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2014-52/2855/en_head.json.gz/12052 | About The Reporter
Miami Dade College Homepage > The Reporter
SHARE EMAIL PDF VERSION TEXT SIZE Volume 1, Number 11 - March 29, 2011
Julie McConnell
Our Sponsors News Motivating Students, Leaving His Mark
By Julie [email protected] As a professor and adviser, Victor Calderin motivates students at the Hialeah Campus.
Calderin was born and raised in Hialeah, Florida. After graduating from American Senior High School in 1994, he attended Florida International University until 1996 and transferred to University of North Carolina, Chapel Hill.
He completed his bachelor’s degree in English and comparative literature in 1998 and a master’s degree in comparative literature in 2002. In 2005, Calderin began working as an English professor at Miami Dade College. He is also currently the co-adviser for Café Cultura, faculty adviser for the Anime Club, a faculty co-convener for the English Committee and a co-chair for the Gordon Rule Committee.
“He has many students that come to see him in his office and he will spend hours just talking to a student, just talking, talking about anything,” said Ivonne Lamazares, the co-adviser of Café Cultura, the literary magazine at Hialeah Campus. “Talking about the new films that are coming out, the new books that he’s reading, whether there is a God; he just has that kind of rapport with his students and he loves it.”
The idea to start Café Cultura came after a series of open-mic poetry readings called Café y Cultura were held at the Hialeah Campus. Calderin and Lamazares have been advisers for the literary magazine ever since.
In the 2010 at the Florida Community College Press Association magazine competition, Café Cultura won first place in general excellence in Division A.
John Muniz, 22, an alumn of Miami Dade College and former head designer for three years at Café Cultura said Calderin is a big reason for the magazines success.
“He really motivates us to work and to picture something great,” Muniz said. “I think he’s the type of person that really knows how to get people together.”
Calderin has been influenced by various types of literature and authors.
“I have a very global perspective of how literature functions and the canon of literature is very epic and not just one type or one country,” Calderin said. “It’s fluid and changes.”
That is why Calderin plans to continue sharing his love of literature at Hialeah Campus.
“It’s really great teaching at this campus because it’s like teaching at home,” Calderin said. More News Articles
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Chief Overseas: Professor Not Just Of This Culture
Exhibiting The Art Of Estopiñán
Head Coach Resigns After Allegations
New Smoking Ban Vote To Be Held In April; Approval Expected Obama To Speak At North Campus Graduation The King Of Clean
Copyright © Miami Dade College • 11380 NW 27th Avenue, Room 4209, Miami, Florida 33167 • 305-237-1255 | 教育 |
2014-52/2855/en_head.json.gz/12099 | http://mv-voice.com/print/story/print/2011/10/21/creative-charter-school-wins-renewal
Opinion - October 21, 2011
Creative charter school wins renewal
Even after it won a 5-2 vote last week from the county Board of Education to renew its charter for five years, Bullis Charter School is still trying to overcome the elitist image stuck on the school when it opened for business about five years ago after a messy divorce from the Los Altos School District.
But after a slow start, the 465-student K-8 school has been able to outperform every other charter school in the state despite receiving $4,000 less per student in public funding than its compatriots in the Los Altos Elementary School District. Parents and the school foundation make up the difference so Bullis ends up with just over $11,000 per student, slightly less that the Los Altos district. (We should also note that Bullis and the Los Altos district are involved in a lawsuit over whether the buildings provided to Bullis are adequate. An appeals court decision should be made public in about two months.)
Two of the seven county Board of Education members voted against renewing the Bullis charter, citing concerns about the school not working hard enough to recruit students of color from Los Altos and Mountain View, while filling most of its seats from the wealthy Los Altos Hills area. The charges are strongly disputed by Bullis officials, who provided numerous statistics to the contrary in their application for county approval.
For starters, charter schools are expected to reflect the community they serve, said the county board member Anna Song and Los Altos School District board member Tammy Logan. On that score, we believe Bullis hits a home run, with a far lower percentage of white students than the Los Altos district (67.7 to 51.6 percent for Bullis) and equal numbers for African American, Asian, and Native Hawaiians. Students of two or more races attend Bullis in much higher numbers than the district as a whole, (20.6 to 4.4 percent). A slightly lower percentage of Hispanic students were counted than attend district schools (5.2 to 5.6 percent), but that is hardly worth quibbling about. We also disagree with the charge that recruiters at Bullis do not actively recruit in Mountain View and Los Altos. For the current school year, the school received 680 applications from students at 98 preschools and 133 elementary schools, with six students applying for every available seat. The school hosts a public lottery and randomly selects the incoming students. And in the current year, 30 special education students (6.5 percent) attended Bullis, more than twice the number from two years ago.
Charter schools like Bullis are succeeding in other districts on the Peninsula. Summit Prep, a high school located in Redwood City, faced similar critics when it was launched by a handful of parents from the affluent community of Portola Valley. And after enduring criticism that it was designed as a private "public" school for elite students, Summit's lottery has muffled that charge and is proud that 100 percent of their graduating seniors are admitted to four-year colleges.
Small charter schools like Bullis can be laboratories of innovation, as well as home to students who might not fit in at more traditional schools. As a charter school, Bullis is able to create a unique and challenging educational experience for its students that could be a model for the Los Altos district to emulate. The county Board of Education made the right decision to give Bullis another five years.
Posted by cccorrigan, a resident of another community
on Oct 21, 2011 at 10:06 pm
Great editorial! Charter Schools like Bullis are trying hard to really introduce a new way of doing things and with that comes a threat to the status quo. Your support means the world to us and a big thanks for doing your homework about the true funding numbers and demographics. Parents at the only independent public school in the District are so proud of what the school delivers. We long for the day when we are a jewel in the crown of the Los Altos School District rather than always being painted as a thorn in their side. Posted by MichelleB, a resident of another community
on Oct 22, 2011 at 7:54 pm
I couldn't agree more! Bullis Charter School is proving that an independent school in the Los Altos School District can be innovative, think and teach 'outside the box' and truly use best-practices when engaging and educating its students. No one ever said that start-ups were easy, but Bullis Charter School is showing that it has what it takes to provide something great for our children and the community at large. Successful schools benefit all of us. Posted by Barbara Goodrich, a resident of another community
This is the first balanced report I've read about Bullis Charter School. BCS is a great asset to the community, so I was greatly disappointed that members of the elected school board (particularly Anna Song) used bad data to discredit a high-achieving school. Our school kids are not well-served by a school board so deeply entrenched in holding to an old educational model... Posted by concerned MV resident, a resident of Cuesta Park
Who was this opinion piece written by? I would be curious if it was written by a BCS parent or by the newspaper staff.
Posted by registered user, Andrea Gemmet, a resident of Mountain View Voice Editor
Editorials are written by Voice publisher Tom Gibboney. Posted by Questioning?, a resident of another community
I am curious who wrote this article, as well.
It seems strange not to gave the author listed.
Could the Mountain View Voice identify the author?
Thanks! Posted by Teacher, a resident of another community
Thank you for your well researched editorial. I have noticed that the MV Voice does a terrific job of covering education issues in our community. I also enjoy the free flow of ideas on Town Square. Posted by Eric, a resident of another community
on Oct 24, 2011 at 9:33 am
Who doesn't want their kid to attend a 'laboratory of innovation' Particularly in Silicon valley, the world's 'laboratory of innovation'?
The after shocks of the 'messy divorce" are obvious when you write a factual article, (one that isn't overtly 'anti-BCS' (as the Los Altos Town Crier is)) and people make accusations that a BCS parent wrote this. I'd say most BCS parents just want their kids to get a good education and there are different styles for different people.
I'm looking forward to reading the Mountain View Voice in the future-a nice replacement for the Los Altos Town Crier. Posted by vs, a resident of another community
What I don't understand is why people are complaining about Bullis charter school. If the school wasn't there, all the 700 kids who are attending that school would have to be attending the remaining los altos and moutnainv iew schools, which is going to overcrowd other school. The other schools in Los Altos/Mountain view already has a high student to teacher ratio. This one reason alone is enough to keep Bullis up and running, leave alone the other credentials the school has and laurels and innovation it brings to the kids.
Education is the key to any society. Education is expensive. I am damned that people in this country would rather pay for lame politicians than support for a just cause. If you go to east coast, you can get decent education and still end up in Ivy league school. Out in CA, we have the most wealthiest people, we have the most technological innovation - but yet we as a state are always running low on budgets and don't have good education system. If the political system is not able to provide a solution for that, why not charter schools like bullis, who takes ownness and pride in creating a school system ?
Posted by member, a resident of another community
How convenient of the Mountain View Voice to publish this anonymous "opinion" piece. It was undoubtedly written by someone deeply connected with Bullis Charter School. So much for journalistic integrity! [The editorial, which is clearly labeled as such along with the disclaimer that | 教育 |
2014-52/2855/en_head.json.gz/12139 | Fashion Design (AAS)
Fashion Marketing (AAS)
Graphic Design (AAS)
Graphic Design (AAS) Online Degree
Culture and Place
Interior Design (AAS)
Online Courses and Programs
Pre-College Academy
Academics / Associate's Degrees / Graphic Design (AAS)
The Admission Committee will make a decision on your application only after all the required materials have been received.
You can download these instructions.
Application Form: Complete the online application.
Application Fee: Pay the $50 nonrefundable application fee online by credit card.
Official Transcripts All applicants must provide official high school and/or college transcripts. If you are currently in school, submit transcripts for all coursework taken to date. Applicants who have attended multiple high schools may submit only the graduating school’s official transcript as long as courses taken at previous schools are reflected on that transcript.Transfer Applicants: Transfer applicants who have completed fewer than 24 college credits (on a semester system) must submit high school transcript(s) in addition to college transcripts. Students who have completed any college coursework must apply as transfer students, regardless of whether they plan to apply those credits to their studies at Parsons. Fashion Marketing and Graphic Design applicants who plan to complete their degree entirely online must already have an undergraduate degree or sufficient undergraduate credits to fulfill the AAS degree requirement of 21 credits in humanities, including 6 credits in English.By Mail: Official transcripts should have an original signature or a raised university seal, and must be in a sealed envelope that has been signed or stamped by the issuing university’s registrar or records office. Applicants can either send official transcripts with an Application Materials Cover Sheet or request that institutions send transcripts directly to The New School. See “Mailing Address for Supplemental Materials” for our mailing address.Electronic Transcripts (U.S./Domestic Institutions Only): The New School accepts electronic transcripts only from our approved vendors. The New School’s approved vendors in order of preference are
Parchment Exchange
Naviance by Hobsons
SCRIP-SAFE International
We do not accept electronic transcripts sent directly by a student or school offices. Note: All international academic credentials must be submitted as indicated in the International Academic Credentials sections below.High School Equivalency: For GED, TASC, and HiSET, send official test score results by postal mail.International Academic Credentials: All transcripts not written in English must be accompanied by a certified English translation.International Academic Credentials with Transfer Credits: Applicants who attended post secondary institutions outside of the U.S. are required to have their transcript(s) evaluated by World Education Services (WES), our preferred provider, or by another member of the National Association of Credit Evaluation Services (NACES). A course-by-course evaluation must be prepared for each transcript. In the absence of an evaluation, the Admissions Committee will do their best to render a decision. Please note, in some cases a review cannot be made without an evaluation and a committee decision will be delayed.
If using WES, visit www.wes.org for instructions and to begin the application process. The "Required Documents" section will explain what to send. If you request your report online, search for "New School Parsons" when selecting our institution. WES will send your completed evaluation directly to The New School.
If using another NACES provider, follow instructions for that provider. Mailed evaluations and translations should be sent to the mailing address provided for supporting materials. Applicants forwarding these sealed documents should include an Application Materials Cover Sheet.
TOEFL, IELTS, or PTE Results: All applicants whose first language is not English must submit valid TOEFL, IELTS, or PTE scores. TOEFL Institution Code: 2638 TOEFL Minimum Score requirement: 79 Internet-based TOEFL Minimum Score Requirement for Fashion Marketing Online and Graphic Design Online Applicants: 92 Internet-basedIELTS Minimum Score requirement: 6.5PTE Minimum Score requirement: 53 The TOEFL/IELTS/PTE requirement may be waived for applicants who have earned a 4-year degree from a U.S. College or University, or for citizens of the following countries whose native language is also English: England, Scotland, Wales, Ireland, Australia, New Zealand, Canada, South Africa, or Common Wealth Caribbean (Antigua and Barbuda, Bahamas, Barbados, Belize, Dominica, Grenada, Guyana, Jamaica, St. Kitts and Nevis, St. Lucia, St. Vincent and Grenadines, and Trinidad and Tobago).Arrange for the testing service to send your test scores directly to The New School using the institution codes listed above. We accept scores for tests taken within the past two years. If your scores are older, you must retake the test. For more information, visit TOEFL, IELTS, or PTE.Applicants also have the option of enrolling in The New School English as a Second Language (ESL) program. Students must pass Level 5 to waive the TOEFL requirement. Visit the ESL website for more information. Statement of Intent: Upload a one-page Statement of Intent describing the events and ideas that led to your interest in this major. Please note that this must be included when you submit your online application.
Creative Assignment: Please complete the assignment for the program to which you are applying (described below). The Creative Assignment is required as an essential advising tool.
Résumé (optional): A brief résumé (CV) listing education, relevant work experience, travel, etc., including dates and positions held, must be submitted online.
Creative Assignment Instructions
It is strongly recommended that you submit the creative assignment with your online application. If work must be mailed, original artwork larger than 8.5” x 11” will not be accepted. You may also submit your work on a cross-platform CD-ROM or DVD. Save each of your images as a JPEG no larger than 2MB. Clearly label the CD or DVD with your name and date of birth, and attach the Application Materials Cover Sheet (PDF). Fashion Design: Create a collage that defines the lifestyle of the kind of woman or man for whom you would like to design. Use images taken from magazines, and pay attention to color, textures, and other basic elements.
Fashion Marketing: Write a one-page analysis of a fashion marketing campaign you feel has been successful.
Graphic Design: Design a postage stamp depicting your favorite fruit or vegetable. Submit an 8"x8" solution.
Interior Design: Present a collage of images illustrating your ideas for the design of a small advertising agency office in an urban townhouse. Your collage should include details (descriptions, images, or both) of the kinds of furniture, the colors, and the materials you would use to execute your ideas.
Additional Information Applicants must have graduated from high school at least two years prior to be eligible to apply.
Submitted Materials: All materials submitted to the Office of Admission become the property of Parsons. Accepted Applications: When notified of acceptance, applicants will receive complete instructions for additional procedures regarding financial aid, housing, tuition and fees, I-20 visas (for nonresidents of the United States), and other matters. The decision to admit applicants is always contingent upon their successful completion of any current studies and the receipt of their final transcripts. All accepted students are must have their official final transcripts on file before they begin classes.
Interviews: Personal interviews are not required. Prospective students who have questions about Parsons or the admission process are encouraged to attend an information session. Review the Admission Calendar for dates and times. Mailing Address for Supplemental Materials Parsons The New School for DesignOffice of AdmissionAAS Programs79 Fifth Avenue, 5th floorNew York, NY 10003
All mailed materials should be accompanied by a Materials Cover Sheet (Adobe PDF). | 教育 |
2014-52/2855/en_head.json.gz/12161 | Employee Insurance Rates to Rise New Mexico Tech Board of Regents Approves 16 Percent Increase in Insurance Premiums SOCORRO – The New Mexico Tech Board of Regents recently approved a 16 percent increase in health insurance premiums for its employees effective Jan. 1, 2014. Tech’s Human Resources Department sponsored two Benefits Fairs on Nov. 11 and Nov. 12 to explain details of the new plan to employees, who must enroll in the plan of their choice by the end of December.
