martens has a number of other projects in the works, they all point to one clear message: “In our age of information-overload, it is more important now than ever that children and young people become not only fluent readers, but also critical readers.” For more information about the School of Library and Information Science, visit www.kent.edu/slis.

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UP Ancient Temple Ritual Hieroglyphics 101 Translation Gardiner sign list Spoken Egyptian in the 18th dynasty: Ah-mane-ha-tee-pee III of Egypt & his Babylonian consort Telika-Ventiu (c.1402 - 1364 BC) The reign of the pharaoh Amenhotep III marks the zenith of ancient Egyptian civilization, both in terms of political power and cultural achievement. The information on many of Floating-world's Egyptian pages purport to be a first hand account of life 3400 years ago, as gathered through a medium. This remarkable historical account was reported by Dr. Frederic H. Wood in several books(1). A young Englishwoman, speaking in partial trance as "Nona", sprinkled her account (given in English) with ancient Egyptian phrases. ... The xenoglossy (her ability to speak accurately in a language that her conscious mind did not recognize) provides strong evidence that the capacity once possessed by some person to converse extensively, purposefully, intelligently, and intelligibly in the Egyptian language of three thousand years ago, or anyway in a language closely related to it, has survived by many centuries the death of that person's body(9). So on with what she had to say..... Telika-Ventiu, the almost forgotten wife of Amunhotep III, had a great mistrust of the priests of Egypt. They wound up murdering her, perhaps, as Vandenberg suggests, being the reason when her brother's envoys came to have a look at his sister, nobody in the harem looked familiar to them. There is a translation of her brother's letter, below, bewailing the fact that she disappeared. The pre-arranged "accident" occurred when Telika and a girlfriend, Vola, were out in a boat. Vola's father the Syrian king, had been killed by the Egyptians. Given to Telika, Telika adopted & befriended the civilized girl, both being foreigners in Egypt. Telika found satisfying work for Vola as a temple maiden. Telika had considerable influence, it seems, and was respected by Amenhotep for her mind. She used her influence with him in favor of the New Religion which Akh-en-aten, his son adopted in the next reign. As such, she was a threat to the traditionalist priests and his first wife Tiy that whose power depended on the status quo. Telika is quoted as saying to our age: "Our wise men in Egypt had knowledge that would be prized today, could it be recaptured. They understood the elements better than your scientists today. The ancient adepts could use and harness electricity from the air. We in Egypt used chemicals for lighting, not electricity, which we could not harness as you do." Of her husband she tells Wood, "He was a much finer soul than the historic records show. It was through suffering that his mind turned away from temporal things, in those later years of ill-health, to what I was able to tell him about the New Religion." Her account of the New Religion (worship of Amoon): It broke away from elaborate ritual and sacrifices to gods, and substituted a simple form of worship of the Supreme God. It differed from Christianity in that it did not deny the gods worshipped in Egypt; but since there was one Great God in the universe- even the orthodox Egyptians believed that, though they held He could not be directly approached- the New Religion held that He could be so approached. It encouraged spontaneous prayer. The older priests did not. They had their own set prayers, and people were expected to use them. This new faith was a natural, spiritual protest against the empty forms of worship used in the temples. The essential Truth will always fight against an over-elaborate and priest-ridden form of worship. The New Religion was not born in Egypt. It came from a land farther east, and was born in one of the solitary places where earnest souls gather together. Some told us that a Saviour or Messiah had come to proclaim this faith, but the world was not ready for it. No spiritual truth can take root until the people are ready to receive it." - Rosemary Records. May 16th, 1936 Of the Queen, the temple maiden Vola says: The Babylonian wife in Egypt was a turbulent soul, even then. She was more like a man than a woman. She had talked with, and met people who followed the New Religion. The priests feared her power over the Pharaoh, for she had considerable influence with him. He was a weary man then, and found comfort in what she told him. He was tired of the glamour of the old religion. I was only young, but I loved her. She had been so kind to me. She adopted me, and made me officially her child. Thus I became a naturalized Egyptian. Being a queen, she had certain rights which even the Pharaoh could not abrogate. I became a temple-virgin, and the reason I was drowned with the Queen was that they did not know how much I knew of their plotting. The Queen was a dangerous enemy. She was an austere soul, and did not like the Egyptians. ...She had a strong, austere, remote personality even then. She had a mind more like that of a man than of a woman. She often came to talk with me, and knew that I could be trusted to keep my own counsel. She hated the Court etiquette, and was for that reason hated by the queen, who feared her. Everything at the Court was formal. One had always to be attended by slaves, to stand in this way or sit in that way. She hated it all, and it was her influence with the pharaoh that was feared by the queen and by the priests." - Rosemary Records. May 16th, 1936 The Amarna Tablet Dr. Wood mentions that a clay tablet found at Tell el-Amarna in 1887 is generally accepted as evidence that Amenhotep III had married a Babylonian princess(5). Her name, however, appears nowhere; so that, should a papyrus eventually be found giving it as Telika Vendu, this would be strongly confirmatory evidence. Nona, when she added the "Ventiu" insisted that it was or would be important as evidence (TEM 49-51, AES 37). < A clay tablet recording the king's letter set by the then Babylonian king to the Pharaoh Amenhotep III after the murder: " Behold, thou desirest my daughter for thyself in marriage, while my sister, that my father gave thee, is there with thee: and nobody now has seen her, whether she be living or dead." - translation by J. A. Knudtzon and C. J. Gadd This remains the only reference to her life in Egyptian records. Queen Tiy (Tiye) MEAN QUEEN After her death, The kings other wife Tiy erased all historical documents that referenced her rival wife Telika, and may have played a role in her murder. She looks pretty mean here, don't you think? That may just be her "game face." Her husband rarely smiled at formal occasions. "When he went in state to the Temple his face was always like a mask. He was always on his dignity, and very much the ruler." (2) Tiy was not of royal blood, but came from a very substantial family. She was Tiy, the daughter of Yuya and his wife, Tuya, who owned vast holdings in the Delta. Yuya was also a powerful military leader. It is possible that the king's early regency was carried out by his wife's family. Of her, Telika says: The queen was obsessed by a wish to dominate. She was afraid of the New Religion. She hated anything new, and clung to the old rituals. Even in the court she would have no new ideas. She was determined to be prominent, and unpleasant to be with; a domineering woman with a strong physical aura which left one tired and drained of all strength. Even the Pharaoh felt that. I still maintain that had the power of the queen been removed, and had the young Ak-he-na-ten been surrounded by sympathisers, the further history of Eygpt would have been different : neither do I think the Empire would have fallen. He has been blamed too much for that. He was wise, clever, mild and gentle, and he lacked courage; but he stood alone. Nona states that she expresses herself by impressing her thoughts on Rosemary's mind, which then spontaneously formulates them in English either orally or in writing. But Nona, in the course of the many years' sittings, has given out orally some 5000 phrases and short sentences in old Egyptian language. In the case of these, Rosemary states that she "hears" the Egyptian words clairaudiently and repeats them aloud-this having first occurred on August 18, 1931 (TEM 171). As she utters them, Dr. Wood records them phonetically as well as he can in terms of the English alphabet. It is unfortunate that he was not then familiar with, and therefore did not use, the more adequate alphabet of the International Phonetic Association; but his recording was anyway good enough to enable an Egyptologist, Mr. Hulme, to identify with but a correction here and there, and to translate the first eight hundred of these thousands of Egyptian utterances, which constitute coherent communications manifesting purpose, intelligence, and responsiveness to the conversational situation of the moment. Dr. Wood, in order to qualify himself to meet certain criticisms by Prof. Battiscombe Gunn of Oxford University, then (1937) took up the study of scholastic Egyptian and eventually became able to translate himself the word sounds, which previously he could only record without understanding them. In the course of the many years of