Among options offered to employees seeking coverage are hospice care, prescription drug benefits and wellness initiatives, according to Debbie Ranger, administrator for New Mexico Tech’s health care plan, who unveiled details of the three medical plans at the Regents’ Oct. 31 meeting.
Lonnie Marquez, V.P. for Administration and Finance, noted that the Affordable Health Care Act will not impact the University because it is self-insured.
The Affordable Health Care Act, commonly known as ObamaCare, was a focus of discussion on the insurance issue, with some Board members asking how the federal health care mandate will affect the number of enrollees in the New Mexico Tech plan.
“In my opinion, if they cannot afford your health plan today, they can’t afford it next year,” Ranger replied, adding that some Tech employees may, however, qualify for federal health care tax credits or subsidies.
Michael Olguin Sr., the third-party administrator, added that anyone can go on the exchange, but they will not be entitled to employer contributions. “They may decide they’re better off staying where they are,” he said.
Ranger detailed the three medical plans, which vary as to the cost of the deductible, co-pay charges and out-of-pocket limits. Employees opting for a biometric screening, which includes a 36-panel blood draw, could earn a $250 credit toward their deductible, she said.
In other action, Regents approved a change to Tech’s admission requirements for transfer students, who now must qualify for placement into Math 103 (pre-calculus) in order to be admitted to Tech, rather than Math 101 (college algebra).
Tech President, Dr. Daniel H. López, recommended approval, rhetorically asking whether the investment in underprepared students makes sense, and whether or not admitting math-deficient students to New Mexico Tech was a disservice to them.
During discussion, it was noted that most transfer students come to Tech from non-technical schools and with a lot of credit hours in liberal arts, “and it can be difficult to carve out a schedule for them,” said López. New Mexico Tech now has an official policy defining tobacco smoke-free areas on campus, following Board action at the October meeting. The policy came before the Board for approval in August, but Regents sent it back for legal review. The policy complies with the Dee Johnson New Mexico Clean Indoor Air Act, and can be viewed on Tech’s website.
Regents also approved a contract with Bradbury-Stamm of Albuquerque for $20,929,834 to build a new facility to house the Bureau of Geology and Mineral Resources. Bradbury-Stamm, represented at the meeting by its president, Cynthia Schultz, received the most points of the six offers received. The award includes $1.4 million in gross receipts taxes.
The company is no stranger to campus, having built Cramer Hall in 2006. Regent Deborah Peacock lauded the company as being highly involved in the community and known for its philanthropy.
The Board also approved a contract with White Sands Construction of Alamogordo for $1,345,775.63 to renovate President’s Hall, a student residential facility. The company submitted the lowest of six bids.
Melissa Jaramillo-Fleming, V.P. for Student and University Relations (SUV), introduced Tony Ortiz as New Mexico Tech’s new Director for the Office of Admission. Ortiz previously was second-in-command at the Office for Advancement.
Jaramillo-Fleming also announced fall semester enrollment numbers: 1,604 undergraduate students and 530 graduate students for a total head count of 2,134, the highest ever for the science and engineering research university.
“We’re retaining females at a higher rate than male students,” she said, adding that SUR has been working with Dr. Mary Dezember, Associate V.P. for Academic Affairs, among others, to boost retention.
According to Academic Affairs V.P. Dr. Peter Gerity, the $11.4 million in federal funds from Title III and Title V grants has helped the University to recruit and retain minority students. Gerity also reported that the recent ABET reaccreditation visit “went extremely well,” noting that the visit was only for the Department of Computer Science and Engineering. Gerity said additional resources and faculty will need to be in place in time for the full ABET reaccreditation visit in 2016. Meanwhile, Dr. Dezember, who is leading reaccreditation efforts for the Higher Learning Commission (HLC) visit, reported that she is gathering data on four-, five- and six-year graduation rates, noting that math proficiency is a major factor for students who place in math levels below calculus.
A draft of 21 HLC-mandated components is due Dec. 1, she said, adding that the process has revealed gaps and areas that need attention, plus “great information” in defining issues such as quality, persistence and completion rates. For example, all New Mexico Tech engineering programs have zero electives among their required credit hours.
“Assessment is integral to planning,” said Dezember. “And we’ll have that data soon.”
A 35,000-word report, plus evidence files backing up document statements, is due in August 2014, followed by a site visit in 2015.
“This is obviously a very substantial and worthwhile project,” said Board Chairman Richard Carpenter, asking how the reaccreditation process integrates into the Strategic Plan.
Dezember noted that an integrated planning system details the same kind of information, and will be data-driven. As an example, she noted the growth of the Department of Mechanical Engineering which went from 25 students in 2001 to almost 400 in 2013.
“We need to address that,” she said. “‘What did you do?’ We want to have those answers.”
Discussion then segued into the ongoing battle between the Council of University Presidents (CUP), of which López is president, and the Higher Education Department (HED), over the new funding formula.
“So far, there is no agreement,” said López, adding that, “It will be a political decision in the end.”
“The universities have suffered financially over the past four years,” said the president. “New Mexico Tech lost approximately $2.9 million from its peak appropriation in 2008 . . . we made up some of that loss, but we are still short of the peak level by almost $300,000,” he said. In that same time period, Tech’s enrollment has increased by over 200 students.
In other business, Student Regent Israel Rodriguez-Rios, in personal comments to the board, said he is working with the Student Government Association to propose a tuition hike to boost salaries for underpaid employees and faculty.
Chairman Carpenter in his remarks urged the University to work with the New Mexico Tech Alumni Association on fund-raising efforts. “They want to be more active, and I think we should accommodate them,” he said.
Regents also:
Approved awards for four restricted-funds purchases, three for the Petroleum Research and Recovery Center, and one for the Energetic Materials Research and Testing Center;
Approved the financial analysis for the month of September, whereby revenue collected thus far is normal; tuition and fees and overhead recovery both exceed the budgeted amount, and the University continues to cover deficits for EMRTC and ILEA;
Approved the first budget adjustment request (BAR) of the current fiscal year, to be forwarded to the Higher Education Department; Were informed of sabbatical leave granted for Dr. Alex Prusin, Professor of History, for the fall 2014 semester; and
Congratulated Regent Peacock on receiving the New Mexico Distinguished Public Service Award for 2013.
After lunch, Board members toured the EMRTC scientific field laboratory, complete with an explosives demonstration.
Regents will next meet at 1:30 p.m. on Tuesday, Dec. 3, in Albuquerque, location to be determined, to coincide with a meeting of the New Mexico Tech Research Foundation.
-- NMT -- About NMT | 教育 |
2014-52/2855/en_head.json.gz/12165 | Home › Alumni › Alumni Association › Past Outstanding Alumni Award Recipients › Harris W. Fawell
Class Year: 1950 Outstanding Alumni Award Winner 1973 The Honorable Harris Fawell, a Trustee of North Central since 1985, served with distinction in the U.S. House of Representatives from 1985-1999, representing the 13th District of Illinois. Fawell received his pre-law education at North Central and his doctor of law degree from Chicago-Kent College of Law in Chicago. He practiced law for 30 years, with offices in Naperville, prior to his election to Congress in 1985. In 1995, Fawell was chosen to deliver the Commencement address at the College and was awarded the honorary degree doctor of laws. Upon his retirement, Fawell donated his public papers to North Central, and the College established the Fawell Institute in his honor, an important resource for students of the history and public policy of the Western Suburbs in the 20th Century. The College is also grateful for his service as co-chair of the five-year $50 million Preparing for a New Century Capital Campaign, now successfully completed. In 2003, Fawell was named Life Trustee of North Central. | 教育 |
2014-52/2855/en_head.json.gz/12223 | Oregon high school dropout rate drops to lowest in a decade
by Bill Graves, The Oregonian
Wednesday April 15, 2009, 8:24 PM
Stephanie Yao Long/The Oregonian Elfego Sanchez, 19, helps third-graders, including Gloria Martinez (right) at Gaffney Lane Elementary with reading as part of his senior project for Oregon City High. He returned to school this year after dropping out last spring and is on track to graduate. He now is considering going to college and becoming a teaching assistant. "The kids respond so well to him," said teacher Karen Hankins. Oregon's dropout rate fell last year to an all-time low, in part because of better school options focused on kids in danger of quitting, state officials reported Wednesday. A total 6,678 high school students - enough to fill three big schools -- quit in 2007-08. That amounts to 3.7 percent of Oregon's high school population, a decline from the previous year's 4.2 percent dropout rate and the lowest level since the state started tracking dropouts nearly 20 years ago.
School by schoolOregon school-by-school guide of test scores and state and federal ratings that include graduation and dropout rates.
Dropout rates varied widely across the state. Portland's rate remained the highest in the metro area, at 8.4 percent. By contrast, the West Linn-Wilsonville School District nearly eradicated its dropout rate, reducing it to 0.9 percent. Rates fell to 1.4 percent in Oregon City and 1.3 percent in Lake Oswego. At 2,200-student Oregon City Senior High, educators have dramatically reduced the dropout rate to 25 students, or 1.1 percent, down from 5 percent three years ago. Elfego Sanchez, 19, was one of those dropouts, but he is back at Oregon City High and on track to graduate this spring. He left school as a junior a year ago to visit his ill grandmother in Mexico. He also "was confused with school and work," he said.
Sanchez stayed for six months in Mexico, searched for a job and soon learned employers wanted to see a diploma. He returned to Oregon City High, where administrators were able to make room for him in their new Twilight School, a flexible program that allows students to attend school into the evening. At least four other dropouts from last year are in the school and on track to graduate. As part of his senior project, Sanchez is helping tutor Karen Hankins' third graders in reading at nearby Gaffney Lane Elementary. Sanchez is now thinking about becoming a teaching assistant and enrolling in community college. "I decided I needed school to be somebody in the future," he said. About half of last year's improvement in dropout rates is due to better tracking of students by the state, said Tony Alpert, accountability director for the state education department. He credited schools for stepping up their efforts to target students who need help. The dropout rate fell by 1.2 percentage points, to 6.4 percent for Latino students and by 0.7 to 5.8 percent for Native Americans. Asian Americans had the lowest dropout rate at 2.6 percent and African Americans had the highest at 7 percent. The state's graduation rate climbed last year by nearly 3 percentage points to 84 percent, largely because of gains among Latinos and Native Americans, officials said. Dropout rates generally fall as the economy slides because fewer students are lured away from school by work. But it is unclear whether the economy declined enough last school year to affect dropouts, Alpert said. Principal Nancy Bush-Lange attributes much of Oregon City's progress to a commitment by her and her administrators to aggressively track students who quit and try to lure them back. "Mostly," she said, it is being "diligent" and "then being persistent about calling their homes or any relative." Chelsea Wick, 19, quit last year because she lives on her own and needed to work to support herself. Ginger Redlinger, an administrator, spotted her working at a Fred Meyer store and invited her into the Twilight program. The school gives Wick the flexibility she needs to keep her job while earning her diploma. Cleveland High School in Portland cut its dropout rate in half to 2 percent by programs that make school more personal, said Principal Paul Cook. The school organizes freshmen into groups for core classes called academies, and academy teachers are assigned as mentors to any student who appears to be struggling. But some of Portland's small high schools that are designed to be personal and nurturing continue to lose students. The dropout rates for three small schools contained in the former Marshall High, for example, were 11.5 percent at BizTech High, 9.1 percent at the Pauling Academy of Integrated Sciences and 7.1 percent at Renaissance Arts Academy. More than half of Portland's 1,161 dropouts came from private alternative schools that have contracts with the district. Overall, the district is improving its dropout and graduation rates and redesigning its high schools, said Superintendent Carole Smith. While fewer Oregon students left school, more settled on earning a General Educational Development (GED) credential rather than a diploma. But studies show that students with GEDs don't earn nearly as much as those with diplomas. The number of students earning GED credentials in the 2007-08 school year climbed by 22 percent over the previous year to 2,153. The state does not count students who earn GED credentials as high school graduates. -- Bill Graves; [email protected] | 教育 |
2014-52/2855/en_head.json.gz/12252 | ANALYZING THE EVIDENCE
DNA AND GENEALOGY
Read a story matching the term you chose:
YEAR TOOK PLACE
TELLER'S PLACE OF ORIGIN
HOW YOU HEARD
my mother aunts and uncles are the tellers of the story
Leland and Greenville Mississippi
my family is originally from mississippi and louisisana and arkansas
I heard the story after viewing a photo of a woman in slave garments
After viewing a photograph of my great grandmother Mattie Blackman standing on the porch of what is now known as a shotgun house, in Leland Mississippi, I asked my mother, aunts and uncles who the old lady was that was sitting in the chair. And they told me that her name was Susie Fisher, and that she was the mother of my great grandmother. She was a former slave who was born in 1855 and died sometime in the early 1940's. I am not sure in which city in Mississippi that she was born, but I looked into the census records of 1870 and found only one person by the name who may have been her and that woman was living in Tchula, Holmes Mississippi at that time. It is both amazing and heartwarming for me to be able to view a part of my history in that photo. I was also told by my mother and aunts and uncles that Susie was a seamstress and that she made clothing for the family until her hand was bitten by a hog while attending to the feeding of them sometime in the early thirties. And even though she could no longer sew, she still had good aim. This was told by my uncle who laughed when he would tell this story about misbehaving. Thinking that he could get away with it because Susie was to old to run after him, she proved him wrong by throwing some object at him and striking him with perfect precision. Major corporate funding for African American Lives 2 and its outreach initiatives is provided by The Coca-Cola Company and Johnson & Johnson. Additional corporate funding is provided by Buick. Visit African American Lives 2006 > Feedback
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2014-52/2855/en_head.json.gz/12308 | What We Really Need To Learn From Malala: On Valuing Education In America Our Castro Complex Chris Christie: School Bully Education is the Next Punk Rock: An Interview With Martin Atkins Police Brutality Die-In at UW–Madison Draws 1,000 Young Women Love Elizabeth Warren "This Is A War": How the CIA Justifies Torture Learning From Karen Lewis ProfitShip Learning Rocketship Lands in Milwaukee Matt Damon’s Mom, Nancy Carlsson-Paige, Talks Public Education A Letter to My Nephew Students Protest Police Violence at UW Basketball Game 30 Years Later, My Wife and Her Friend Recall Bhopal From Rams to Ariyana Smith, Athletes Honor Michael Brown You are here:Home By Matthew Rothschild on March 07, 2011 Scott Walker Believes He’s Following Orders from the Lord
Matthew Rothschild The dogmatic unwillingness of Wis. Gov. Scott Walker to negotiate or to compromise with Democrats or unions has surprised many people in the state. One explanation for his attitude may be found in his religious convictions.
In a talk to the Christian Businessmen's Committee in Madison on November 13, 2009, Walker, who was raised by a Baptist preacher, spoke about his personal relationship with God, his "walk to Christ," and his belief in the need to "trust and obey" the Lord.
He told the group that when he was thirteen, he committed himself to Jesus. "I said, 'Lord, I'm ready ... not just in front of my Church and the world but most importantly at the foot of your Throne, I'm ready to follow you each and every day.... I have just full out there said, 'I'm going to trust in you Christ to tell me where to go. And to the best of my ability I'm going to obey where you lead me,' and that has made all the difference in the world to me, for good times and bad."
Walker said that God has told him what to do every step of the way, including about what jobs to take, whom to marry, and when to run for governor.
When he had first met his wife, he said, "That night I heard Christ tell me, 'This is the person you're going to be with.'"
He said he was trusting and obeying God when he took a job at IBM and then at the Red Cross. ""Lord, if this is what you want, I'll try it," he said. It was all about "trust and obey."
Then he recalled how he got into the race for governor in 2006, only to withdraw, which he said was a difficult decision.
"My wife and I prayed on it," he said. "I remember feeling so torn: I just didn't want to let people down. I said, "Lord, I can't do this. I can't let people down."
But he says he found divine guidance from the daily devotion, which "was about a guy who was a sailor. One of his buddies came along, they were in choppy waters, and the guy was throwing up. He was told, stop looking at the waves, find a point on the horizon. And he did this and it worked."
Walker explains the meaning: "I was focused all too much on the choppy waters of my life, about how uneasy it would be to look people in the face. I wasn't trusting and obeying my Savior. That morning Christ said to me through that devotion, 'This is what you're going to do. Look at me. Find that point on the horizon, and you're going to be just fine.'"
He added: "God had a plan further down the road. Little did I know I just had to trust in Christ and obey what he calls me to do and that was going to work out."
He then qualified that statement a little: "I don't mean that means it's going to work out for a win.... I don't believe God picks sides in politics. I believe God calls us to be on His side."
He urged everyone in the room "to turn your life over 100 percent to what Christ tells you what to do."
Once you do that, he said, your life will be complete:
"The way to be complete in life is to fully and unconditionally turn your life over to Christ as your personal lord and savior and to make sure that every step of every day is one that you trust and obey, and keep looking out to the horizon to the path that Christ is calling you to follow and know that ultimately he's going to take you home both here at home and ultimately far beyond."
Fourteen months later, at his inaugural prayer breakfast, Walker said, "The Great Creator, no matter who you worship, is the one from which our freedoms are derived, not the government."
Walker's views disturb Annie Laurie Gaylor, co-president of the Freedom From Religion Foundation.
"It is frightening that the highest executive in our state suffers from the delusion that God dictates his every move," she says. "Consider the personal and historic devastation inflicted by fanatics who think they are acting in the name of their deity."
If you liked this story by Matthew Rothschild, the editor of The Progressive magazine, check out his story "Jim DeMint, Take Note: Union Rights Enshrined in Universal Declaration of Human Rights."
Follow Matthew Rothschild @mattrothschild on Twitter.
Section: News Topics: Republicans Religion Wisconsin Wire Add new comment | 教育 |
2014-52/2855/en_head.json.gz/12414 | Emblem Elementary School project at 85 percent completion
q:When looking to choose a senior in-home care provider, what should you look for? a:An important question! As our population ages, and seniors prefer to stay in their own home, hir...
By Luke Money
If you go:
Representatives from the Saugus Union School District will hold an open school options meeting for Emblem Elementary School on Dec. 11 at 7 p.m. in the district offices, 24930 Avenue Stanford.
After more than two years of setbacks, delays and rescheduling, Saugus Union School District officials estimate the work at Emblem Elementary School is now 85 percent complete.
District officials have previously expressed confidence the school could be ready and open to students for the 2013-2014 academic year.
“A lot of people have been very consistent with wanting to get this done as soon as possible,” Saugus school board President Rose Koscielny said Tuesday during the regular board meeting
Saugus Union officials approved an $11.6 million budget to update and modernize the decades-old school in April 2010. The project was originally slated to be complete by November 2011, but a series of construction delays pushed back completion.
Despite delays, Koscielny said she has “no doubt” the school will be open for business in 2013.
Judy Umeck, a member of the Saugus school board, said Tuesday she recently attended a presentation from district officials outlining the progress of the project and came away impressed.
“I was blown away,” Umeck said. “When I walked out of that meeting, I was so excited about the possibilities.”
While board members expressed confidence about the project’s progress, they also said it is important to make sure community stakeholders are involved and updated as Emblem inches closer to completion.
“We could have the best program on Earth, but if no one knows it’s there that’s not going to make a difference,” Koscielny said. “We need to get out and tell people why Emblem will be a fantastic school to go to.”
John Grow, facilities director for the Saugus district, said the district could most likely hold a community outreach meeting at the Emblem site within the next month.
“Don’t worry,” he told the board Tuesday. “It’s going to clean up real nice.”
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2014-52/2855/en_head.json.gz/12430 | Dr. Peslak Elected To Education Board of IT Pros
Alan Peslak, Ph.D., assistant professor of Information Sciences and Technology at Penn State University was recently elected to a two year term on the board of directors of the Educational Special Interest Group of the Association of Information Technology Professionals. His election took place at their annual meeting held recently in Dallas, Texas. Dr. Peslak has served as assistant professor at Penn State Worthington Scranton since fall of 2002. He is extensively published and conducts in-depth research in the areas of Information Economics, the Ethical and Societal Impact of Information Technology, Enterprise Resource Planning, and Information Technology Pedagogy.
Dr. Peslak’s extensive bibliography lists publications in scholarly journals such as: Communications of the ACM, Journal of Computer and Information Systems, Information Resources Management Journal, Information Systems Educational Journal, Journal of Information Technology Impact, Australasian Journal of Information Systems, Information Research, Issues in Information Systems and others. He was recently named to the editorial board of The Journal Of Information Systems Education (JISE). The Journal of Information Systems Education is the premier academic journal directed towards Information Systems (IS) Education.
He has presented academic papers and contributes to numerous conferences. Last fall Dr. Peslak served as Program Chair of the Information Systems Educators’ Conference (ISECON) held in last fall in Columbus, Ohio.
Dr. Peslak holds the Ph.D. in information systems and the Master of Science degree in management information systems from Nova Southeastern University at their Graduate School of Computer and Information Sciences. He earned the MBA in finance and a Bachelor of Science degree in accounting with a minor in computer science from The University of Scranton.
He has held several key management positions at regional corporations including Saint-Gobain Corporation, First Security Investments, Certex, Inc., Akzo Nobel Salt, Inc. He resides in Peckville.
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2014-52/2855/en_head.json.gz/12439 | Stomp brings its high-energy show to Radford Stomp, the world-famous percussion ensemble, is bringing its explosive show to Radford University on Thursday, Feb. 21.
Stomp has grown into one of the world’s most familiar live events and continues to win numerous awards, enjoy rave reviews and perform in major venues around the globe. The troupe is appearing at RU as part of the 2012-13 University Performance Series.
“Stomp comprises amazing musicians,” said Joseph Scartelli, dean of the College of Visual and Performing Arts (CVPA) and chair of the University Performance Series Committee. “Their genre of percussion, creativity of sound and movement is incredibly engaging.”
Each year, CVPA selects world-class professional individuals or companies to perform for the campus and surrounding communities as part of the performance series. RU considers hundreds of potential events each year in every category of the performing arts, Scartelli said.
Stomp, which grew out of the street band tradition, was created in the United Kingdom in 1991. Performers use their bodies and everyday items like trash can lids as percussion instruments in the high-energy, witty show. Among its most high-profile performances was an appearance at the closing ceremonies of the 2012 London Olympics.
The performance series is dedicated to bringing arts events of the highest caliber to the New River Valley. The committee has the obligation and privilege of providing cultural and artistic events that would be otherwise unavailable in the area, Scartelli said.
“All of our events are produced with both the campus community and our regional community of western Virginia and beyond in mind,” he said. “Nothing we do in the arts is complete without sharing it with an audience.”
Stomp will perform in Bondurant Auditorium in Preston Hall at 8 p.m. on Thursday, Feb. 21. Tickets are $20 for adults, $10 for children and free with an RU ID. They can be purchased at the Hurlburt Student Center information desk or by calling HYPERLINK “tel:(540) 831-5420″831-5420.
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2014-52/2855/en_head.json.gz/12459 | Strong-Bridge Consulting News
Tukwila Cold to Cozy Coat Drive
Did you know that 95% of students in the Tukwila School District qualify for free or reduced lunch and 10% are considered homeless as defined by the McKinney-Vento Act? Please help the City of Tukwila and Tukwila Children’s Foundation make a difference by participating in the Cold to Cozy Coat Drive sponsored by Strong-Bridge Consulting. The goal is to collect as many coats as possible for students ages 5 to 18 within the Tukwila School District who are identified as in need. With generous discounts (from JC Penny and Walmart) and Strong-Bridge Consulting donations we are guaranteed to serve at least 250 students but there are hundreds more in need.
In addition to Cold to Cozy the Tukwila Children’s Foundation, in partnership with the City of Tukwila, orchestrates several holiday giving events to support families in need. To participate, please drop off new coats (or household items, toys, and students clothing) to the Tukwila Community Center by Thursday, December 4th 12424 42nd Ave S, Seattle, WA 98168
All coats collected will be passed out to qualifying students during the Cold to Cozy Event:
Date: Friday December 5th
Time: 4 to 6:30 pm
Location: Showalter Middle School; 4628 South 144th St, Tukwila, WA 98168
Strong-Bridge is proud to once again be a Gold Sponsor of the Many Lights Foundation Strong-Bridge Consulting joins Washington’s 17th Attorney General, Rob McKenna in support of Hope Lights, a multigenerational community designed to provide children in kinship and foster care with permanent homes
Seattle, WA (PRWeb) September 9, 2014 -- Strong-Bridge LLC announced that it has signed up as a Gold Sponsor again this year for the Many Lights Annual Benefit. Proceeds from the Many Lights Annual Benefit further the development of Hope Lights, a multigenerational community where children in foster care, find permanent loving homes with adoptive parents, and kinship families, and elders find a supportive place to call home.
Hear inspirational stories about the value of Hope Lights. Guest speaker Rob McKenna, Washington's 17th Attorney General, will make the case for a multigenerational community such as Hope Lights. With over 15 years’ experience working in the public sector, his perspective is unique and helps define the value of a neighborhood like this — not just for the kids, families, and elders who live at Hope Lights but for our state and local communities as well.
Many Lights Annual Benefit
Sunday, September 28 from 10:30 a.m. to Noon Emerald Downs in Auburn, WA
To reserve a seat visit: Many Lights Annual Benefit (https://www.surveymonkey.com/s/LGYJ3H2)
In Washington State, there are over 60,000 children who lack the stability, comfort, and love that a family provides. These children do not live with either birth parent and are bounced from home to home. Some have been swept into foster care while others live with relative caregivers outside of the state run system.
Over 2,800 children are eligible for or are waiting to be adopted. Only about four in ten of these kids will be adopted. The rest will age out of the system at age 18 and, many times, are ill equipped to heal from their childhood pain or handle the challenges they will face as adults.
Hope Lights Community is an innovative solution that will help more kids find forever families. It is a solution that enables multiple adoptions within one household, helps keep sibling groups together, and provides long lasting connections for all within a community of supportive parents and elders. Though the true focus is kids — parents will have help and guidance, elders will find purpose and meaning, and future generations will experience greater opportunity — everyone in the community benefits.
About Many Lights Many Lights mission is to heal the pain of abuse and neglect in children by providing children in kinship and foster care with permanent homes in a multigenerational community. Many Lights vision is to see every child in our community nurtured in a loving home so they may become productive members of our society, thus many lights shining in the world. Hope Lights Community is how the mission and vision will be realized. A well-designed and carefully planned multigenerational community benefits all residents and our local community. It makes sense and is based on a successful model that has already proven to be effective. Hope Meadows, our inspiration and model for success, has a success rate with over 90% of children being adopted or reunited with their parents. September 03, 2014
Strong-Bridge Consulting Named as One of Nation's Fastest Growing Companies Third Year in a Row
Strong-Bridge Consulting ranks # 2891 out of 5,000 of America’s fasting growing private companies for 2014.
Seattle, WA (PRWeb) September 3, 2014 -- Strong-Bridge LLC announced that it has made the Inc. 500/5000 list for 2014, an exclusive ranking of the nation's fastest-growing private companies. The list represents the most comprehensive look at the most important segment of the economy--America's independent entrepreneurs. Recognized for continued revenue and job growth, Strong-Bridge ranked # 2891 on the list of 5,000 fastest growing private companies spanning 25 industries. Started in 1982, this prestigious list of the nation's most successful private companies has become the hallmark of entrepreneurial success.
"What surprises me, even though I know it's coming, is the sheer variety of the paths our entrepreneurs take to success, thematically reflecting how our economy has evolved," says Inc. President and Editor-In-Chief Eric Schurenberg. "This year there are far more social media and far fewer computer hardware businesses than there were, say, six years ago. But what doesn't change is the fearsome creativity unleashed by American entrepreneurship." Inc. has been publishing the list of America’s fastest growing private companies for 33 years and 2014 was one of the most competitive years in its history. The average company on the list achieved a mind-boggling three-year growth of 516%. The Inc. 5000's aggregate revenue is $211 billion, generating 505,000 jobs over the past three years.
“We are honored to make the Inc. 5000 list again this year, states Ken Simpson, Partner and Co-Founder of Strong-Bridge Consulting. “It is a testament that doing what’s right for your employees and client pays off. Client loyalty earned by our employees is what enables us to make the list year after year, and for that I thank each and every Strong-Bridge Consulting employee”. Methodology The Inc. 500|5000 is a list of the fastest-growing private companies in the nation. The 2014 Inc. 5000 is ranked according to percentage revenue growth when comparing 2010 to 2013. To qualify, companies must have been founded and generating revenue by March 31, 2010. They had to be U.S.-based, privately held, for profit, and independent--not subsidiaries or divisions of other companies – as of December 31, 2013.
http://www.inc.com/profile/strong-bridge
Strong-Bridge is a proud sponsor of Will Ferrell live at Meany Hall to help kids battling cancer get college scholarships. Strong-Bridge Consulting joins Seattle Children's Hospital, University of Washington Medicine, Seattle Cancer Care Alliance, and Redfin as an official sponsor of Cancer for College (CFC)
Seattle, WA (PRWeb) September 8, 2014 -- Strong-Bridge LLC announced that it has joined forces with Seattle Children's Hospital, University of Washington Medicine, Seattle Cancer Care Alliance, and Redfin as an official sponsor of Cancer for College (CFC). Will Ferrell will share behind the scenes stories from throughout his career while sharing the stage with his good friend Craig Pollard, founder of Cancer for College. It will be an evening of inspiration, laughter and good times for the whole family.
Actor and Comedian “Will Ferrell… and some other people” Friday, September 19, 2014 at 7:30pmUniversity of Washington, Meany Hall, Seattle, Washington Purchase tickets to see Will Ferrell live: http://cancerforcollege.org/ Cancer for College (CFC) was founded in 1994 by Craig Pollard, a two-time cancer survivor, to raise scholarship dollars to assist cancer survivors in reaching their goal of a college education. Craig fought back from Hodgkin's disease when he was just 15. He won his second battle at age 19, after a bone marrow transplant at the City of Hope Medical Center and vowed to make a difference. Last year, Cancer for College staged five fundraising events and awarded more than $250,000 in scholarships to cancer survivors and amputees.
"Knowing that I would ultimately return to college after my bone marrow transplant gave me the strength to keep fighting. It gave me a reason to live," said Pollard. To help provide others with this inspiration, he created Cancer for College.
Sponsors include: Strong-Bridge Consulting • Seattle Children's Hospital • University of Washington Medicine • Seattle Cancer Care Alliance • Redfin
Strong-Bridge Gets Behind The Alaska Academic Decathlon
Strong-Bridge is proud to be a sponsor of this year’s Alaska Academic Decathlon (AAD) fundraising event. The AAD is an annual High School competition where students from across Alaska compete as individuals and a team in various subjects. Competition is open to all and teams consist of students from all grade levels and spans several test areas including math, science, economics, literature, and impromptu speeches. The event culminates with a “Super Quiz” team relay before a live audience. Top performers earn college scholarships and a chance to compete on a national level. The AAD program is aligned with Strong-Bridge’s social responsibility strategy revolving around family and child well-being. April 08, 2014
Strong-Bridge Consulting Supports Washington Middle School Career Day
Ken Simpson, co-founder of Strong-Bridge Consulting, participated in Washington Middle School’s career day. Washington Middle School is a highly diverse Seattle School District institution with over 1,000 students. Discussions with 8th grade students focused on explaining what management consultants do on a daily basis, the type of education required within the industry, and the types of specialties that exist. Content was tailored to the students’ ages and was followed by an open question and answer period. This event is part of Strong-Bridge's on-going, broader mission of contributing to the local community.