sittings with Dr. Wood. Rosemary has developed ostensible memories, extensive and detailed, of a life of hers in Egypt as "Vola," a Syrian girl brought captive to Egypt, whom Nona befriended (AES Chs. VIII, IX.). So much being now clear about the ostensible situation and process of communication in the Rosemary case, attention must next be directed to the fact in it which is of central interest in connection with the topic of the present chapter. That fact is Nola's assertion that Rosemary was with her in Egypt, her name then having been Vola; so that Rosemary would be a reincarnation of Vola. Nona states further-although this is not essential to the point-that Vola was the daughter of a Syrian king killed in battle with the Egyptians; that she was brought to Egypt as a captive and given to Nona who liked and adopted her, and had her appointed a temple maiden in the temple of Amen Ra; and that the enemies of Amenhotep Ill, who were plotting to wrest the power from him and were afraid of Nona's influence on him, contrived an accident in which she and Vola drowned together. In this complex affair the most arresting fact, which has to be somehow explained, is the utterance by Rosemary's lips of those thousands of phrases in a language of which she normally knows nothing, but concerning which Mr. Hulme, an Egyptologist, states that, in the eight hundred of them he had examined, the grammar and the consonants substantially and consistently conformed to what Egyptologists know today of the ancient Egyptian language. The phrases as uttered supply vowel sounds, which are otherwise still unknown since the hieroglyphs represent only the consonants(6). There is today no way of either proving or disproving that these vowel sounds are really those of the ancient speech, although a presumption in favor of it arises from the consistency of their use throughout those thousands of phrases, and from the substantial correctness of the xenoglossy as regards grammar and consonants. But in any case, the Rosemary affair remains the most puzzling and yet the best attested instance of xenoglossy on record. Read the full essay by Curt J. Ducasse How do Hieroglyphs sound when spoken? books written by Frederic H. Wood and his collaborator, Hulme. (1 ) Books: Ancient Egypt speaks : a miracle of "tongues" / by A. J. Howard Hulme and Frederic H. Wood. - London : Rider, [1937]. - 191 .: 4 Taf. ; 8;Wood, Frederic Herbert: This Egyptian miracle : or, the restoration of the lost speech of ancient Egypt by supernormal means / recorded and ed. by Frederic H. Wood. - London The Psychic Book Club, [1939]. - 256 S. (2) This Egyptian miracle p.178 (5)Dr. Wood states in a letter that his authority for this was the late Shorter Assistant Keeper of the Egyptian Antiquities at the British Museum. ( 6 ) Two exceptions to this are claimed by Dr. Wood; see TEM ist. ed. p. 93, 2nd. p. 95. Historical Notes Having inherited an empire which stretched from the Euphrates to the Sudan, Amenhotep III maintained Egypt's position largely through diplomacy and intermarriage with the royal families of Mitanni /Syria, Babylonia (queen Telika-Ventiu) and Arzawa /Anatolia. At the imperial capital Thebes, the king's sprawling palace at Malkata lay close to his funerary temple, the largest ever built and its original location marked by the two 'Colossi of Memnon' statues. A vast harbour and canal network linked these buildings to the river Nile and allowed direct access to the king's new temple at Luxor and the great state temple of Amun at Karnak. Although Amenhotep greatly embellished Karnak as part of his nationwide building programme, the growing power of Amun's clergy was skillfully countered by promoting the ancient sun god Ra. The sun was also worshipped as the solar disc the Aten, with whom the king identified himself by taking the epithet 'Dazzling Aten'. In the last decade of his reign Amenhotep III celebrated an unprecedented three jubilee festivals whose protocol had been carefully researched by the king's scribes. The discovery of royal bookplates and fragments of artifacts already 1500 years old also hints at the king's 'antiquarian interests'. Following his death around the age of 50, Amenhotep III was buried in his huge tomb in the secluded western branch of the Valley of the Kings, and was succeeded by his surviving son Amenhotep IV, better known as Akhenaten, the 'heretic king'. Although Amenhotep III has long been overshadowed by his infamous son, it is clear that many of the innovations attributed to Akhenaten, including the popularization of the Aten and more expressive art and literary styles actually began in the reign of Amenhotep III, the true instigator of the so-called 'Amarna Period'. Amenhotep III (or heqawaset) was this kings birth name, meaning "Amun is Pleased, Ruler of Thebes. His throne name was Nub-maat-re, which means "Lord of Truth is Re. He ruled in Egypt's 18th Dynasty. His father was Tuthmosis IV by one of that king's chief queens, Mutemwiya. She may have, though mostly in doubt now, been the daughter of the Mitannian king, Artatama. That queen was indeed probably sent to Egypt for the purposes of a diplomatic marriage. Left: Monumental statue of Amenhotep III and Queen Tiy, along with daughters Likewise, early in his reign he chose a daughter of provincial officials as his great royal wife, and for the rest of the reign Queen Tiy features prominently alongside the king. She erased all references to his Babylonian wife, the princess Telika-Ventiu subsequent to her murder. It is unlikely that his mother, Mutemwiya, served as a regent for the young king, and whoever may have been in charge at the beginning of his reign seems to have remained in the background. Could it have been Tyi's family, hungry for their former power over the king that put an early end to the Babylonian princess? Tuya, mother of Amenhotep III's wife, Tiy Artistry of the Period Artistically, many of the royal portraits of the king in sculptor are truly masterpieces of any historical age. After the Colossi of Memnon, the largest of these is the limestone statue of the king and queen with three small standing princesses discovered at Medinet Habu. However, many other statues give the king a look of reflection, and bringing to life emotional emphasis. We find grand statues of black granite depicting a seated Amenhotep wearing the nemes headdress, unearthed by Belzoni from behind the Colossi of Memnon and from Tanis in the Delta. Others statues and some reliefs and paintings depict the king wearing the more helmet like khepresh, sometimes referred to as the Blue, or War Crown. Right: Amenhotep III wearing the Blue Crown Even in recent years, some statuary of Amenhotep III continues to be discovered, such as an incredible six foot (1.83 meter) high pink quartzite statue of the king standing on a sledge and wearing the Double Crown of Egypt. It was discovered in the courtyard of Amenhotep III colonnade of the Luxor temple in 1989. This particular statue was unearthed completely intact, with the only damage resulting from a careful removal of the name Amun during the reign of his son. This statue was probably executed late in his reign, regardless of the fact that is shows a youthful king. So good were many of his statues that they were later usurped by kings, sometimes by them simply overwriting his cartouche with their own. At other times, such as in the case of the huge red granite head found by Belzoni and initially identified as representing Tuthmosis III, his statues were more extensively reworked (this example by Ramesses II). We also find many other fine statues, paintings and reliefs executed during the life of Amenhotep III. Two well known portraits of his principle queen include a small ebony head now in Berlin, and a small faced and crowned head found by Petrie at the temple of Serabit el-Khadim in the Sinai. A cartouche on the front of the crown allowed precise identification as that of Tiy. We also find Tiy appearing with the king on temple walls at Soleb and west Thebes. However, there are also fine reliefs of her in some of the courtier tombs, such as TT47 belonging to Userhet and TT192 of Khereuf. Left: Recently discovered and almost completely undamaged statue of Amenhotep III on a sledge There was also a proliferation of private statues, as well as many fine private tombs with excellent artwork (such as TT55, the Tomb of Ramose) during the reign of Amenhotep III, including a number representing Amenhotep son of Hapu, his well known architect, but also of other nobles and dignitaries. Other notable items include the set of rose granite lions originally placed before the temple at Soleb in Nubia, but later moved to the Temple at Gebel Barkal. References: Chronicle of the Pharaohs (The Reign-By-Reign Record of the Rulers and Dynasties of Ancient Egypt) Clayton, Peter A. Thames and Hudson Ltd History of Ancient Egypt, A Grimal, Nicolas None Stated Monarchs of the Nile Dodson, Aidan Rubicon Press ISBN 0-948695-20-x Oxford History of Ancient Egypt, The Shaw, Ian ISBN 0-19-815034-2 Archaeologists have discovered an intact, ancient Egyptian tomb in the Valley of the Kings, the first since King Tutankhamun's was found in 1922. An intact tomb found in Luxor Feb 2006 Ankhsoun (granddaughter of Amenhotep III) tells of her death at the hands of the cruel Priests of Amun. Jenny said "It's funny. I feel I would like to write her story." "You'll be lucky," was my reply. "There is almost nothing known about her....." another past life history lesson