Strong-Bridge Consulting Makes Inc. Magazine’s The Build 100 List
Seattle, WA (PRWeb) March 19, 2014 -- Inc. Magazine announced that Strong-Bridge Consulting is a member of The Build 100, the only full service consulting firm to make the list.
Members of The Build 100 are an elite group of companies that experienced sustained growth while adding head count for five consecutive years, from 2007 to 2012 – a period during which the country experienced one of the worst economic recessions in history. “It's a remarkably difficult standard to meet” said Inc. Executive Editor Scott Leibs: “Fewer than 1.5 percent of companies made the cut.”
To better understand why so few companies manage to grow consistently, Inc. economist-in-residence and consultant Gary Kunkle launched a research study of more than 100,000 U.S.-based midsize businesses (those with 85 to 999 employees). “72 percent of all new U.S. jobs are created by 1 percent of companies,” says Gary Kunkle. “The Build 100 represents that top 1 percent of that 1 percent. They should be celebrated, but they must also be studied so that we can better understand — and replicate — the decisions, priorities, investments, and strategies that helped them grow.”
In comparing the Build 100's long-term performance with that of a larger universe of similar-size companies, the only statistically significant predictor of a company's future success is steady growth. "It's akin to Aesop's tortoise and hare story," Kunkle says. "Slow and steady wins the race. Incremental advancement, repeated over time, achieves greater results. That said, Build 100 companies grew, on average, 35 percent annually during the five years studied."
“It is an honor to be among the Build 100 companies, states Ken Simpson, Strong-Bridge Co-Founder, Co-CEO. “The study identified companies who know how to create a vision, inspire their employees, innovate effectively, and maintain very close ties to their customers. We have never wavered on doing what’s right for our employees and our clients and it’s nice to see that resulting in our membership in The Build 100.”
View The Build 100 List at http://www.inc.com/build100/
The Build 100 is not ranked. To qualify, companies must have been founded and generating revenue by December 31, 2008. They had to be U.S.-based, for profit, and independent — not subsidiaries or divisions of other companies. The minimum number of employees for 2013 is 85; the minimum 2012 revenue was $8.5 million. All Build 100 companies must also agree to participate in a year-long research initiative studying the drivers of sustained growth. Companies on The Build 100 will be featured in the March 2014 issue on the affiliate website TheBuildNetwork.com.
About The Build Network
Founded in 2011 by two longtime editors of Inc., The Build Network is a management enterprise within Inc. that studies and serves sustained-growth companies with a special quarterly print section, a dynamic web site, live events, research endeavors, and The Build 100 index of sustained-growth firms. For more information, visit thebuildnetwork.com.
Strong-Bridge supports Women of Courage
On March 8, Strong Bridge attended the annual “Women of Courage” Gala in support of the University of Washington Women’s Center. The mission of the women’s center is to promote and advocate for gender equity and social justice through educational programs and services, which allow all individuals to nurture an equitable, inclusive and compassionate society. The event honored several local Seattle women as “Women of Courage” for their work leading programs that create better lives for women and girls in need. “Women of Courage” is well aligned with Strong-Bridge’s social responsibility strategy revolving around family and child well-being.”
Strong-Bridge Grants Wishes
Strong-Bridge had the pleasure of sponsoring a table for Make-A-Wish® Alaska & Washington Gala and Auction that generated over $1.3 million. Make-A-Wish® grants wishes for children in our community with life-threatening medical conditions by impactful and life-affirming experiences for the children and families served.
It is estimated that approximately 500 children are diagnosed with a life-threatening illness annually throughout Washington and Alaska. Last year, the local Make-A-Wish® chapter granted 300 wishes to children in our community. The vision is to provide a wish experience to every eligible child throughout the chapter’s territory.
Sonia Grebe Speaks at University of Washington Business School
Sonia Grebe, Chief of Staff for Strong-Bridge Consulting, spoke at an undergraduate University of Washington business school class focused on Retail Operations and Supply Chain Management. The hour session was interactive with a short presentation and active participation by the students. The discussion was focused on typical roles in retail operations and supply chain, with a focus on how the supply chain and retail operations differ based on having product development organization vs. a buying organization. Based on the students’ interest, topics delved into many aspects of the retail – typical career paths, supply chain, vendor management, procurement, retail store careers vs. corporate careers, customer service philosophy, and working as a consultant and how to win work. This event is part of Strong-Bridge's broader mission of contributing to the local community. What did the students have to say?
"I loved the product development chart and buying organization chart. It was cool to see all the operations divisions and to see how they are connected."
"Her main point about working in the industry and its importance when you’re advising and implementing change opened my eyes. It makes sense that you would have resistance to someone who doesn’t have experience. This will help me understand as I move into a position where I am implementing ideas and asking other to follow me."
"The example that I might apply to my future business is that I have to know exactly who are my customers. As she mentioned, although many retailers get products from the same brand, products they choose can be different based on customer knowledge."
Strong-Bridge Leader Speaks at University of Washington
Co-Founder of Strong-Bridge Consulting, Ken Simpson, today attended an undergraduate University of Washington business school class focused on business consulting. The session assumed a question and answer format over the course of about an hour and a half. Topics delved into many aspects of the management consulting industry including: how to execute a consulting engagement; hot trends and skill sets in the marketplace; hiring practices of consulting firms; managing difficult client situations; and large versus small firm experiences. Students were encouraged to reach out individually with future questions. This event is part of Strong-Bridge's broader mission of contributing to the local community. | 教育 |
2014-52/2855/en_head.json.gz/12460 | Board Chair is Woman on the Move
12/4/2013Michele Malloy, chair of the University of St. Thomas Board of Directors, is one of 10 women recently named by Texas Executive Women to the class of 2013 of Women on the Move. Texas Executive Women was founded in 1979 and mentors at-risk high school girls in the Houston metropolitan area.
“Wonderful women are nominated each year, and I was very touched by being one of those chosen for this award,” Malloy said.
Malloy has served on the UST Board of Directors for 11 years, three of those as chair. With many students as the first in their families to graduate college, Malloy said it has been a joy to serve the students.
Malloy’s other volunteer activities include serving on the Houston Grand Opera Board of Trustees, the Cullen Trust for Higher Education, working as a volunteer patient advocate at M.D. Anderson Cancer Center and for the Catholic chaplain corps at St. Luke’s Hospital. She is active in her parish and two Catholic orders, the Equestrian Order of the Holy Sepulchre and the Order of Malta.
Malloy has practiced law in Houston since 1977, working as an attorney and an executive for Conoco, Tenneco, Inc. and Marathon Oil Co. Malloy went into private practice so she could provide estate planning advice and wills to those in need, regardless of their ability to pay. She practices estate planning, probate and business law with Fishman Jackson Stewart Wiley in The Woodlands.
“What I’ve learned in life is that service is joy,” Malloy said. “I agree with the motto of Frances Hesselbein: ‘To serve is to live.’ Listen to where you’re called to serve, because you will be.” | 教育 |
2014-52/2855/en_head.json.gz/12474 | Southwestern College Hosts College for Kids
Southwestern College Hosts College for Kids Southwestern College is proud to host, for the 39th year, their College for Kids program. In association with the six South Bay School Districts (Chula Vista Elementary School District, Coronado Unified School District, National School District, San Ysidro School District, South Bay Union High School District, and Sweetwater Union High School District), College for Kids presents a unique introduction to the college experience for students entering grades 5 through 9.
This year, College for Kids has a record breaking enrollment of more than 500 students and more than 10 collegiate workshops in arts, technology, science, and math. Coordinator Darnell Cherry said that the College for Kids the program is intended to expose students to the college experience and plant a seed in them for later in life. “It’s an enrichment program for students and gets them interested in college so four, five, six years from now these kids will be interested in going to college,” said Cherry. College for Kids includes two 2-week sessions with enrollment still available for the second session beginning on July 8. Interested parents should contact the College for Kids office at (619) 421-6700 ext. 5953. For a listing of classes, go to the College for Kids website: http://www2.swccd.edu/~cfk/ Bibi Jimenez, 6th grader at Hedenkamp Elementary School, looks at through a microscope at the cells of a cactus during her World of Biology course as part of the College For Kids program. | 教育 |
2014-52/2855/en_head.json.gz/12485 | Reinventing the ClassroomBy Margaret Sutherlin – Posted on August 1, 2012Posted in: Continuing Education Cheryl Hyman left corporate America with a mission to rebuild Chicago’s community college system. And it’s personal.
Facing graduation rates at just 7 percent three years ago, the success of students at City Colleges of Chicago was a fact Chancellor Cheryl Hyman took personally. She did, after all, graduate from the network of Chicago community colleges. Ms. Hyman took over in April 2010, equipped with both the passion and a plan to reinvent the definition of success and education at the community college level.
Today, the graduation rate is up, and the Reinvention initiative seems to be on track. We caught up with the chancellor to get the details.
You surprised many people two years ago when you left the your position as VP at ComEd to join City Colleges. Why the move?
I’m an alumnus of City Colleges of Chicago. I graduated from Olive-Harvey College, then transferred to the Illinois Institute of Technology (IIT). This job gave me the opportunity to come in and try to set up an institution that ensured that every student got the same opportunity I did despite their circumstances. I often say that I left a career to take on a calling.
What are the major goals of the Reinvention plan?
The first is to ensure students here receive more credentials of economic value. Simply put, that means: the credentials you earn…help put you on a pathway toward a career, help you advance in your current career or are transferable to a four-year institution. The second goal is ensuring more students transfer to four-year institutions and start as juniors. The third goal is to increase the outcome for students needing remediation. We have to figure out how to get those students remediated quicker and change the way we delivered remediation. Our fourth goal is to ensure our adult education population completes what they came here for and have a strong bridge into college-level courses.
In the past couple years, how have you seen Reinvention make an impact?
We just reported a 3 percent increase in our graduation rate, which took our graduation rate to 10 percent, a statistic we’re still not comfortable with by any means. And it’s the highest graduation rate that it’s been in a decade. Transfer agreements have been signed with a number of institutions, including my alma mater, IIT, and UIC, DePaul and the University of Illinois Urbana-Champaign.
Was that an ‘a-ha moment’ for you?
I think we were all a little bit surprised and happy when we finally got the real number of our accomplishment. It was an ‘a-ha’ and the greatest moment because it was an indication what we’re doing is working.
There is a big focus on the skilled labor gap in the country right now. How are City Colleges prepping students for the workforce and skilled labor?
One of our proudest programs launched under Mayor Emanuel…is our College to Careers program. It’s an innovative program where corporate partners work with faculty to create a curriculum relevant to a high growing, fast-paced industry. We’re not trying to be a short order cook. What these partners are doing is helping us shape an industry.
How do you want the education at City Colleges to look in the future?
We studied where 80 percent of the jobs and opportunities will be over the next decade, and those are the areas on which we’re focusing. When you look at 100,000 jobs unfilled with a 10 percent unemployment rate in the Illinois area, someone needs to have a sense of urgency around that. Our program portfolio should be reflective of what is needed in the industries growing to close those 100,000 jobs [gap], and what four-year institutions are looking for.
And your biggest challenge in respect to Reinvention?
When you look at culture, you can make a ton of changes, but people have to buy into those changes and believe in them. And that’s why it was very important to me to set up a process by which the people who are here every day and do the work are actually the ones involved in it, and they see it’s a win-win for everybody.
What has helped to define your leadership at City Colleges?
I can tell you the number one thing that has helped me, and the number one thing that contributes to my leadership, is the team that works with me. I can’t say enough about the dedicated people here. There are six new presidents at City Colleges that are all phenomenal. The vice-chancellors working for me on a day-to-day basis come with strong credentials and backgrounds. I believe for any successful leader, just look behind them at their strong team.
Tags: career advcancement, college, continuing education, jobs and money, university About Margaret Sutherlin
Margaret Sutherlin is a freelance writer and editor based in Chicago. An experienced and award-winning features writer, she has worked both in newspapers and magazines, and covered a variety of issues, from the arts and politics, to education and business. When she’s not writing, the native Hoosier loves exploring her new home in Chicago. | 教育 |
2014-52/2855/en_head.json.gz/12511 | Director of Schools list down to two Tuesday, April 23, 2013 Tweet
Sabrina Garrett
Special to The Chronicle
Dr. Tim Sutterlund or Dr. Donna Wright will be named the new Wilson County Director of Schools following a final round of interviews set for Saturday, April 27.
The two candidates bested Dennis Albright, current Braxton County director of Schools in Sutton, W.Va., and David Huff, current Obion County director of Schools, during a second round of interviews by the Wilson County Board of Education and Teams, Inc. owner Wayne Qualls this past Saturday.
Wright was the first of the job finalists to take the hot seat at 9 a.m. on Saturday. She explained that being a career educator was a profession that “chose me.”
Career highlights include her current role as the Assistant Superintendent of Knox County Schools, where she has served for eight years; six years as the Director of High Schools in Knox County; and eight years as Principal of West High School.
Wright said her decision to apply for Wilson County Schools Director was partially due to the influence of her two grown children. “They made very wise choice years ago to relocate to this area and opened a business. Wilson County is an area that I have paid attention to,” she said. “One thing that is attractive is the sense of community.”
Sutterlund is the Assistant Director of Schools for Memphis City and Shelby County. He served as principal of 2,000-student Collierville High School for 19 years. He has also been a Vice Principal at Germantown High School from 1985 to 1988, while also serving as a classroom teacher at the school.
Sutterlund also has been employed as the Chief Transition Officer for Shelby County and Memphis City Schools since September 2012.
Qualls led the search to replace the position, which will be vacated when current Director Mike Davis leaves June 30 and moves to a position as Robertson County Director of Schools. Qualls conducted a global search in which 39 original applicants – one of which was from Canada – tossed their hats in the ring for a chance to land the job.
County Board of Education Chairman Don Weathers said that resumes were received from March 5-22 and narrowed down to four finalists who interviewed this past weekend. During the interviews, Qualls asked each candidate a series of 20 questions. Candidates had 5 minutes to answer the question in front of the board.
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2014-52/2855/en_head.json.gz/12524 | Embattled New London superintendent candidate does not receive doctorate
Published August 25. 2014 12:45PMUpdated September 12. 2014 1:33PM
By Colin A. Young
New London — Despite assurances in June from Lesley University that Terrence P. Carter had completed the requirements for a doctoral degree in educational studies, the university said Monday that Carter did not receive the degree as expected.
Carter, the Chicago educator whose selection as superintendent of New London Public Schools has been clouded by allegations of plagiarism and academic misrepresentation, “does not have a degree from Lesley,” university spokesman John Sullivan said in an email shortly after noon Monday.
The Cambridge, Mass., university did not release any information on the change, nor did it say whether the decision is final.
Before the school board chose Carter as the city’s next superintendent in June, members saw a letter to the state Board of Education from the chairman of his Ph.D. committee saying he had successfully completed his studies and defended his dissertation and would earn a doctorate in educational studies with a specialization in adult learning and development. “His Ph.D. degree will be officially awarded on Lesley University’s next degree conferral date, August 25, 2014,” Terrence J. Keeney, a Lesley professor who was Carter’s senior adviser and chairman of the committee, wrote in a June 10 letter to the state Department of Education.
Though Lesley University awarded degrees to other doctoral students Monday, Carter was not one of them.
Sullivan said he could only confirm that Carter does not have a degree from the school, but did not say whether Carter could receive the degree at a later date.
Carter’s dissertation, which Keeney said Carter successfully defended on May 28, was titled “Driving Value within a Changing Network of Schools through Learning and Development: The Use of a 360° Feedback Tool to Drive Change and Bring Value in Public Education.”
Sullivan declined to comment on whether there had been a change in the acceptance of Carter’s dissertation.
Carter did not respond to a phone call and email seeking comment Monday afternoon.
Board of Education President Margaret Mary Curtin did not return a phone call seeking comment Monday afternoon.
State-appointed Special Master Steven J. Adamowski declined to comment but said he is “not sure at this point it is even terribly relevant.”
Carter’s appointment as the city’s superintendent of schools has been on hold for more than a month as the Board of Education waits for the results of an investigation into his academic credentials and financial background.
On June 12, the Board of Education unanimously appointed Carter as the city’s next superintendent. He was to take the reins of the school system Aug. 1.
But in July, the board chose to refrain from ratifying Carter’s contract after news reports indicated that he had misrepresented himself — or allowed others to misrepresent him — as having a doctorate for more than five years before he completed his doctoral studies and that he had twice filed for personal bankruptcy.
Later, The Day reported that at least 10 paragraphs of Carter’s application for the superintendent job in New London, and large portions of his cover letter, contained material apparently copied from other sources without attribution.
The state Department of Education last month asked Carter to withdraw himself from consideration for the New London job, a request the department still stands by, department spokeswoman Kelly Donnelly said Monday.
The state also froze Carter’s application to become a certified superintendent and will review it again after the city’s Board of Education completes its investigation.
“At the point in time when the board completes its investigation, all factors will be taken into consideration regarding his application,” Donnelly said Monday. The board’s investigation is on track to be completed this week, the board’s attorney said last week. The Board of Education is scheduled to meet Thursday evening, though an agenda for the meeting has not yet been posted.
[email protected]: @ColinAYoung
Borrowed work: Repercussions of plagiarism differ in education, politics
New London school board ready to start new search for superintendent
New London school board to receive findings in superintendent investigation tonight
Richard Foye named acting superintendent of New London schools
Cover letter by Carter similar to someone else’s work
Analysis finds sections of Carter application nearly identical to others' published writings
Lawyer: Carter assumed New London superintendent job was his
Carter: I did nothing wrong
Officials say Carter was poorly vetted for superintendent's job
School board votes to delay action in face of Carter's decision not to withdraw
Lesley University letter to Connecticut State Board of Education | 教育 |
2014-52/2855/en_head.json.gz/12528 | Share this:FacebookTwitterGoogleRedditPinterestLinkedInMorePrintEmailTumblrStumbleUponPocket Brandeis University in Hard Times: No Better Time to Heal Free Speech Wounds By Adam Kissel February 2, 2009 Brandeis University is in quite a pickle these days trying to maintain the trust of faculty members and students as it takes action to survive the economic downturn. The Boston Globe and The New York Times, among others, are reporting some of the drastic measures Brandeis is taking. By far the most controversial has been the announced closing of Brandeis’ Rose Art Museum and the sale of its approximately $350 million of holdings. Last week, over 200 students attended a forum to encourage the Brandeis administration to involve students more actively in some of these excruciatingly hard decisions. The student newspapers and a very good blog are keeping up with the increasing number of controversies roiling the campus.
In these times, one would think that President Jehuda Reinharz would be doing everything he can to heal the wounds that have made it difficult for faculty members and students to trust his administration. Perhaps the most important wound to be healed involves the case of Professor Donald Hindley, who after almost 50 years of teaching was subjected to a classroom monitor and a finding of guilt for racial harassment, without due process, because he had critiqued the term "wetbacks" in his Latin American Politics course. For over a year, faculty members and students have vigorously protested the treatment of Professor Hindley in violation of his academic freedom and his rights to free speech and due process, as well as the implications of that treatment for all other faculty members and students on campus. Several new student organizations have formed to protect student rights, and the faculty continues to be in an unresolved controversy with the administration over university policy and processes in the wake of Hindley’s case. As a faculty resolution stated:
We regret that this recent case has damaged the collegiality of our University, its academic and intellectual function, its faculty governance procedures, and its public reputation.
Strangely, however, Reinharz and his provost, Marty Krauss, have refused to bring justice in Hindley’s case. Thus, FIRE has kept Brandeis on our Red Alert list, reserved for the worst of the worst campus censors, and we have warned students to think twice before applying to Brandeis in a nationwide, full-page, color advertisement in U.S. News & World Report‘s America’s Best Colleges issue. Maybe this is one of the reasons why applications to Brandeis reportedly are down sharply this year. If Brandeis is really going to increase enrollment by 12 percent, it stands to reason that prospective students need to feel that Brandeis is respecting them enough to defend their right to free speech and due process.
All that Reinharz needs to do to heal this wound—and help his administration win some of the support it surely needs right now—is to finally reverse its finding in Hindley’s case. As I asked in August, how hard is it to acknowledge that the Committee on Faculty Rights and Responsibilities, which had full access to the details of the case, found that serious mistakes of both process and policy interpretation were made? How hard is it to rescind the wrongheaded letter that declared Hindley guilty of harassment?
Surely it’s easier to do that than to close a $350 million museum.
Brandeis University: Professor Found Guilty of Harassment for Protected Speech | 教育 |
2014-52/2855/en_head.json.gz/12592 | CHICANO. Although the etymology of Chicano is uncertain, linguists and folklorists offer several theories for the origins of the word. According to one explanation, the pre-Columbian tribes in Mexico called themselves Meshicas, and the Spaniards, employing the letter x (which at that time represented a sh and ch sound), spelled it Mexicas. The Indians later referred to themselves as Meshicanos and even as Shicanos, thus giving birth to the term Chicano. Another theory about the word's derivation holds that Mexicans and Mexican Americansqv have historically transferred certain consonants into ch sounds when expressing kinship affection or community fellowship. In this manner, Mexicanos becomes Chicanos. The term has been part of the Mexican-American vocabulary since the early twentieth century, and has conveyed at least two connotations. Mexican Americans of some social standing applied it disparagingly to lower-class Mexicans, but as time passed, adolescents and young adults (usually males) used Chicano as an affirmative label expressing camaraderie and commonality of experience.
During the 1960s and 1970s, the designation gained mainstream prominence because of a civil-rights groundswell (see CIVIL RIGHTS) within Mexican-American communities. The catalyst in Texas was a dramatic farmworkers' march during the summer of 1966; the march from South Texas to Austin turned media attention to the plight of the state's army of agricultural field hands. Inspired by the courage of the farmworkers, by the California strikes led by Cesar Chavez, and by the Anglo-American youth revolt of the period, many Mexican-American university students came to participate in a crusade for social betterment that was known as the Chicano movement. They used Chicano to denote their rediscovered heritage, their youthful assertiveness, and their militant agenda. Though these students and their supporters used Chicano to refer to the entire Mexican-American population, they understood it to have a more direct application to the politically active parts of the Tejanoqv community.
Almost from the initial mainstream appearance of Chicano during the 1960s, the Spanish-speaking population resented the word's broad usage, and this displeasure led to the cognomen's decline in general discourse by the late 1970s. The older generation remembered the word's earlier disparaging implications, and other Mexican Americans felt uncomfortable using Chicano in formal conversation. Most significantly, many Mexican Americans rejected the way self-styled Chicanos had taken the expression from its in-group folkloric context and appropriated it for common dialogue. It was this violation of folkloric norms that produced the word's repudiation from within by the early 1980s. Mexican Americans, Hispanics, or Latinos took its place. Chicano, however, remained a part of the overall in-group lexicon.
BIBLIOGRAPHY: José E. Limón, "Expressive Dimensions of Heterogeneity and Change: The Folk Performance of `Chicano' and the Cultural Limits of Political Ideology," in "And Other Neighborly Names": Social Process and Cultural Image in Texas Folklore, ed. Richard Bauman and Roger D. Abrahams (Austin: University of Texas Press, 1981).
Arnoldo De León WhatSee related articles by: Peoples Mexican Americans General Ethnic Identity and Civil Rights WhenSee related articles by: Texas Since World War II General Mexican Americans Citation
Arnoldo De León, "CHICANO," Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/pfc02), accessed December 22, 2014. Uploaded on June 12, 2010. Modified on June 3, 2013. Published by the Texas State Historical Association. | 教育 |
2014-52/2855/en_head.json.gz/12608 | Make a Gift Programs of Study
Use our interactive and printable guides as you visit UCM's campus UCM Emeriti Association
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Omer Frank
Omer Frank began his more than 40-year tenure at UCM coaching the wrestling team and teaching the Principles of Safety Education course in the former Department of Physical Education. As the demand for a strong academic safety program grew, his career took a different turn, leading him to opportunities to teach undergraduate and graduate safety courses on a full-time basis.
An Iowa native, the professor emeritus of safety earned a bachelor’s degree from Iowa State University in 1965 and went on to teach courses such as driver’s education and serve as a wrestling coach at Cedar Falls High School. Wanting to further his career in teaching, he came to Central Missouri to pursue a master’s degree in physical education, followed by completion of an education specialist degree in 1968. In the late 1960s, he served as head wrestling coach for one year, and he was later recruited to the Missouri Safety Center. There, he was in charge of educational safety training for school bus drivers, a position which took him to public schools across the state.
In the early 1970s, Frank attended the University of Utah to pursue a doctorate, where he was also invited to teach traffic safety courses. His interest in the safety field followed him back to UCM. National legislation that led to the Occupational Safety and Health Administration inspired new interest in safety programs that led to the development of a nationally known academic department at UCM that could prepare management personnel. While climbing the faculty ranks, Frank taught courses such as Principles of Accident Prevention and Causation, Emergency Preparedness, Transportation of Hazardous Materials, and graduate research. He also traveled to Albuquerque, NM, to teach weekend extended campus classes. UCM Resources | 教育 |
2014-52/2855/en_head.json.gz/12611 | UMKC Home | Alumni Association
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Home | Feature Stories | Gift gives dental students experience with chairside imaging
Gift to give dental students experience with chairside imaging $500,000 equipment donation from Sirona is expected to provide dental students with an ‘authentic clinical experience’
The University of Missouri-Kansas City Foundation is pleased to announce a $500,000 equipment donation that will bring additional leading-edge technology to the University of Missouri-Kansas City’s School of Dentistry and
clinic.
Sirona, a global dental technology company headquartered in New York, donated 10 CEREC units to the school. These chairside digital imaging units allow dentists to take 3D images of chipped teeth and manufacture crowns on-site while a patient waits. Linda M. Wells, associate dean for clinical programs, said the new equipment will give dental students valuable hands-on experience working with cutting-edge equipment. “These are becoming much more commonly seen,” she said of the CEREC units, which offer computer-aided design and computer-aided manufacturing capabilities. “As a dental education institution we need to make sure our students are prepared when they get out into private practice.” The digital imaging system replaces a traditional impression or mold when a dentist needs to repair a tooth. The CEREC unit takes a 3D image of a damaged tooth and nearby teeth, then generates a computer model for the cap needed to repair it. The model can be manipulated and tweaked until a perfect fit is created. Then, with the touch of a button, that model can be sent to an on-site milling unit, which chisels the crown from a block of porcelain in about 15 minutes. The School of Dentistry relies on in-kind donations such as this one from Sirona to give its students the opportunity to learn using the industry’s most advanced technology. “We are pleased to be adding CEREC units to our educational program,” said Marsha Pyle, dean of the School of Dentistry. “Providing our students with the opportunity to learn with this technology helps to prepare them for contemporary dental practice. Having this authentic clinical experience available while students are learning represents our commitment to ensuring the best educational programming.” The UMKC School of Dentistry originated in 1881 as the Kansas City Dental College. The name has changed and the school has grown and evolved into a multi-faceted institution, but it has maintained a tradition of excellence in education for more than a century. The School offers a varied and complete range of educational experiences for students of dentistry and dental hygiene and for graduate and continuing education students. The UMKC Foundation, launched in 2008, is an independent, nonprofit organization that serves as the official fundraising and fund management organization for UMKC.
UMKC Foundation | 202 Administrative Center | 5100 Rockhill Road | Kansas City, MO 64110-2499
Location: 5115 Oak St. | Phone: 800-662-UMKC | Fax: 816-235-5582 | Relay Missouri: 1-800-735-2966 (TTY) | 教育 |
2014-52/2855/en_head.json.gz/12622 | OF RECORD
The University of Pennsylvania Operating Budget FY 1995-
Following is the consolidated operating budget for the University of Pennsylvania for FY 96 as approved by the Trustees on June 16, 1995. The budget reflects ex-penditures of $1.9 billion and includes University operations and the health services (HUP, CPUP, Clinical Care Associates, and the Management Services Organization). Unrestricted expenditures of $693.6 million are balanced, and reflect an increase of 3.7%, the smallest increase in over a decade. The budget reflects several important institutional priorities. Among them is a continued decline in the rate of increase in student charges to 4%; support for enhancements to the technology infrastructure through the ResNet project, the Library's Access 2000 project, FinMIS, and school-based initiatives; a salary policy that ensures the competitiveness of faculty salaries; enhancement of deferred maintenance; support for need-blind admissions and undergraduate financial aid; and support for new public safety initiatives.
The budget also reflects the administration's goal to contain administrative costs. The core budgets of the administrative units continue to decline in real terms as cost savings of $2.7 million are included as a result of initial restructuring efforts. As restructuring and reengineering processes continue, it is expected that significant additional savings will be realized over time.
As in past years, there are assumptions included in the budget that contain some degree of risk. In particular, Penn's federal indirect cost recovery rate is still under negotiation with the Department of Health and Human Services. The budget is constructed with the FY 95 rate of 63.5%.
As approved by the Trustees, the budget planned for Commonwealth Appropriation is $35,542,000, the amount received in FY 95, plus special Commonwealth funding of $308,000 for the Museum and HUP. Since that time, the Commonwealth has approved an FY 96 appropriation of $35,470,000, $72,000 less than the amount budgeted, plus $313,000 in special funding for the Museum and HUP. Of greater importance is the fact that $5,928,000 from the University's General Instruction line item was transferred to the School of Veterinary Medicine. This initiative indicates the Commonwealth's interest in providing continued support for Pennsylvania's only school of veterinary medicine. As the University carefully positions itself for the 21st Century, this budget reflects the challenges and opportunities that lie ahead.
-- Barry Stupine, Acting Executive Director Office of Resource Planning and Budget
The Fiscal Year 1995-96 unrestricted and restricted operating budget for the University of Pennsylvania is balanced and, including the Health System, reflects a $15.2 million reduction to fund balance. The budget reflects total expenditures of $1.9 billion, an increase of 8.1% over the FY 1995 projection. The consolidated budget includes the budgets of the twelve schools, seven resource centers, students services, auxiliary enterprises, administrative centers, and the Health Services of the University of Pennsylvania Health System (UPHS). The Health Services include the budgets of the Hospital of the University of Pennsylvania (HUP), the Clinical Practices of the University of Pennsylvania (CPUP), the Clinical Care Associates (CCA), the wholly owned physician practices, and the newly established Management Services Organization (MSO). The academic component of the School of Medicine is also considered part of the UPHS, although for presentation purposes, this budget is included with the Schools of the University. The Health Services component is the major force driving the growth of the budget with an increase of 12.4%. Excluding the Health Services, the remainder of the University budget is growing by 5.2%. The University unrestricted component totals $739.1 million (including transfers), an increase of only 4.5%.