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Newtown robotics team makes nationals Heather Senison Glendale Register Twenty-three students from Newtown High School in Corona will travel to St. Louis from April 12-14 to compete in a national championship after winning a citywide basketball tournament using robots as players.The Techtonics,the school's robotics team, competed against 66 other schools, 16 of which were from other countries, in a regional championship on Saturday, March 17, at the Javits Center in Manhattan. For the first time in the school's history, they won.The team was given a kit of parts with instructions to build three robots that could perform specific tasks. The Techtonics named their robot Chen Lin Jr., after their captain, Chen Qing Tian, and New York Knicks point guard Jeremy Lin, who starred this season.In the first 15 seconds of the basketball game, the robot had to shoot balls autonomously. Then students were able to operate the robot using computer controls, before having to shoot baskets themselves, and finally balancing their three robots on a balance beam to score an extra 40 points – winning the regional for the Techtonics.The victory meant more for the school than the ability to build the best robot. It was a source of pride Newtown's been lacking lately, as it is on the Education Department's list of schools slated for closure next year due to what the city decided is sub-par performance.Tian, a Bushwick resident and senior at the high school who plans to attend Brooklyn Polytech next year, said the team spent the first three weeks devising ideas on how to build the robot.“I feel proud of my team members,” he said when asked how it feels to lead the regional winners. “It's all about team work.”The hardest part, he said, was programming the robot using “computer language.”However, the team received help from two mentors from its sponsor Alliance Bernstein LP, a global asset management firm.Matthew Quash, an Ozone Park resident and junior at Newtown High School, agreed that the hardest part of the competition was navigating the controls.“The biggest challenge was all the hard work that we had to put into the robot,” he said. “And at the competition we didn't have connection with the robot a couple of times, so we had to keep restoring connection.”Quash was worked with the engineering half of the team during the six-week construction period. In the regional game he was a human player.“My job was in the last 30 seconds to throw the balls into the other team's hoops to try to score points,” he said.Quash added that his interest in robotics was sparked in engineering class, taught by Peter Paolino, who told him how much he would learn and how good it would look on his resume.Next, the team has to raise $25,000 to send themselves to St. Louis for the national championship.To do so, they are holding bake and candy sales, and will host a robotics concert at their school on the evening of April 20.To donate to the Techtonics, make a check out to Tech Robotics and mail it to Newtown High School, 48-01 90th Avenue, Corona, New York 11373.Photos compliments of the Techtonics. Copyright 2014 Glendale Register. All rights reserved.

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Woe is I Origins of the Specious Woe is I Jr. Pat on WNYC The Grammarphobia Blog Are congratulations in order? March 6th, 2011 Q: Was Pat really just a clue in the New York Times crossword? I saw it in the International Herald Tribune. I was in Sardinia over the weekend, and took the rare opportunity to work the crossword. Does this mean congratulations are in order? Or perhaps I should ask, where does that expression come from? A: Yes, Pat was indeed a clue in a recent Times crossword (Patricia who wrote “Woe Is I”). It was 2 down in the Feb. 11 puzzle. The answer was her last name, minus the apostrophe (OCONNER). In fact she’s been a clue—or, rather, part of one—in several other crosswords in the Times and elsewhere. The answer is usually “ISI,” the second and third words of her book Woe Is I: The Grammarphobe’s Guide to Better English in Plain English. Little did we realize back in the mid-’90s when the book was named that the letter combination “ISI” would fill a much-needed gap (as the saying goes) for crossword puzzle writers! As for “congratulations are in order,” the expression seems to have originated in the United States in the 19th century. The earliest appearance in the New York Times archive is from a Sept. 20, 1886, profile of Capt. R. B. Forbes shortly after his 82nd birthday. Forbes introduced double topsail yards, a rig that made it easier to handle a sailing ship. The article in the Times refers to “the anniversary of his birth, when congratulations are in order.” A Google Timeline search produced several other examples of the expression from earlier in 1886. The first one is from the April 2,1886, issue of the Adrian (Mich.) Weekly Press: “Rev. Wilson, of the Christian church, returned from Ohio last week, bringing with him his new wife. Congratulations are in order. They expect to be keeping house in about two weeks.” The noun “congratulation” entered English in the late 16th century, adopted from similar words in French or Latin, according to the Oxford English Dictionary. The earliest citation in the OED is from Sir John Harrington’s 1591 translation of the Italian poem Orlando Furioso, by Ludovico Ariosto: “Only Gradassos faint congratulation, / Makes men surmise, he thinks not as he saith.” The use of the plural “congratulations” for expressing compliments first showed up in the early 17th century. We especially like this early citation from Samuel Johnson’s 1749 tragedy Irene: “That fawning Villain’s forc’d Congratulations.” But why, you may ask, do we say congratulations are “in order” when we mean they’re appropriate or proper or fitting? When the word “order” entered English in the early 13th century (via the Anglo-Norman and Old French ordre), it referred to a rank in a hierarchy, especially any of the nine grades of angels in medieval Christianity, according to the OED. Early in the next century, the word came to mean a grade or rank in the Christian ministry or ecclesiastical hierarchy. But by the 14th century the word had broken away from its church origins and was being used in a more general way to refer to any rank or row or series. It wasn’t until the mid-19th century, though, that the phrase “in order” came to mean “appropriate to or befitting the occasion; suitable; called for; correct.” The OED says this usage is of US origin and its first citation is from a report on an 1850-51 constitutional convention in Ohio: “I have prepared a resolution … and whenever it may be in order I shall offer it.” The dictionary doesn’t have any published references for “congratulations are in order,” but it does have an apologetic version of the expression from around 1861. Here’s the citation, from Theodore Winthrop’s novel John Brent (circa 1861): “If the gent has made a remark what teches you, apologies is in order.” Winthrop was one of the first Union officers killed in the Civil War. His novel was published posthumously. Check out our books about the English language HELP SUPPORT THE GRAMMARPHOBIA BLOG Loading The Blog is updated regularly! Read our latest posts … Hark! the Herald Angels Sing Bread and dripping Deconstructing “it” Subscription Options:Blog Archives December 2014 Copyright © 2003, 2012 Patricia T. O’Conner and Stewart Kellerman. All rights reserved.Powered by WordPress & Atahualpa