It is important to note, the budget for the School of Veterinary Medicine, although balanced, reflects the University's agreement to underwrite $1.6 million of costs as the School works to achieve longer term stability that was disrupted by the loss of Commonwealth funds. This $1.6 million is not recognized in the budget and will be managed against the University operating performance similar to the two previous years. In FY 1994 and FY 1995 the University underwrote $2.0 million and $1.6 million, respectively.
As shown on Schedule A, the total University budget reflects a reduction to fund balance of $15.2 million in FY 1996. This reduction to fund balance is primarily the result of the capital and academic programs in the School of Medicine Budget supported by transfers of resources from HUP and CPUP. These actions have been reviewed by Trustees in past years and are expected to continue. A difference in presentation, however, is that the Health Services budgets for HUP, CPUP, CCA, and MSO are presented in accordance with Generally Accepted Accounting Principles (GAAP) for health care institutions. These principles require that depreciation be recognized as an expense of operations, but not capital additions and retirement of long-term debt.
Beginning in FY 1996, GAAP for colleges and universities will change in several important ways. New accounting standards issued by the Financial Accounting Standards Board will result in changes to our FY 1996 financial statements that will make them look dramatically different than they do today. The University's new financial statements will appear more like the financial statements presented by the health system. The impetus for change arose from demands from resource providers and governing boards who, for some time, have sought more meaningful and "readable" financial statements. The budget presented here does not conform to these changes, due largely to timing issues associated with these pronouncements, but also the nature of the changes requires considerable analysis and review prior to formal adoption and this effort is not yet complete. Some of the major changes include:
The net assets of the University must be classified into three general categories: unrestricted, temporarily restricted, and permanently restricted. This compares to five groups of funds reported today.
Gift revenue must be recognized on an accrual basis once an unconditional promise to make a gift has been tendered.
The accounting recognition of the satisfaction of donor-imposed restrictions.
Plant assets must be depreciated with the annual depreciation charge reflected as an expense of operations. Also, capital additions and the principal pay down of indebtedness are no longer recorded as expenses of current operations.
On the non-health side of the budget, allocating resources for strategic programs and initiatives continues to be important for the Schools and Centers of the University. For FY 1996, however, the level of central resources (sub-vention) allocated to the Schools and Centers has diminished considerably from past years. This has meant that the deans must look more to their school-based resources to make programmatic investments and to meet ongoing budget obligations. A record low increase in student charges, combined with increased costs for financial aid, deferred maintenance, and other fiscal needs, have heightened an awareness of the trade-offs that are necessary to close the budget. They have also served as a focal point to help Penn begin institutional re-engineering and to define more clearly our academic priorities. The challenge of crafting this budget was to create strategies and plans for individual schools that permit deans to invest in targeted areas without causing long-term structural imbalances.
The FY 1996 budget for the University reflects the programs and priorities initiated by the President, Provost, Executive Vice President, Deans, and Directors. They include:
A rate of increase in student charges consistent with the University's commitment to continue to lower this growth rate over time. The 4.0% increase is the lowest in many years and is the lowest increase in the Ivy League. This was achieved by a tuition and fee increase of 5.5% and no increase to the average dining and residences rates.
Provide faculty salary increases that are competitive, thus allowing schools to retain their best faculty.
Move toward full occupancy in the residence halls.
A continued strengthening of the relationship between the University and the City of Philadelphia.
Increased support of Public Safety to meet the safety needs of the University, specifically in the form of a master plan.
An undergraduate financial aid budget that includes funding reflecting the University's commitment to need-blind admissions for the class of 1999 and the Mayor's Scholarship program.
The beginning of a four-year plan to control the growth of the unrestricted financial aid budget and at the same time develop strategies to encourage deans to raise endowment in support of aid.
Increased central support for graduate students in the form of graduate fellowships and research assistants stipends.
Funding for major technology investments for both academic and administrative initiatives: FinMIS, Access 2000, and School-based initiatives.
Investments in our physical plant through renewal and replacement, including classroom renovations and major restorations to College Hall, Logan Hall, and Franklin Field.
Continue to hold the growth of the University's central administrative costs close to inflation while at the same time fund salary increases and reallocate resources to meet special funding requirements.
Provide additional resources to the Library to enhance collections and acquisitions, and to support the debt service of Access 2000, its multi-year technology plan.
Drivers of Unrestricted Budget Growth
The FY 1996 unrestricted budget of the University reflects expenditure growth of 3.7%, the lowest rate of growth in over a decade. Some of the more notable drivers of budget growth are discussed below.
Tuition: For Fiscal Year 1996, University undergraduate and graduate tuition rates are increasing 5.6%, the lowest increase in over 25 years. Although special program tuition and tuition charged by the professional schools are governed more by market forces than by University policy, most of these charges are increasing by the University parameter. Exceptions to this are the School of Social Work and the Nursing School where tuition rates are increasing 9.1% and 8.3%, respectively, to gradually move these rates to equal the University rate. For comparative purposes the undergraduate rates charged by the other schools, including the Ivy Leagues schools, are shown in Table 1.
Total budgeted tuition and fees revenue, as seen on Schedule A, reflects an increase of 5.1%. This increase is a result not only of the University policy on tuition rate increases, but also assumptions about the number of students projected for both undergraduate and graduate programs. For the entering freshman class, an admissions target of 2,300 is used, including 1,480 for Arts and Sciences, 380 for Wharton, 360 for Engineering and Applied Science, and 80 for Nursing. This target is below last year's target by about 50 students. Graduate enrollments in Nursing are expected to increase consistent with the school's strategic plan to yield a graduate tuition increase for this school of over 13%. The remaining graduate and professional programs are anticipating very modest or no increases in class size.
Health System: The continued growth and success of the UPHS is reflected not only in the budgets of HUP, CPUP, CCA, and MSO, but also in the academic budget of the School of Medicine. Most notable is the cross subsidization through transfers to the Medical School to support its operating budget and capital program. For FY 1996, these transfers are budgeted to total $68.1 million, a 5.7% increase from FY 1995. Within the transfer line, $22.5 million is being used to support Medicine's operating budget, with the remainder being used to support the school's capital program.
Salary Policy: The Salaries and Wages line on Schedule A reflects an increase of 6.3% for unrestricted salaries, the result of several important resource allocation decisions that were guided by institutional directives.
The principle guiding our salary planning for the 1996 fiscal year is to protect the academic quality of the University to the greatest extent possible in part by maintaining faculty salaries that are competitive with our peer institutions and continuing the emphasis on salary increases for staff that insure competitiveness across the institution as well as with the external market. With this in mind, we have recommended that within a 3.5% pool, salaries increase in the range of 2.0% to 7.0%.
Although individual faculty salary decisions are made at the school level, with deans issuing to department chairs their own guidelines regarding resource constraints, certain uniform standards have been established to which all deans must adhere: Salary increases to continuing faculty are to be based on general merit and extraordinary academic performance, including recognition of outstanding teaching, scholarship, research, and service.
As in previous years, there will be no minimum base increment for continuing faculty.
The minimum academic base for new assistant professors will be $37,000. The Provost will review the deans' faculty salary recommendations prior to their release to insure that raises on average are in keeping with market conditions for their disciplines. The deans also will consult with the Provost regarding any recommendations to provide less than a 2.0% or more than a 7.0% salary increase. For non-academic personnel, salary policy also provides for a 3.5% increase pool for eligible personnel within a 2.0% to 7.0% range. To meet this requirement, many units have found it necessary to engage in cost containment initiatives as available budget resources are increasing by less than the 3.5%. The administrative centers, in particular, have received budget allocations that fund about 2.0% of their need, with the remaining 1.5% coming from cost reductions, position eliminations, and attrition.
The results of these policies and directives are unrestricted academic salaries growing by 8.9% and non-academic salaries growing by 4.9%. For the faculty, excluding the Medical School, the growth is divided as follows: 3.8% for the general salary pool; 1.1% for promotions, tenure and market adjustments; 1.1% for new appointments; and 2.4% to account for fewer faculty going on leave and a loss of grant support. For staff, the breakdown is as follows: 3.3% for the general salary pool; 0.9% due to program growth primarily in the Nursing and Medical Schoo | 教育 |
2014-52/2855/en_head.json.gz/12710 | WHI-1237 | Creeds, Councils & Heretics
on Thursday, 18 December 2014
in 2014 Show Archive This week on the White Horse Inn, our hosts are joined by Justin Holcomb. Justin is an Episcopal minister and adjunct professor of theology at Reformed Theological Seminary in Orlando, Florida. He has written and edited a number of books, including On the Grace of God and Rid of My Disgrace. His most recent works include Know the Creeds and Councils and Know the Heretics (both Zondervan, 2014) which will be the topic of today’s discussion.
Why should we care about the early church’s creeds? Why should Christians use catechisms today? What possible relevance do they have to our worship and life? What is heresy and how can we differentiate it from the truth?
Join us this week on the White Horse Inn as we look at the rich heritage of proclaiming Christ in the tradition of the church fathers and councils.
HOST QUOTE
“There are people, who out of devotion and sincerity thought, ‘Well, let’s get past all of this ritual stuff and get to the Bible and get to Jesus.’ Well, that’s what the creeds actually do. That’s what the creeds were meant to do. They’re some of the best summaries of Scripture – the highpoints of Scripture, the highpoints of revelation. And it’s the creeds which are about the revelation of God in Christ and in Scripture. Most of the creeds, because they were responding to heresies which were about Jesus, are all about Jesus. They’re focused on who he is and what he’s done – the person and work of Christ – and many of the creeds were relying on Scripture. A lot of the things that are there are summaries of Scripture or quotes. I’m an Anglican… the Book of Common Prayer, half of that thing is just quotations from Scripture.”
– Justin Holcomb
PROGRAM AUDIO AND RESOURCES
Click here to access the program audio and resources
TERM TO LEARN
"Catechism"
Catechism (from the Greek word catechesis) is simply instruction in the basic doctrines of the Christian faith. Instead of replacing or supplanting the role of the Bible in Christian education, catechism ideally serves as the basis for it. For the practice of catechism, as properly understood, is the Christian equivalent of looking at the box top of a jigsaw puzzle before one starts to put all of those hundreds of little pieces together. It is very important to look at the big picture and have it clearly in mind, so that we do not bog down in details, or get endlessly sidetracked by some unimportant or irrelevant issue. The theological categories given to us through catechism help us to make sense out of the myriad of details found in the Scriptures themselves. Catechism serves as a guide to better understanding Scripture. That being noted however, we need to remind ourselves that Protestants have always argued that creeds, confessions and catechisms are authoritative only in so far as they faithfully reflect the teaching of Holy Scripture. This means that the use of catechisms, which correctly summarize biblical teaching, does not negate or remove the role of Holy Scripture. Instead, these same creeds, confessions and catechisms, as summary statements of what the Holy Scriptures themselves teach about a particular doctrine, should serve as a kind of springboard to more effective Bible study.
(Kim Riddlebarger, “Fathers, Instruct Your Children: Recovering the Practice of Catechism in the Home,” Modern Reformation, March/April 1995)
View all "Terms to Learn"
Do We All Worship The Same God
WHI-1236 | Why Should We Believe in the Trinity?
on Friday, 12 December 2014
in 2014 Show Archive This week, on the White Horse Inn, our hosts are continuing this series on the Trinity. They are joined again by Fred Sanders. Fred Sanders is the associate professor of theology at Biola University's Torrey Honors Institute. He has contributed to several books, including recent works on the Trinity: The Deep Things of God: How the Trinity Changes Everything, and Advancing Trinitarian Theology: Explorations in Constructive Dogmatics with Oliver Crisp. In this interview the panel discusses why belief in the Trinity is a foundational and fundamental belief of Christianity. What does it mean to believe in one God? Does this claims cohere with the Old Testament religion? How did the early Christians come to worship Jesus as God? Join us this week on the White Horse Inn as we look at what it means for Christians to worship the Triune God as he has revealed himself in the biblical drama of redemption.
“[Jesus] makes himself equal with God and at the same time submits himself to his Father’s will… Again, what does that press you to do? When you receive these reports from eyewitnesses, that this rabbi made himself equal with God, forgave sins directly in his person, which any Jew knew meant that he was claiming to be Yahweh, that he is the one who leads you to the Father, and yet he talks about the Father as distinct from himself, and ‘I was with the Father before all ages’, so all that stuff that John was telling us at the beginning of the Gospels, now spread throughout, what do you do with that? ‘I am God’ and yet ‘I came from my Father.’ ‘Oh, and by the way, I am going back and the Father and I are going to send the Holy Spirit.’ Where do you go other than one God, one in essence, three persons?”
– Michael Horton
"Doctrine"
Historical Protestantism maintains that the doctrinal truths embodied in dogmas are either contained explicitly in Scripture, or are deduced from it by "good and necessary consequence." Dogmas are not mere repetitions of Scripture statements, but careful, albeit human and therefore fallible, formulations of doctrines contained in the Word of God.
The Christian consciousness not only appropriates the truth, but also feels an irrepressible urge to reproduce it and to see it in its grand unity. While the intellect gives guidance and direction to this reflection, it is not purely an intellectual activity, but one that is moral and emotional as well. The understanding, the will, the affections, in short, the whole person, is brought into play. All the faculties of his soul and all the movements of his inner life contribute to the final result. Broader still, it is not merely the individual Christian, but rather the Church of God as a whole, under the guidance of the Holy Spirit, that is the subject of this reflective activity.
(Adapted from Louis Berkhof, Systematic Theology)
Recovering Scripture - "Can anyone know what the Bible actually says?"
Video shared
in Blog Michael Horton recently sat down and answered a few questions about Scripture: it's reliability, interpretation, and application to our lives. We’ll be posting videos of his explanations through the end of the year. For more information on our Recovering Scripture campaign and for additional resources to help you “know and share what you believe and why you believe it,” please visit the homepage of our year end appeal.
Recovering Scripture
Reliability of the Bible
WHI-1235 | Exploring the Doctrine of the Trinity
on Sunday, 07 December 2014
in 2014 Show Archive The Trinity is a complex and mysterious doctrine that is often difficult to understand. However, it's also a crucial doctrine that lies at the heart of the Christian faith. Michael Horton, along with the hosts, attempt to bring clarity to this issue as they explore the doctrine of the Trinity with the help of Fred Sanders, author of The Deep Things of God: How the Trinity Changes Everything.
God in Three PersonsMichael Horton
Trinitarianism 101Carl Truman
Trinity & Christian LifeAndrew Trotter
Related Study Aids
Do We All Worship The Same God? Study KitWhite Horse Inn
WHI Discussion Group QuestionsPDF Document
The Deep Things of GodFred Sanders
What is the Trinity?David Wells
Connected: Living in the Light of the TrinitySam Allberry
Recommended Audio
DogmaWHI-1163
American Spirituality WHI-1010
Questions of FaithWHI-1148
WHI-1234 | Do We All Worship the Same God?.
on Monday, 01 December 2014
in 2014 Show Archive Do the various religions of the world actually have much in common? How can we all worship the same God if some traditions believe in a plurality of gods while others deny that he exists completely? On this program the hosts will continue their discussion of religious pluralism and contrast the classical Trinitarian view of God as presented in Scripture with other religious viewpoints.
Nathan the Naive: Pluralism & PostmodernismMichael Horton
The Plurality of Religious PluralismPatrick Smith
The Secularization ThesisMichael Horton
But Don't All Religions Lead to God?Michael Green
Only One Way?Rick Phillips
Christianity & World ReligionsDerek Cooper
The Reason for GodWHI-969
Religion on TrialWHI-1000
Recovering Scripture - "How can I trust that the Bible is reliable?"
on Wednesday, 26 November 2014
Recovering Scripture: The Church’s Only Hope
by Michael Horton
on Tuesday, 25 November 2014
in General I recently gave a talk where I walked through the arguments for the sufficiency of Scripture. It was amazing to me how few of the people—in a conservative evangelical church—had never heard anything on the subject. This is a problem.
Roman Catholic apologists argue forcefully that the Bible is “the Church’s book.” Since the New Testament canon (as well as the Old) was “determined” by the church, it must be the case that the church is the mother of Scripture.
The Reformation countered that the church is the “creature of the Word” (creatura verbi). They knew, of course, that the church preceded the completed canon. After all, the church has existed from Adam and Eve (Gen 3:15) to the present. It is the Word that creates the church, regardless of time and place. Abraham knew less clearly what we know more fully, but the object of his faith was the same: his heir, Jesus Christ, in whom all the families of the earth would be blessed.
But now we have a canon. There is a qualitative difference between the ministry of the apostles and that of the ordinary pastors. Paul could appeal to the immediate revelation of Jesus Christ (Gal 1), while encouraging Timothy to take courage in the gift that was given to him “when the council of elders [presbytery] laid their hands” on him (1 Tim 4:14).
“Scripture alone” does not mean that the church has no authority. Rather, as the Reformers taught, there is a distinction between the extraordinary ministry of prophets and apostles (providing the canonical foundation of the faith) and the ordinary ministry of those pastor-teachers and elders today who lead Christ’s body. The church has a ministerial authority. That’s why we embrace the ecumenical creeds and Reformation confessions (Lutheran or Reformed) as faithful summaries of Scripture. However, the church’s authority is not magisterial. The church may get it wrong, but God’s Word remains. Scripture must have the last word in every controversy.
There is no “apostolic office,” whether of popes or Pentecostal prophets. Christ speaks to us every time we hear the Word of God preached (Rom 10:1-17) on the basis of the biblical canon that is now complete. Even in the days of the apostles, sectarian rivalry threatened the unity of the church. Therefore, Paul declared, “Do not go beyond what is written” (1 Cor 4:6). If churches that were founded by the apostles were in danger of having their candlestick removed (Gal 3:1; 5:4; Rev 2:5), then what hubris is represented by popes who preached a gospel other than the one that was delivered by Christ through his apostles?
Lose the Scriptures and you lose the gospel.
But in our day, it’s Protestants—even evangelicals—who downplay the sufficiency of Scripture for doctrine and life. As in the medieval church, many today think that Scripture is unclear about various doctrines, practices, and forms of worship. It’s just not interesting enough. We have to add our speculations, experiences, and cultural perspectives.
We believe the Reformation recovered the central themes of Scripture that the church slowly had abandoned – as it tends to do in every generation. We all need to recover Scripture: in our devotional lives, as the source of our theology, in our churches, and as the living voice of God today. It is only “by Scripture alone” that we hear the odd announcement of a Father who “so loved the world who gave his only-begotten Son.” Compromise this “sola” and you end up surrendering “solo Christo” (by Christ alone), “sola fide” (through faith alone), and “soli Deo gloria” (to God alone be the glory).
I don’t say this often, because I think it’s often over-used. But with sola scriptura, everything is at stake. That’s why we’re offering a special MP3 CD entitled, "Recovering Scripture," as our gift to you with your $100 donation to White Horse Inn before the end of the year. Let us recover Scripture together: in our devotional lives, as the source of our theology, in our churches, and as the living voice of God today. Click here to take advantage of this special offer and thank you for your support of White Horse Inn.
WHI-1233 | Christianity, Hinduism & Islam
on Sunday, 23 November 2014
in 2014 Show Archive What are the major differences between Christianity, Hinduism, and Islam, and how can we reach out to people with Hindu or Muslim backgrounds? On this live edition of White Horse Inn, Michael Horton will discuss these important issues with Hicham Chehab of Salaam Christian Fellowship and Isaac Shaw of Delhi Bible Institute.
ETS Reception
by Eric Landry
on Thursday, 20 November 2014
in Events Join the editors of Modern Reformation for a special "meet and greet" reception at the Evangelical Theological Society on Friday, November 21st at 4:30 pm at Trellis Garden Grille on the property of the Town and Country Resort in San Diego, California.
We're especially interested in finding new authors, so if you're in town for the Evangelical Theological Society meeting, please stop by for a bit to eat and get to know Modern Reformation magazine. We'll be previewing our 2015 editorial calendar and talking about the different departments that the magazine will feature.
Although the event is "invitation only," it's very easy to get an invitation: just ask! Our editors will be at the ETS meetings and you can get an invitation from one of us. You can also pick up an invitation from the 1517 Project booth in the exhibit hall. Email us ([email protected]) or direct message us on Twitter (@ModRef) to get more information.
The reception begins at 4:30, immediately after the special session in the Golden Ballroom featuring D. A. Carson, Mark Dever, and Michael Horton. Make your way to Trellis Garden Grille for appetizers and drinks before dinner or your trip home.
We're looking forward to meeting you!
Evangelical Theological Society
WHI-1232 | Pluralism & The American Religion
in 2014 Show Archive What are the beliefs and assumptions of contemporary American spirituality? Why is it that so many people pick and choose their religious beliefs based on what makes them happy—rather than by evaluating their truth claims? On this edition of White Horse Inn recorded before a live audience in Vail, Colorado, the hosts, along with special guest Greg Koukl, discuss these questions and more as they outline the characteristics of the American Religion. 0 Comments
Kim Riddlebarger's New Book!
in White Horse Inn Our friend and colleague, Kim Riddlebarger, has announced the forthcoming publication of his new book on B. B. Warfield, The Lion of Princeton: B. B. Warfield as Apologist and Theologian.
The book will appear in both print and as a Logos download in January. You can preorder the Logos version now.
Here's an overview:
There’s little doubt about the impact B.B. Warfield has had on American Christianity. Some hail him for his apologetic and polemical skills, praising him as a defender of Reformed orthodoxy. Others view him with less regard—as too focused on the role of reason in faith and too devoted to the inerrancy of Scripture. But all agree that he is a man with whom one must reckon.
Despite the resurging interest in his life and work, Warfield’s views are often misunderstood. In The Lion of Princeton, Kim Riddlebarger investigates Warfield’s theological, apologetical, and polemical writings, bringing clarity to the confusion that surrounds this key figure of the Princeton tradition.
Riddlebarger provides a biographical overview of Warfield’s life and traces the growing appreciation for Warfield’s thought by contemporary Reformed thinkers. Furthermore, he evaluates the fundamental structures in Warfield’s overall theology and examines Warfield’s work in the field of systematic theology.
Warfield’s theological heirs revere his memory, while his critics continue to find his work misguided and his legacy troubling. “The Lion of Princeton,” as he was known, was certainly up for the challenge. We must therefore take a fresh look at the work of this great scholar, who was in many ways the most significant American apologist, polemicist, and theologian of his age.
Studies in Historical and Systematic Theology is a peer-reviewed series of contemporary monographs exploring key figures, themes, and issues in historical and systematic theology from an evangelical perspective.
In the Logos edition, this valuable volume is enhanced by amazing functionality. Scripture citations link directly to English translations, and important terms link to dictionaries, encyclopedias, and a wealth of other resources in your digital library. Perform powerful searches to find exactly what you’re looking for. Take the discussion with you using tablet and mobile apps. With Logos Bible Software, the most efficient and comprehensive research tools are in one place, so you get the most out of your study.
Michael Horton commends the volume:
It has been a pleasure for me to learn more about Warfield as a colleague of Kim Riddlebarger. To my mind, Kim is a lot like Warfield: lucid and learned, measured and careful with his judgments, yet bold just where it’s needed. This book exposes us to Warfield on his own terms, and usually in his own words.
Congrats, Kim!
B. B. Warfield
WHI-1231 | Is God a Religious Pluralist?
in 2014 Show Archive Is it true that all religious paths lead to the same God? Can something be true for you, but not for others? How are we to deal with the exclusive claims of Jesus in our pluralistic age? On this special edition of White Horse Inn, our friend Greg Koukl will discuss these questions in his address at a recent WHI conference.
Should We Keep Religion Out of Politics?
on Monday, 03 November 2014
in General As we pull into the final stretch for mid-term elections, the media frequently asks, “Should Americans keep their religious views out of politics?”
You never know exactly what someone means by the question. And the people who answer quickly usually don’t either. So let me hazard a rough reply, based on what I think folks mean by the question.
Option One: Religious convictions are deeply personal and private; they shouldn’t shape a voter’s public policy perspectives.
This view, associated with John Rawls and Richard Rorty, assumes that religion is a “conversation stopper.” However, it is a naïve position because it assumes one’s most deeply-held convictions don’t have anything to do with how one thinks about life and the common good. It’s hardly a news alert that noted atheist Richard Dawkins thinks it’s immoral not to abort children with Downs Syndrome and that if we love our pets enough to put them down, we should be as “compassionate” to human beings. Everyone brings his or her worldview into the voting booth and Christians shouldn’t allow themselves to be bullied into thinking that they must not.
Christianity has all the more reason to claim our most basic allegiance. Christ is Lord, proved publicly in history by his resurrection from the dead. For those who embrace that truth, Christ’s lordship is not just true for me, but for everyone. Christ is the eternal Word by whom and for whom all things exist, and in the fullness of time he became human to save sinners from death and hell. From the beginning, his was a public and universal claim. Whether it is right or wrong, it’s not private. And it changes everything.
Consequently, it’s impossible for a Christian to separate his or her most deeply-held religious convictions from judgments about the common good.
Option Two: Public arguments have to persuade. The properly coercive arm of civil government shouldn’t give preference to one religion or church in public policy decisions.
Government creates laws, and enforcement agencies—like the police—make sure that they’re followed. “Christ is Lord” is not just a private claim, but also a public one. Positive law is grounded in natural law—the law of God known to the conscience of everyone as God’s image-bearer, even if the truth is suppressed in unrighteousness. Christians should make explicit their religious grounding for public policies, while offering arguments that prick the conscience of unbelievers to reconsider the nihilistic path to which their presuppositions lead.
However, politics is the realm of negotiation and compromise. Our clashing worldviews lead to clashing political policies, and often even those with the same worldview differ on how exactly to apply it to specific policies. Instead of focusing on all out “wins,” we should focus on making arguments that are at least good enough to persuade enough folks to mitigate the damage that their ungodly worldviews could and would accomplish if consistently worked out. It’s only Christ-honoring and neighbor-loving for us to make those convictions explicit—and more honest than most secularists.
And yet, we must never—ever—cross the line of trying to invoke the properly coercive powers of the state to sanction a particular theological argument or justification for a particular public policy. For Christians, that’s not ultimately because of the First Amendment, but because Christ’s kingdom advances by the sword of the Spirit—the Word of God—and not by the sword of state power. There are many arguments that I make for the public and universal truth of the Christian faith, but I would be conceding ultimate authority to Caesar and denying the gospel if I thought that good laws could create a good society and coercion could produce a godly society.
To conclude, a few suggestions for navigating the complexity:
Don’t be bullied into separating your Christian convictions from your views of the common good. As a Christian, I affirm the value of human life on the basis of a host of theological convictions grounded in special revelation (Scripture). It’s only honest to share these deeper convictions with neighbors.
Don’t assume that because something is true—objectively and universally—it should be legislated and enforced by state power. It’s one thing to communicate my distinctively Christian rationale for a particular position. It’s another to expect my non-Christian neighbor to support a policy that can only be argued on that Christian basis. To put it differently, a host of beliefs are engaged when I vote for a candidate or ballot measure. But if it’s a matter of the public good, I should be able to defend what I think is a good policy on grounds that a non-Christian might find plausible. No, none of us comes to general revelation neutrally. But remember that we are all made in God’s image, including rebels, and that the Spirit restrains wickedness and promotes justice by his common grace. When you offer good “general revelation” arguments, you’re not disengaging from the teachings of special revelation (Scripture). The book of nature and the book of Scripture are in perfect harmony.
Recognize that politics is the realm of give-and-take, as citizens with radically different convictions and even more radically different policy solutions try to reach compromises. If we can’t live with compromises, we can’t live in civil society. We’re not compromising our faith when we stop short of the full justification that we would offer for the value of life. Common grace is a restraint upon sin, not its elimination.
Be courageous and Realize that even Christians can affirm diverse policy solutions on the basis of a shared worldview. Imagine Christians of different political leanings on other issues coming together with one voice to protect the life of the unborn and other vulnerable members of society. Rarely are policy decisions as cut-and-dried as abortion-on-demand or euthanasia. Scripture gives us the spectacles for viewing all areas of life, but not for determining every issue in life. That’s where Christian liberty comes into the picture. Otherwise, the church becomes a Republican or Democratic political action committee, a priestly auxiliary of MSNBC or Fox News.
Pray. “For we do not wrestle against flesh and blood, but against the rulers, against the authorities, against the cosmic powers over this present darkness, against the spiritual forces of evil in the heavenly places” (Eph 6:12).
Decisions made in Washington and the state houses are very important. The cosmic battle between the ascended Christ and the kingdoms of this age is discerned in many policy crises. It touches our own families and neighborhoods every day. However, it’s particularly where the church witnesses to Christ that Satan’s opposition is most keenly felt.
The ultimate locus of this battle is “in heavenly places,” where the ultimate weapons are God’s Word and Spirit. When Christians pray—and especially when they come together to pray and to receive Christ with all of his benefits in Word and sacrament, Christ’s kingdom spreads and Satan’s prisons are claimed for his redeeming reign. Christ has won the decisive victory, though Satan and his hosts continue their insurgent skirmishes.
So let’s not confuse the mid-term elections—or any civil contest—into the cosmic battle that can only be waged by Christ’s gracious advance through his wonderfully liberating means of grace.
WHI-1230 | Is Reality Secular?
in 2014 Show Archive What are the roots and assumptions of secularism and why does this system of belief maintain such a stronghold in Western culture? Why are the other worldviews competing for our acceptance and how are we to know which one is true? On this program, Michael Horton will be speaking with Claremont University professor Mary Poplin about her abandonment of secularism and her subsequent conversion to the Christian faith.
WHI-1229 | Renaissance
on Sunday, 26 October 2014
in 2014 Show Archive At the very time that many Christians have shifted their focus from the unchanging gospel to the transformation of culture, countless churches have been transformed in the name of relevance into Christian entertainment centers with motivational speakers. So are we actually changing the culture, or are we being changed by it? Is cultural transformation something we should focus on in the first place? On this program, Michael Horton discusses these questions and more with Os Guinness, author of Renaissance: The Power of the Gospel However Dark the Times.
Michael Horton on "Steve Brown, Etc."
in Ordinary Steve Brown invited Mike Horton to join his program to discuss his new book, Ordinary.
You can listen in on the fun and get a preview of the message of the book.
Thanks to Key Life and Steve Brown for the conversation!
WHI-1228 | Present Shock Posted
in 2014 Show Archive According to media and technology writer Douglas Rushkoff, “Our society has reoriented itself to the present moment. Everything is live, real time, and always on. It’s not a mere speeding up; however, much in our lifestyles and technologies have accelerated the rate at which we attempt to do things. It’s more of a diminishment of anything that isn’t happening right now.” Michael Horton speaks with Rushkoff about his new book, Present Shock: When Everything Happens Now, and discusses how his thesis applies to the world of contemporary Christianity while it emphasizes having your best life now.
WHI-1227 | Hospitality & Mission
in 2014 Show Archive During the first half of this program, Michael Horton will speak with Reverend Tim Blackmon about the practice of hospitality in his own church context in The Netherlands. Hospitality, he argues, is the appropriate response to a proper understanding of who God is and what he has done to save and rescue us. In the second half of the program, Michael Horton talks with Christopher Wright about his book, The Mission of God.