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Search Close Search JobNetwork Cross Controversy EducationStudying homeless studentsThe number of homeless students in Michigan has increased 66 percent in the past four years.Krystle WagnerNorthwest Ottawa CountyApr 6, 2013 The number of homeless students has also increased in Northwest Ottawa County, though not as dramatically, said Cindy Benson, information services specialist and homeless liaison for Grand Haven Area Public Schools. There were 103 students in the Grand Haven school district classified as "homeless" in the fall of 2010. That number has grown to 153 this past fall, Benson said. Being classified as "homeless" doesn’t necessarily mean living on park benches. Families fall into that category if they lack a regular and adequate nightly residence; live in an emergency or transitional center, car, public space, motel, hotel or campground; or share a home because of economic hardship, Benson said. Schools aren't the only ones seeing an increased need in services for homeless students. Todd Krygsheld, associate director of the Holland Rescue Mission, said more Ottawa County residents are using their emergency shelter services, along with the women and children's shelter. "We've seen a little increase with the economy and loss of jobs," he said. Although Benson said she thinks the homeless issue is driven by the economy, she believes shelters are helping more people because the community and schools are doing a better job of identifying people in need. To read more of this story, see Saturday’s print or e-edition of the Grand Haven Tribune. LanivanMon, 04/08/2013 - 11:55amOh please,....Officially, the U.S. corporate tax rate stands at 35 percent, but in practice it’s far lower. Corporations have lots of tricks in their box of tax-avoidance tools. In the 1950s, corporations paid nearly a third of the federal government’s bills. Last year, thanks to the antics of Pfizer and other examples of overly creative accounting, corporate income taxes accounted for less than a tenth of Uncle Sam’s total revenue. Consider Pfizer’s track record. The drugmaker increased its offshore profits by $10 billion in 2012, boosting its offshore stash to $73 billion — all of it untaxed by Uncle Sam. Like most pharmaceutical companies, Pfizer registers its patents in a low-tax offshore haven, and then charges a high price for the use of this “intellectual property.” Doing so, it shifts all of its U.S. profits offshore, avoiding U.S. taxes and bloating its overseas bank account. Pfizer’s tax dodging prowess has earned it a gold medal in the sport, but it has also drawn unwanted attention from the Securities and Exchange Commission. The SEC wrote to Pfizer last year asking them to explain four years of large losses in their U.S. operations despite reporting about 40 percent of their sales on American soil. Undeterred by the SEC investigation, Pfizer added a fifth year of U.S. losses to the string in 2012. LanivanMon, 04/08/2013 - 12:02pm

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The AHA's broad-based teaching mission includes making resources available to educators at all levels and at public history venues, introducing and integrating historians into the discipline, providing ongoing education for historians at every stage of their careers—through topical and professional sessions at the annual meeting, and by way of both innovative web resources and distinguished print publications. Historians are equally concerned with learning—their own ongoing research and other activities that expand their mission to bring history into public life. The AHA provides resources to historians in all fields and career paths, and advocates for the profession as a whole. AHA Tuning History Discipline Core The following document represents the AHA Tuning Project's effort to describe the skills, knowledge, and habits of mind that students develop in history courses and degree programs. We have revised it since the first version was offered last fall. We articulate the ways history supports an educated workforce and citizenry and demonstrate that its value goes far beyond narrow professional training. Because we believe that any discussion of teaching and learning history must be faculty-driven, we have used the expertise of history faculty from nearly 70 different institutions to draft, debate, and revise our ideas. Grounded in the excellent work already done by the AHA and scholars of teaching and learning, we developed this set of core competencies and examples of specific ways students might demonstrate their competence. Learn More AHA Statement of Support for Revised Framework for Advanced Placement U.S. History The release of a new "framework" for the Advanced Placement examination in United States History has provoked controversy over the nature and content of the AP course. The AHA supports the direction that the College Board has taken with this new approach to Advanced Placement history education, as indicated in the framework and in the sample exam subsequently released by the Board. Read the Letter A New Guide for Teaching in Civics, Economics, Geography, and History In collaboration with over 20 states and 15 social studies content organizations, including the AHA, the National Council for the Social Studies (NCSS) has released a guide to help states strengthen their social studies standards. The "College Career, and Civic Life (C3) Framework for Social Studies" encourages states to upgrade their social studies standards by offering robust guidelines to promote inquiry-based learning in civics, economics, geography, and history. AHA members and staff, joined by representatives of the Teaching Division, worked closely with the NCSS, state representatives, educators, and scholars to ensure that the standards demonstrate best practices in the discipline of history. Read More

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The right to inspect and review the student's education records within forty-five days of the day the College receives a request for access.Students should submit to the Registrar, the Dean of Students, the Director of Career Development (placement records only), the chair of the Health Sciences Committee, or other appropriate official, written requests that identify the record(s) they wish to inspect. The College official will make arrangements for access and notify the student of the time and place where the records may be inspected. If the records are not maintained by the College official to whom the request was submitted, that official shall advise the student of the correct official to whom the request should be addressed. The right to request the amendment of the student's education records that the student believes are inaccurate or misleading.Students may ask the College to amend a record that they believe is inaccurate or misleading. They should write the College official responsible for the record, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading.If the College decides not to amend the record as requested by the student, the College will notify the student of the decision and advise the student of his or her right to a hearing regarding the request for amendment. Additional information regarding the hearing procedure will be provided to the student when notified of the right to a hearing. The right to consent to disclosures of personally identifiable information contained in the student's educational records, except to the extent that FERPA authorizes disclosure without consent.One exception which permits personal disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support-staff position (including law enforcement unit personnel and health staff); a person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees; or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks.A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.Upon request, the College discloses education records without consent to officials of another school in which a student seeks or intends to enroll. The right to file a complaint with the U. S. Department of Education concerning alleged failures by Hampden-Sydney College to comply with the requirements of FERPA. The name and address of the office that administers FERPA are:Family Policy Compliance Office U. S. Department of Education 600 Independence Avenue, SW Washington D. C. 20202-4605 PUBLIC INFORMATIONThe College considers the following information public information: name of student, address, telephone listing, date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, degrees and awards received, the most recent previous educational institution attended by the student, and other similar information. No later than one week before classes begin in the fall (or before enrollment if one enters second semester or in the May Term), a student may submit a written statement to the Dean of Students stating that he does not want specified information about him included as public or directory information. The request will be honored. ACADEMIC RECORDS, PRIVACY, AND THE BUCKLEY AMENDMENTInstitutions of higher education accumulate and maintain extensive records concerning the characteristics, activities, and accomplishments of their students. These records pose special problems for those concerned with personal privacy, problems that derive from a basic tension between the rights and needs of individuals and the legitimate demands of institutions in which they participate. In choosing to pursue a college education the student is often hopeful that this experience will contribute to the attainment of career objectives and is keenly aware that his performance will be viewed and evaluated by others. At the same time, the right to privacy asserts that individuals have a legitimate interest in controlling what information about themselves they will reveal to others and what uses may be made of this information. For its part, the College has a legitimate interest in obtaining information necessary to carry out its functions and to fulfill its obligations to the student. For these reasons, the following policies and procedures are published so that this information will be available to all members of the College community. All statements herein apply only to the official records of the institution pertaining to current and former students, and these policies are in conformity with the Family Educational Rights and Privacy Act of 1974 as amended (Buckley Amendment). The text of the law is available in the office of the Dean of Students. Briefly, the purposes of the Act are to assure college students access to their educational records as limited and defined by the Act, and to protect students' rights to privacy by limiting the transferability of their records without their consent. The rights in the Act are, essentially, accorded to the college student himself. CONFIDENTIALITYAll members of the faculty, administration, and clerical and other staff are expected to respect confidential information about students which they acquire in the course of their work. ACCESS TO RECORDSStudent access to records is limited to records maintained by the Registrar (academic records); by the Dean of Students; by the Director of Career Development (placement records only); and by the Health Sciences Committee. DEFINITIONSFor the purposes of this policy the term "educational records" means those records, files, documents, and other materials maintained by the College which contain information directly related to a student. The term "educational records" does not include: Financial records of the parents of the student or any information contained therein. Confidential letters and statements of recommendation which were placed in the education records before January 1, 1975, if such letters or statements are not used for purposes other than those for which they were specifically intended. Confidential recommendations Respecting admission to any educational agency or institution; Respecting an application for employment; Respecting the receipt of an honor or honorary recognition if the student has signed a waiver of his right of access. A student may sign a statement waiving his right of access for any or all of these three types of recommendation letters. The general waiver would eliminate the need to face the question of waiver of access on each letter that may be written for admission to graduate or professional school, employment, etc. If a student waives his right of access to any or all of these three categories, he may request that the College notify him of the names of all persons making confidential recommendations. The College will use these recommendations solely for the purpose for which they were specifically intended. Records of institutional, supervisory, and administrative personnel and educational personnel ancillary thereto which are in the sole possession of the maker thereof and which are not accessible or revealed to any other person except a substitute. The records and documents of the campus police (who do not have access to educational records) which are maintained solely for law enforcement purposes and are not made available to persons other than law enforcement officials of the same jurisdiction. Records which are created or maintained by a physician, psychologist, psychiatrist, or other recognized professional or para-professional acting in his professional or para-professional capacity, or assisting in that capacity, and which are created, maintained, or used only in connection with the provision of treatment to the student, and are not available to anyone other than persons providing such treatment; provided, however, that such records can be personally reviewed by a physician or other appropriate professional of the student's choice. Records such as the alumni records gathered after a student leaves the College are not considered educational records, and therefore students do not have access to them. PROCEDURE FOR EXAMINING RECORDSA student wishing to inspect and review specified educational records pertaining to himself should submit the request in writing to the particular office in which the records are maintained. To the extent that the law permits, the request will be granted as soon as possible, no later than forty-five days after the written request is made. If desired, a student will be granted an opportunity to challenge the content of his records in an informal hearing between the student and the College personnel involved. If satisfactory adjustments cannot be agreed upon by the student and the author of the information challenged, the College official in charge of the particular office in which the records are kept will meet with the parties to attempt to resolve the matter by correcting, deleting, or allowing refutation of allegedly inaccurate, misleading, or otherwise inappropriate data in the content of the records. If the matter cannot be resolved informally, at the request of the student, a hearing will be conducted by a College official without a direct interest in the outcome of the hearing, normally the Dean of Students. A student has the right to file a written complaint directly with the following office: Family Policy Compliance Office U. S. Department of Education 600 Independence Avenue, SW Washington D. C. 20202-4605 If a student desires copies of educational records to which he has access as allowed by this policy, he shall be furnished copies at a rate covering the cost to the institution, $.10 per page copied, plus postage, if any. With the exceptions as noted, no one from outside the College has access to educational records. RELEASE OF RECORDSThe College will not release educational records (or personally identifiable information contained therein other than what is considered public information as defined in this policy statement) of a student without the written consent of the student to any individual, agency, or organization other than the following: Other College officials, including teachers, who have legitimate education interests, e.g., the educational background of the student. Officials of other schools in which the student seeks, or intends, to enroll. Authorized representatives of the Comptroller General of the United States, the Secretary or assistant (D.O.E.) and administrative head of an education agency, state educational authorities, the Commissioner of Education, and the Director of the National Institute of Education. College officials dealing with a student's applications for, or receipt of, financial aid. State and local officials or authorities to whom such information is specifically required to be reported or disclosed pursuant to State statute adopted prior to November 19, 1974. Organizations conducting studies for, or on behalf of, educational agencies or institutions for the purpose of developing, validating, or administering predictive tests, administering student aid programs, and improving instruction, if such studies are conducted in such a manner as will not permit the personal identification of students and their parents by persons other than representatives of such organizations, and on the condition that such information will be destroyed when no longer needed for the purpose for which it is conducted. Accrediting organizations in order to carry out their accrediting functions. Parents of a dependent student of such parents as defined in section 152 of the Internal Revenue Code of 1954. Subject to regulations of the Secretary in connection with an emergency, appropriate persons if the knowledge of such information is necessary to protect the health and safety of the student or other persons. Other than the exceptions listed above under Release of Records and Public Information, the College will not release in writing, or provide access to, any personally identifiable information in education records unless: There is written consent from the student specifying the records to be released, the reasons for such release, and to whom or what class of parties the records are to be furnished. The student shall receive a copy of the records, if requested. Such information is furnished in compliance with judicial order, or pursuant to any lawfully issued subpoena, upon condition that the students are notified of all such orders or subpoenas in advance of the compliance therewith by the College. The College will notify any third party receiving information about a student from the College (other than educational institutions, etc., noted in this policy statement as exceptions) that the information is being transferred on the condition that such third party will not permit any other party to have access to such information without the written consent of the student. NOTE: The College reserves the right not to release transcripts of the academic record, grades, or other information if all debts to the College are not paid. RELEASE OF GRADE REPORTS AND DISCIPLINARY ACTION TO, AND CONSULTATION WITH, PARENTS AND GUARDIANSRealizing that parents and guardians have a legitimate interest in the progress of their sons and daughters, the College routinely mails copies of deficiency reports (for freshmen and first-semester sophomores), and notices of significant disciplinary action taken against a student, to parents and guardians. A financially independent student (as defined by the Internal Revenue Code) may submit a written request to the Dean of Students asking that the College not send designated information to parents or guardians, and this request will be honored. The College recognizes the legitimate interests of parents and guardians to consult with the professional staff about the academic and personal well-being of their sons and daughters. This consultation will be carried out consistent with basic College policy respecting the rights of confidentiality of the student. Whenever a student is separated from the College for academic, disciplinary, or other reasons, the College notifies the parents or guardians. RECORD OF RELEASE OF OR ACCESS TO EDUCATIONAL RECORDSA record of all requests for educational information is maintained in each office where applicable student records are kept. The form includes information on the name of the inquirer, institution, or agency; the date of the request; the purpose or legitimate interest that each person, institution, or agency has in obtaining this information; and the disposition of the record. A student may see this record. EDUCATIONAL RECORDS MAINTAINED BY THE COLLEGE, THE COLLEGE OFFICIAL IN CHARGE, COLLEGE PERSONNEL WHO HAVE ACCESS AND THE PURPOSES FOR WHICH THEY HAVE ACCESSThe College does not expunge academic records after a student leaves college or is graduated. These records are maintained either on microfilm or in a storage facility for possible future reference. Most other records are kept for up to five years. Academic, administrative, and clerical personnel of the College having a legitimate and demonstrable need for information concerning students as a result of their duties in the College are permitted access to those records directly related to their duties and functions. Whenever possible, the information needed by such persons should be provided by the officials responsible for the records, without permitting direct access to the records themselves. If academic records and personnel folders are relevant to student courts, social fraternities, student government, or honor societies, the necessary information will be provided only when authorized by the appropriate College official. Records in the Office of the Registrar. The Registrar is responsible for the maintenance of academic records (transcripts and grade reports). Records in the Office of the Dean of Students. The Dean of Students is responsible for the maintenance of the following records: Some materials related to the admission process: application form, autobiography, high school grades, and copies of correspondence of both confidential and non-confidential nature. Copies of letters notifying the student of disciplinary action taken against him. Copies of letters of commendation for honors, Dean's List, etc. Copies of letters sent to the student warning him of poor class attendance. Copies of letters of academic suspension and the like. Copies of letters of recommendation written by the Dean of Students to graduate/professional schools or prospective employers. Transcripts from colleges attended other than Hampden-Sydney. Copies of letters granting advanced- placement credit and waiver of academic requirements. Records in the Office of Career Development. The Director of Career Development is responsible for the maintenance of placement records, including résumés and letters of recommendation for employment and graduate or professional school. Records in the Office of the Chair of the Health Sciences Committee of the Faculty. The Chair of the Health Sciences Committee of the Faculty is responsible for the maintenance of recommendations for and evaluations of applicants to medical or dental school made by professors and administrators and the recommendation statement made by the Health Sciences Committee to medical or dental schools. Note: All officers listed in this section receive mail at the following address: Hampden-Sydney College Hampden-Sydney, Virginia 23943CONTACT the CollegeHampden-Sydney, VA 23943(434) 223-6000

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More From HSPH Campaign for Harvard School of Public Health Discovering and promoting solutions to four major global health threats Old and new pandemics Harmful physical and social environments Poverty and humanitarian crises Failing health systems Campaign Home > Jeannie and Jonathan Lavine Jeannie and Jonathan Lavine in Jonathan Lavine, MBA ’92 and his wife Jeannie Lavine, AB ’88, MBA ’92 Jonathan Lavine is the Managing Partner and Chief Investment Officer of Sankaty Advisors, the credit affiliate of Bain Capital, where Lavine serves as a Managing Director. With over 180 employees across offices in Boston, New York, Chicago, London and Australia, Sankaty has approximately $19 billion assets under management. Lavine graduated from Harvard Business School with distinction in 1992 where he met his wife Jeannie Lavine, AB ’88, MBA ’92, who followed in her father’s footsteps, graduating from both Harvard College and Harvard Business School. After Harvard, Jeannie worked with The Boston Consulting Group, a global consulting firm. Jeannie is active at Harvard with her 25th reunion, and shares expertise at the Faculty of Arts and Sciences and University levels. The couple has since been actively involved in supporting Harvard through various endeavors. In 2007, Jonathan and Jeannie formed the Crimson Lion Foundation, named in part for their involvement with Harvard. Through Crimson Lion, they focus their philanthropic endeavors, which have included contributions to Harvard. In 2011, the Lavines established the Lavine Family Cornerstone Scholarship Fund, which supports four undergraduates through Harvard’s financial aid program. In 2012, Jonathan and Jeannie, contributed a $5 million grant to the Harvard School of Public Health, establishing the Lavine Family Humanitarian Studies Initiative (HSI), which expands the Harvard Humanitarian Initiative (HHI) and supports training and education of humanitarian relief workers. Michael VanRooyen, the director off HHI said the Lavine’s gift would “help HSI extend the reach of humanitarian education to an international scale and boost the impact of humanitarian relief by focusing on professional skill building and evidence-based research on best practices.” Under HSI, an additional 150 or more students a year will be able to study at the School to learn how to provide aid effectively, efficiently and safely. HSI will also provide entry-level students and current field workers with access to courses, simulated trainings and case studies. Jonathan and Jeannie have also served as co-chairs of the Gala Committee for the Harvard School of Public Health Centennial Celebration & Campaign Launch, a two-day event celebrating HSPH’s history while launching a fundraising campaign and offering a leadership summit. Aside from his Harvard involvement, Jonathan Lavine represents the Lavine family on several boards, including the Dana-Farber Cancer Institute, a Harvard-affiliated medical center. He is a member of the boards of Children’s Hospital Trust, City Year, Be The Change Inc., Opportunity Nation, Dana Hall School and Horizons for Homeless Children. He also serves as a Trustee of Columbia University and a Director of the Boston Celtics. In 2012, Jonathan Lavine was honored by the Anti-Defamation League with the Distinguished Community Service Award. The Lavines reside in Weston, Massachusetts and have two children. Connect with Jonathan Lavine New Gift to Expand, Improve Training for Humanitarian Aid Leaders At New Humanitarian Academy, Disaster Responders Will Learn Best Practices A Training Lifeline for Rescuers I Choose Harvard Campaign themes Message from Dean Frenk About Dean Julio Frenk Message from Campaign co-chairs Message from President Faust Campaign stories The impact of financial aid How HSPH has changed the world HSPH Campaign committee Giving to HSPH Gift plans Gifts that pay you income HSPH Centennial Centennial celebration and Campaign launch event The Harvard Campaign HSPH Campaign Case Statement Campaign home HSPH Homepage Harvard Homepage HSPH News © 2014 President & Fellows of Harvard College

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Building Digital Communities: New Resource to Help Communities Bridge the Digital Divide March 21, 2012 FOR IMMEDIATE RELEASE IMLS Press Contacts Kevin O'Connell, [email protected] Mamie Bittner, [email protected] More than 80 percent of Fortune 500 companies today require online job applications. Students with broadband at home have a seven percent higher high school graduation rate. Consumers with broadband at home can save more than $7,000 a year. Washington, DC—There are still 100 million Americans who do not have a broadband connection to the Internet. This sobering statistic has profound implications for economic success, educational achievement, and civic life. Communities face difficult challenges in their efforts to provide digital opportunity for all their residents. The Institute of Museum and Library Services (IMLS), together with the University of Washington and the International City/County Management Association, has consulted with hundreds of community members and experts over the past 18 months to identify action steps and a framework for building digital communities. With the release of Building Digital Communities: A Framework for Action and its companion primer Building Digital Communities: Getting Started, communities have a new resource to help set a vision for the future. These resources raise awareness about the access and adoption that are essential to digital communities and identify goals related to availability, affordability, design for inclusion, public access, relevance, digital literacy, and consumer safety. They also provide strategic areas where communities may wish to focus their digital inclusion efforts, such areas as economic and workforce development, education, and civic engagement, as well as concrete sample strategies for organizations and individuals to use in achieving a community’s goals. IMLS Director Susan Hildreth said, "According to the FCC, one-third of all Americans – 100 million people – have not adopted broadband high-speed Internet at home. And, the Pew Research Center identified one of the top three obstacles to broadband adoption as digital literacy. Digital literacy skills are necessary for individuals to take advantage of the educational, economic, and social opportunities available through these technologies in today’s increasingly digital society." Communities must engage all sectors to create opportunity – government, individuals, local and tribal governing bodies, business, the nonprofit community, special interest groups, and other stakeholders. Libraries are among the essential community anchors that have a significant role to play in providing access, encouraging adoption, and impacting the health and vitality of their communities. As a next step, IMLS is working with WebJunction, Tech Soup, and the International City/County Management Association to develop curriculum and training resources to support community efforts. They are currently conducting a Digital Inclusion Community Needs Assessment, surveying directors of organizations on level of awareness, the priorities for getting started or continuing existing efforts, and the challenges and successes encountered. They will hold a test summit in May and a full leadership summit in June. About the Institute of Museum and Library Services The Institute of Museum and Library Services is the primary source of federal support for the nation's 123,000 libraries and 17,500 museums. The Institute's mission is to create strong libraries and museums that connect people to information and ideas. The Institute works at the national level and in coordination with state and local organizations to sustain heritage, culture, and knowledge; enhance learning and innovation; and support professional development. To learn more about the Institute, please visit www.imls.gov.

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Denim Day to be Observed April 24 Johnson C. Smith University will support, honor and promote Denim Day at historically black colleges and universities (HBCUs) during national Women’s Health Week. Denim Day will be observed on April 24 at more than 11 HBCUs. Read More Sustainability Grows at Johnson C. Smith University Johnson C. Smith University officially opened Sustainability Village April 1 as the focal point for its sustainability initiative on campus. The innovative living-learning prototype funded by Blue Cross and Blue Shield of North Carolina and The Duke Endowment incorporates academic coursework, service-learning activities and applied research that can benefit the campus, the surrounding community and beyond. 146th Founders Day Convocation Sunday, April 21 As a part of the Johnson C. Smith University Founders Day celebration, the 146th Founders Day Convocation will be held at the Jane Smith Memorial Church at 2 p.m. on Sunday, April 21. The event will honor Astrid Chirinos, president of the Latin American Chamber of Commerce of Charlotte (LACCC), with the Presidential Citation Award. Johnson C. Smith University to Celebrate 146th Founders’ Week Johnson C. Smith University will honor national and local leaders, donors and students during Founders’ Week from April 18 – 21. Read More Campus Featured on Front Page of The Observer The Charlotte Observer featured JCSU on its front page today in a springtime photo of Biddle Hall with the campus in full bloom. Read More Gates Foundation Symposium Addresses Higher Education Ronald L. Carter, president of Johnson C. Smith University, participated in a symposium today at the Westin Hotel in Charlotte presented by Black Enterprise and sponsored by the Bill & Melinda Gates Foundation. The symposium titled “Today’s Business Crisis: Educating Tomorrow’s Workforce,” is part of an educational series aimed at cultivating a conversation between the academic and business communities. The Charlotte symposium focused on how postsecondary schools must meet the needs of students of color, and prepare them for careers in corporate America. Chris Canty Foundation announces 2nd Annual Historic West End Neighborhood “Clean-up” The Chris Canty Foundation (CCF) is eagerly anticipating the second Neighborhood Clean-Up event scheduled for Saturday, April 20 in the Historic West End of Charlotte. The event will take place from 8:30 a.m. - 1 p.m. Registration will begin at 8:30 a.m. on the campus of Johnson C. Smith University. Read More President Clinton Announces the Launch of the Clinton Global Initiative University 2013 Commitments “Bracket” Challenge Today, President Bill Clinton announced the launch of the third annual Clinton Global Initiative University (CGI U) Commitments Challenge, a competition of ideas from college and university students in the form of a “bracket.” This year, more than 1,000 students, including four students from Johnson C. Smith University, will be in attendance.

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SUBSCRIBE LATEST in Education Technion offers new grad course for English-speaking students Schools of thought: Two education organizations unite for a common goal Parents’ loss leads to underachieving students’ gain through Israel’s unique Niot Project N.J. day school receives $17 million donation October 10, 2011 | 4:22 pm The Golda Och Academy in West Orange, N.J., has received a $17.2 million donation from the estate of philanthropist Eric F. Ross. The money will support grants for the Lore Ross Neshama program, which allows students at the Solomon Schechter day school to spend the second semester of their senior year in Israel following a week in Eastern Europe. Ross started the program, which is named for his wife, who died in 2009. Joe Bier, chair of the school’s board of trustees, told the New Jersey Jewish News that the donation would be used for the travel program. The school also will form a committee to make recommendations for other uses of the bequest. “Just as Eric was one of our most generous supporters during his lifetime, he continues to support us now,” said the academy’s head of school, Dr. Joyce Raynor, in a statement. The upper school of the academy is named for Ross, a Holocaust survivor from Germany. His longtime support for the Conservative school included $4.5 million for renovations in 2007. Ross died last year at the age of 91. The school was renamed last year for one of its co-founders after her son, Daniel Och, made a $15 million contribution—then the largest gift in the history of the school, which was founded in 1965. eric f. ross golda och academy As one, D.C. insiders speaking up for ousted Israeli diplomat

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Internet Entrepreneur to Speak on Business at Juniata (Posted March 18, 2002)HUNTINGDON, Pa. -- An entrepreneur whose wild experiences with the roller coaster dot.com economy was memorably depicted in the documentary film "Startup.com" will visit business classes at Juniata College March 22 and host a screening of excerpts from the documentary along with a question-and-answer session at 3 p.m. in Alumni Hall in the Brumbaugh Science Center that afternoon. The film session is free and open to the public. Tom Herman, partner and chief technical officer of Recognition Group, a technology consulting firm with offices in New York, N.Y. and San Francisco, Calif., was co-founder and chief technology officer of govWorks Inc., an Internet startup that pioneered software and other applications that allowed citizens to do business with state and local governments on the Internet. "Tom's experience in the fast-moving Internet economy is a golden opportunity for our students to tap his expertise," says Michael Frandsen, assistant professor of business administration at Juniata. On the morning of March 22, Herman will speak to several business classes on the topic of "challenges and realities of starting your own business." Herman was instrumental in designing and launching the govWorks proprietary e-commerce payment engine that would allow easy payment of such government transactions as infraction fines, traffic tickets, taxes, permit fees and other applications. The startup govWorks' rise and fall in the Internet marketplace was entertainingly followed in the 2001 documentary "Startup.com," co-directed by Jehane Noujaim and Chris Hegedus. Hegedus is an award-winning filmmaker, who, with her partner D.A. Pennebaker, directed "The War Room," a revealing documentary of Bill Clinton's 1992 presidential campaign. The film follows Herman and his partner Kaleil Isaza Tuzman from the founding of the firm (the company name was chosen at a pizza parlor) to Herman's eventual ouster from the business, orchestrated by Tuzman, Herman's childhood friend. Herman will host a screening of excerpts from the film at 3 p.m. and answer questions from the audience.

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Professor, alumnus training South Korean clergy, clinicians in trauma response Lesley expressive therapies expertise being applied at global disaster scenes to aid healing of children and other survivors. Share this: Tweet Disaster can strike anywhere in the world without regard to race, economic circumstances and national boundaries. But not all people are equally equipped and experienced to cope with trauma, or help others handle it. More than 300 people died when the Korean Ferry Sewol capsized and sank in April 2014. CREDIT: Korean Coast Guard So, in mid-August, Dr. Vivien Marcow Speiser, director of Lesley University’s Institute for Arts and Health and International and Collaborative Programs, will head to South Korea. There, she and Lesley expressive art therapy alumnus Aviel Hadari will lead several days of disaster-relief training for groups of clergy and clinicians who will be working with people who have been directly affected by the April 16 sinking of the Sewol ferry off the island of Jindo in South Korea. That incident resulted in the deaths of more than 300 people. The two are undertaking the trip in conjunction with the Israel-based relief organization IsraAID. According to Marcow Speiser, who won the 2014 Distinguished Fellows Award from the Global Alliance for Arts & Health, the training focuses on practical tools needed to aid the process of coping, as well as help prevent post-traumatic stress disorder (PTSD) in the community.“The word ‘Lesley’ has become synonymous with creative learning approaches that integrate the arts,” she says, adding that this outreach to South Korea is consistent with the university’s mission to assist under-served populations. The relief effort is also consistent with the Jewish notion of “tikkun olam” or the repair of the world, she adds.Throughout her career, Marcow Speiser has used the arts as a way of communicating across borders and cultures, and she believes in the power of the arts to create the conditions for personal and social change. As a founder and past director of the Arts Institute Project in Israel, she has been influential in the development of expressive arts therapy in that country.In an effort to “boost the individual and community resilience” in South Korea, she and Hadari will be applying this sort of expertise to their work with clergy members and therapists there. “We’ll use the usual toolbox,” she says, referring to movement and drama activities, musical instruments, scarves, paper and markers, and possibly a parachute. “We want to give the participants a variety of tools that they use.” Director of Lesley’s Institute for Arts and Health Dr. Vivien Marcow Speiser (pictured) and Lesley expressive art therapy alumnus Aviel Hadari will lead disaster-relief training in South Korea for clergy and clinicians working with people who have been directly affected by the April 16 sinking of the Sewol ferry.Marcow Speiser explains that this sort of therapy is a “body-based approach,” where a scarf can come to symbolize a safe space for a survivor of trauma, particularly a child. “You can do the same thing with tape on the floor,” she says.Similarly, a parachute can be used to help multiple trauma survivors at once, as they move together, gripping it simultaneously, run in a circle, shake it or make it billow overhead. The idea is to get people working together in an exercise to foster community-building, communication, trust and, eventually, healing.“All children’s games function in the same way,” she says. “Little, simple games like red light-green light” can be used in the healing process. “Anybody who’s been affected by trauma tends to freeze up, and these games can help undo that harmful process.”Trauma stays with you, even on an unconscious level, no matter what age you are when it happens, Marcow Speiser adds.“To almost every American you could say, ‘Where were you on Sept. 11?’ These traumatic events get locked in our bodies,” she says. “When the stories begin to come out, you begin to find that people connect directly to it.”Storytelling builds resilience, she says. Resilience is the ability to cope with stress and anxiety in an adverse situation. It is the ability to recover from adversity. She adds that the telling of stories and the expression of personal narratives through a wide variety of art forms to a community of witnesses can be a powerful tool for individuals working through difficult experiences. Institute for Arts and Health Advanced Professional Certificate: Arts and Health Graduate School for Arts and Social Sciences Letter from Dean Koverola Office of the Dean Staff Arts and Health Graduate School of Arts and Social Sciences Home lesley news Jennifer Dorman (M.Ed. '09) wins 2015 Maine Teacher of the Year Teaching the Great Diseases: Lesley and Tufts School of Medicine join forces Beyond Mythology: Ken Burns's portraits of America Cambridge ranked in top 20 "Healthiest College Towns" in the U.S.

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Professor Badih Jawad and Instructor Filza Walters of Lawrence Technological University were named to the College of Fellows of the Engineering Society of Detroit at the annual benefit dinner at Cobo Center in Detroit in June. A member of ESD’s College of Fellows must display outstanding and extraordinary qualifications and experience in his or her profession. Jawad is chair of the A. Leon Linton Department of Mechanical Engineering and Walters is director of the master’s degree program in architectural engineering. Also named to the College of Fellows this year were LTU alumnus Kirk T. Steudle, BSCE’87, the director of the Michigan Department of Transportation, and Douglas Patton, senior vice president of engineering at Denso International America Inc. Christopher Webb, co-founder and volunteer director of the ESD Institute, received the organization’s highest award, the Horace H. Rackham Humanitarian Award, for his work in important public policy issues – most recently, the Institute’s Pre-K to Job comprehensive literacy and STEM education effort that is starting with a push in the Hamtramck school district dubbed Project Hamtramck. Webb is a former corporate counsel with Jervis B. Webb Co., a factory automation firm founded by Webb’s grandfather.

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MU Tools MUOnLine Biomedical Sciences We Are…Bridging Medicine and Science Main menu Skip to primary content Skip to secondary content Academics Doctor of Philosophy in Biomedical Sciences (Ph.D.) Ph.D. Application, Review Timeline and Funding Information Master’s Degree (Research Option) Master’s Degree (Research Option) Application, Review Timeline, and Assistantships Master’s Degree (Non-thesis) Area of Emphasis: Medical Sciences Master’s Degree (Non-thesis) Area of Emphasis: Medical Sciences Application Information, Review Timeline, and Assistantships M.D./Ph.D. Combined Degree Program Areas of Emphasis Cardiovascular Disease, Obesity, and Diabetes Infectious and Immunological Diseases Neuroscience & Developmental Biology Toxicology and Environmental Health Sciences Research M.S. M.S. (Research Option) Application, Review Timeline, and Assistantships M.S. Medical Sciences Medical Sciences Application Information, Review Timeline, and Assistantships Biomedical Sciences, M.S. (Non-thesis) Area of Emphasis: Medical Sciences Apply Now! (Graduate College website) Summer Research Internship Frequently Asked Questions from Applicants About Huntington Graduate Student Organization (GSO) Faculty/Student Forms & Policies Frequently Asked Questions from Current Students Biomedical Sciences Bylaws Cancer Biology Faculty Cardiovascular Disease, Obesity, and Diabetes Faculty Infectious and Immunological Diseases Faculty Neuroscience and Developmental Biology Faculty Toxicology and Environmental Health Sciences Faculty Faculty Accepting Students Faculty/Student Forms and Policies CVD, Obesity & Diabetes Infectious & Immunological Diseases Neuroscience & Dev. Biology Toxicology & Env. Health Sci. Robert C. Byrd Biotechnology Science Center Animal Resource Core Facility Flow Cytometry Core Facility Genomics Core Facility Molecular and Biological Imaging Center Nutrition & Cancer Center Translational Genomic Research Institute Cancer Biology News Cardiovascular Disease, Obesity, and Diabetes News Infectious and Immunological Diseases News Neuroscience and Developmental Biology News Toxicology and Environmental Health Sciences News Tag Archives: Women in Medicine and Science Dr. W. Elaine Hardman honored at “Women in Medicine and Science” luncheon Posted on February 24, 2011 by Christopher McComas Dr. W. Elaine Hardman of the Biomedical Sciences Graduate Program and the Joan C. Edwards School of Medicine was honored on February 16 at a luncheon hosted by the Women in Medicine and Science program. The program is hosted about four times a year and features guests who speak to a collective group of women about their achievements. Dr. Hardman is an Associate Professor for the Department of Biochemistry and Microbiology. Dr. Hardman was recognized for her achievements throughout her career and was asked to speak about her success. “She is a very accomplished researcher, not only in the area, but nationally,” said Professor Darshana Shah, the School of Medicine’s Associate Dean for Professional Development in Medical Education. “So I think that it would be a great opportunity for young people to look up to her and to see how she has gone the path she did.” Professor Shah is in charge of the program and said that its purpose was for students to learn by hearing her success story. Professor Hardman has been working in the area of nutrition and cancer research for about 20 years. Currently, her research on the effects of omega-3 fatty acids on breast cancer has received six externally funded grants, including large grants form the National Institutes of Health and the Department of Defense. “She has a love of knowledge and she imparts that onto her students,” said Anne Silvis, a graduate student and Ph.D candidate for cancer biology. “She gets them excited about research and excited about the world of science.” As she spoke to the collective group of women, who were not only graduate students but also professors, she said that she always knew what she wanted to do with her life, and that was science. Professor Hardman completed three years of her undergraduate degree by the time she turned 18 and then married. She raised her family and went back to school to finish her degree and later earned her Master’s. While she was a graduate student, she received her first funding grant and has received funding ever since. “There is always an overriding importance for what she does and that is always apparent when you are talking to her about anything in her research,” Silvis said. One of the graduate students in attendance said she found her story to be not only interesting, but also inspiring. “I have three young children myself and had also married young and returned to school,” said Tamara Trout, a graduate student in the Medical Sciences Program. “I always thought ‘How am I going to do it?’ But then you meet someone like Professor Hardman and it shows that you can do it.” Chrystal Phillips can be contacted at [email protected]. The original story can be read on the website for Marshall University’s Student Newspaper, “The Parthenon.” Posted in Cancer Biology, Graduate Student News, Research News | Tagged cancer, Department of Biochemistry and Molecular Biology, Department of Defense (DoD), Marshall University School of Medicine, National Instititutes of Health (NIH), nutrition, omega-3 fatty acids, W. Elaine Hardman, Women in Medicine and Science Search Biomedical Sciences Search Ph.D. Student Funding and Application The application deadline for the Biomedical Sciences Ph.D. Program is January 15th. All accepted Ph.D. students receive an annual stipend of $25,000 plus tuition remission, and $850 toward medical insurance. Click here for more specifics! Copyright 2012. All rights reserved. The material included on this website, including images, may not be duplicated or redistributed without written permission. Accreditation Info

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