Divine Hospitality
WHI-1226 | God So Loved, He Gave
in 2014 Show Archive The entire Christian story can be understood through the lens of gift-giving. The history of redemption is the story of God’s gracious and sacrificial giving of himself in order to rescue his fallen and rebellious creation. As he rescues us, he also invites us to live with hospitality and generosity so that, like him, we live to serve our neighbors in love. Michael Horton will be discussing this topic with Covenant College professor Kelly Kapic, author of God So Loved, He Gave: Entering the Movement of Divine Generosity.
Second Annual Charleston Christmas Conference
on Saturday, 04 October 2014
in Events Friends of the Inn and contributors to Modern Reformation magazine, Carl Trueman and Harry Reeder, will be speaking at the second annual Charleston Christmas Conference on Reformed Theology, December 5-7, 2014. Drs. Trueman and Reeder will join Dr. Jon Payne, the pastor of Christ Church Presbyterian in Charleston and the host of the conference, in taking up the theme of The Nativity and the Cross.
For more information and registration click here.
For Further Reading and Listening:
Dr. Reeder's article, "Growth Mentality That Is Biblical," from the May/June 2000 issue of Modern Reformation magazine.
A list of all of Dr. Trueman's articles and book reviews for Modern Reformation magazine.
Dr. Trueman on the White Horse Inn.
A list of all of Dr. Payne's articles and book reviews for Modern Reformation magazine.
Charleston Christmas Conference
Jon Payne | 教育 |
2014-52/2855/en_head.json.gz/12728 | High School Program Unites Traditional, Special Education Students
MINOCQUA - You might think of special education in schools as a group isolated from the rest of the student body.But in Minocqua, thanks to a unique group, it's the exact opposite."Some people are nice to me, some people are not," says special education student Shawn Ravey.For students in special education, fitting in at high school can be tough.
"I need someone to talk to," he says.At Lakeland Union High School, Shawn and other special ed students have not only someone to talk to, but much more."They're completely just like us. We have friendships, and, maybe we don't hang out every weekend, but just seeing them that one class period makes your whole day. People are like, how do you do that, and I'm like, how do you not?" asks Natalie Sell.It's called Circle of Friends.If you look on the school's website, it's listed under Activities, like Forensics or Student Newspaper.But, makes clear Special Education Instructor Carolyn Brusch, "we're not a club. We're not a project. People make friends in natural situations. It isn't episodic. It's daily."Every day, high schoolers with a more traditional curriculum spend part of their day in Carolyn Brusch's special education room - with their friends."You feel like you're helping someone in their life. You feel like you're making them feel like they have somewhere to belong," says Lakeland senior RaChell Morenweiser.There's no division here between "normal" and "special" students.Instead, they just do what friends do, like play games, tell stories, work together on homework, maybe a few chores, and even hit the gym.Over the decades, special education went from nonexistent in public schools to, later, a segregated area for a segregated group at a segregated time.Brusch has seen the evolution during her 27 years at Lakeland."Nobody wanted to be special anymore. They wanted to be a part of the group. That's what I like about Circle of Friends," she says. "I think it's an acknowledgement that we really have more in common than we do different, and really all people belong together."The idea only works because of the enthusiasm of what Brusch calls her TA's."My TA's are great. That's the beautiful part of it. I can use each part of their personalities, each of their strengths, and each of their talents."Each one is in Brusch's room, with her students, every day."I go in there, and R.J. has a nickname for me. He calls me 'Gingy'. We have nicknames, we joke around, we have fun. It's really about the relationships that you build with each of them," says Kate Herzog.For some TA's, the idea of Circle of Friends was something new."I would always see them, and they'd be like, 'oh, hey Missy!' So they would always come up to me. So I didn't know how to get involved, really," says Missy Johnson.But now that she's in the circle, "I spend Wednesdays through Fridays, all afternoon in there.""Being in high school, it's always about fitting in, and having your group of friends that you can relate with and hang out with, and do fun things with. I just thought it would be cool to do that with everyone in this room and make them feel like anyone else walking through the hallway," says RaChell.But you see, RaChell might have a little closer connection than some of the other TA's."I personally know how it feels to be treated differently by other people just because of my appearance - with a wheelchair."It's brought her closer to her friends in the circle."Some kids in here learn different ways, just like I get around."The TA's definitely have a big impact on their special ed friends.But don't think for a moment it only goes one way."I was thinking about graduating the other day, and I think I'm going to miss them the most out of anyone in this school, because they mean so much to us," says Natalie."I have students who were TA's that graduated who still will text me, or they'll Snapchat with R.J., or will do Facetime with Hannah," says Brusch."The feeling of belonging, just like any other high school student, they know, you know?" says RaChell.
Story By: Ben Meyer | 教育 |
2014-52/2855/en_head.json.gz/12786 | Key Policy Letters Signed by the Education Secretary or Deputy Secretary
Dear Governor:
We are writing to make you aware of important new opportunities available to States for strengthening early learning and development and putting the nation on a path to improved outcomes for children from birth to age five. In May, we were proud to announce a significant new investment in early learning: the Race to the Top-Early Learning Challenge (RTT-ELC) – a $500 million competitive grant program to be jointly administered by the U.S. Department of Education and the U.S. Department of Health and Human Services (HHS). This letter provides additional information about the RTT-ELC competition and its connection with other efforts to improve the quality of early learning and development programs. We expect to publish the RTT-ELC notice inviting applications in the Federal Register late this summer and accept applications in the fall, and will award grants by December 31. Information on the RTT-ELC competition is available at: http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/index.html. We will update this site as new information becomes available. It also includes a dedicated blog so that the public may provide input. By July, we plan to release more information about the RTT-ELC competition and make it available on this site.
The RTT-ELC competition is a powerful tool that will help highly committed States move forward on providing more children from birth to age five from low-income families – with access to high-quality early learning and development programs. As with the first two rounds of Race to the Top, the bar to receive an RTT-ELC grant will be set high.
Through the RTT-ELC, we want to support breakthrough work that dramatically improves the quality of early learning and development programs. States applying for RTT-ELC grants will need to propose a bold plan to increase the proportion of children from birth to age five from low-income families that are in high-quality early learning and development programs and enter kindergarten ready to learn. The competition will focus on key reforms, including aligning early childhood resources and systems and improving early learning and development standards and assessment, program standards, tiered rating and improvement systems, and early childhood educators. We will be looking to fund applications that demonstrate courage, commitment, capacity, and creativity. The RTT-ELC competition will provide incentives and funding to strengthen early learning and development programs, but, by itself, it will not be enough to transform State early learning systems. Its real power will lie in its ability to help States leverage, directly or indirectly, other State and Federal funding streams, such as the Child Care and Development Fund (CCDF); Early Head Start and Head Start programs; and the Maternal, Infant, and Early Childhood Home Visiting program, as well as the funding provided under the Individuals with Disabilities Education Act and Title I of the Elementary and Secondary Education Act of 1965, as amended. To help jump-start your efforts, HHS’s Office of Child Care recently released the final Child CCDF Plan Pre-Print for fiscal years 2012-2013. The pre-print serves as the State’s application for CCDF funds and provides an opportunity for States to consider their current efforts to promote high-quality early learning and development and engage programs in a planning process for the future. We anticipate that the RTT-ELC grant competition will consider how States plan to use CCDF funds, especially through State initiatives to improve quality. Successful RTT-ELC applicants will use the CCDF Plan to set forth a strategic plan for helping more children from low-income families access higher quality care. CCDF Plans are due on August 1, 2011, but HHS will accept revisions as you finalize your RTT-ELC applications. As you begin the joint planning necessary for submitting a competitive RTT-ELC application, we encourage you to engage a wide range of stakeholders, including representatives from the early childhood community; officials from State agencies or departments responsible for education, special education, early intervention, child care, human services, and health; your chief State school officer; your Head Start Collaboration Director; and chairs of your State Advisory Council on Early Childhood Education and Care (SAC) or similar organization. You may want to build on the efforts already under way in your SAC. We look forward to working with you and supporting your efforts to build an integrated, high-quality comprehensive State early learning system that encourages innovation, helps to close the achievement gap, and prepares young children for success in school and in life.
Secretary of Education
Secretary of Health & Human Services
Chief State School Officers
State CCDF Lead Agency Officials
State Advisory Council on Early Childhood Education and Care Chairs | 教育 |
2014-52/2855/en_head.json.gz/12788 | Preventing Youth Hate Crime: A Manual for Schools and Communities is intended to assist more schools and communities to confront and eliminate harassing, intimidating, violent, and other hate-motivated behavior among young people. It is intended to promote discussion, planning, immediate action, and long-term responses to hate crime. By understanding what hate-motivated behavior is and how best to respond to it, schools can become a powerful force in bringing such incidents to an end.
How big a problem is hate crime?
The FBI reports that approximately 10,700 hate crimes were reported in the United States in 1996 approximately 29 such incidents per day. (Since many hate crimes are never reported to police, it is likely that the actual number of hate crimes significantly exceeds this number.) About 70 percent of all reported hate crimes were crimes against a person; about 30 percent were property crimes. Research indicates that a substantial number of these crimes were committed by males under age 20. America?s students are increasingly diverse.
School enrollment in 1997 has risen to a record 52.2 million students. Over the course of the next ten years, public high school enrollment is expected to increase by 13 percent. Many of these students will be enrolled in schools with increasing numbers of students from different races, ethnic backgrounds, and cultures. By the year 2007, Hispanic students will outnumber African American students by 2.5 percent. The numbers of Asian and Native American students are also expected to increase dramatically. The percentage of Caucasian students is expected to decline from 66 percent in 1997 to 61 percent in 2007. Within 25 years, 50 percent of all students will belong to a minority group. 2
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2014-52/2855/en_head.json.gz/12807 | UP CLOSE | A green and golden age
No caption. Photo by Amir Sharif.
By Amir SharifStaff Reporter
There is a buzz at the Yale School of Architecture.
Over the past year, the renovation of the school’s 47-year-old home, Paul Rudolph Hall, earned a LEED Gold certificate; the school’s admissions office posted record numbers for total applications received; and the school managed to attract, yet again, some of the world’s most famous architects, including Frank Gehry, to teach this semester.
Amir SharifThe Architecture School has undergone physical renovation as well as a revamping of its curriculum and faculty.
All this is in addition to the glitzy talks and exhibitions the school hosted this year. The New York Times featured these exhibitions in three articles, printing two more when two of the shows traveled through other cities. Rival schools at Harvard, Princeton, the University of Pennsylvania and the Massachusetts Institute of Technology received no such coverage of their programs or exhibitions.
Sitting in his paprika-carpeted office on the third floor of the school two weeks ago, Dean Robert A.M. Stern ARC ’65 paused for a moment to consider the year. He slowly took off his glasses, uncrossed his legs and leaned into his desk: “There was a time when the school had faded behind its rivals,” he said. “But we’re relevant again.” The school has been on “a steady climb” for some time now, said Cesar Pelli, who held the deanship from 1977 to 1984.
“I think it’s better than it ever was,” Pelli said. “Bob has been able to give that sense of excitement to the school — that you can understand everything that is going on by being there.”
As he approaches the midpoint of his third term at the helm of the school — making him, at 12 years and eight months, the school’s longest-serving dean — Stern has not only led the effort to physically renew the school, he has also continued with updates to its curriculum and faculty in response to current trends in architecture, from the recent fervor for environmental design to the cracking of the glass ceiling in the old boys’ club of architecture. And rivalries aside, deans and former chairs of two architecture schools agreed that the Yale School of Architecture has never been better.
“I toast [Stern’s] success,” said Marilyn Taylor, dean of the University of Pennsylvania School of Design. “Bob has grounded the school and he has given it incredible visibility.”
But while the school is experiencing some of the best years in its history, architects and critics interviewed said the recent changes are only the first steps in a long path of improvement.
‘TERRIBLE SHAPE’
The school’s successes are a far cry from the expectations of many critics and students when Stern first took the helm of the then shaky architecture school in 1998.
Stern’s task was clear from the onset: he had “to haul the floundering institution back to glory,” as a New York Times piece published three weeks after his appointment made clear.
“The school was in really terrible shape when I became dean,” Pelli said, recalling his appointment 20 years before Stern’s, in 1977. The school was worn out — both physically and in spirit — during the social revolts of the early 70s, Pelli said. Because of the protests, from the rallies against the Vietnam War to the hubbub of the Black Panthers movement, the school was associated with political radicalism and academic delinquency, he added. The impression was so strong that an accidental fire that broke out in the school in 1969 was immediately pinned on student demonstrators, though later evidence showed that the fire was not arson.
At one point, Pelli said, there was even talk in the Yale Corporation of dissolving the school.
Starting in the ’70s, a series of deans each tried to set the school back on track, making slow progress in restoring its order and reputation, Stern explained. After decades of trailing in the wake of rivals at Harvard, Princeton and Columbia, the Yale School of Architecture’s future seemed uncertain in 1998.
To add to the anxieties, critics said Stern’s personal portfolio of classicist tropes would send the school backward, rather than carrying it into the 21st century. But as Stern has emphasized, then and now, the Yale School of Architecture is not his personal platform. Architects like Frank Gehry and Thom Mayne, whose architectural theories often clash with Stern’s, have been invited to teach at the school. Outside of the classroom, Blair Kamin ARC ’84, Pulitzer-winning architecture critic for the Chicago Tribune, pointed to the inclusion of Professor Emeritus Vincent Scully ’40 GRD ’49 — a vociferous critic of Eero Saarinen ARC ’34 — on panel discussions of a retrospective exhibition on Saarinen’s work in 2005, organized by the school to recognize the legacy of the famous architect. “It is this kind of diversity of thought and approach that is really needed for 21st century architects to be successful,” Taylor said.
This sense of dialogue, among colleagues and rivals, has breathed new air into the school, resuscitating the sense of excitement Rudolph had established in the ’60s, Pritzker Prize-winning architect Robert Venturi said.
GREEN AND (LEED) GOLD
In 2007, as Stern was reaching the end of his second term, President Levin was in Switzerland delivering a speech on environmentalism. It was, more or less, a list of the sustainability commitments that the University had heard Levin express a few times by then, from their initial announcement in 2005 to their publication in a Newsweek article earlier in 2007.
Thinking back to the kickoff of Levin’s campaign, Stern said, smiling coyly, that it was a bit funny given Yale’s reputation at the time for “not exactly being green.”
“But we all sucked in our guts and tried our best to keep the president an honest man,” he added, his eyebrows rising in exclamation.
Among the efforts made by the School of Architecture, Stern added, is the LEED Gold-certified renovation of Rudolph Hall. The school also forged a joint-degree program with the Yale School of Forestry and Environmental Studies in 2006 — an academic curriculum that awards students both a Master in Architecture and a Master in Environmental Management upon graduation.
But as Stern noted, the new program wasn’t just a response to the University’s new earthy agenda, but served also to bolster the environmental design classes at the school to prepare students for the new demands of architecture.
“Incorporating green building practices is crucial,” Kamin said. “To ignore it is to train dinosaurs. And why pay enormous amounts of money to come out as a dinosaur?”
Kamin graduated from the school with a Master in Environmental Design, a small program founded in the late 1960s before environmentalism was recognized as a pressing concern in architecture.
Associate Dean of the School of Architecture Peggy Deamer, who is now the acting chair of the MED curriculum said the program shows that Yale has had a long concern with the environment. But she was careful to differentiate the program from the new joint degree program; while the MED focuses on written research and criticism, culminating in an academic thesis, the joint degree encourages environmental design and construction, training architects to meet the demands of the field today.
But even with the school’s efforts to increase the presence of environmental design, Deamer said most students in the Master of Architecture program are dissociated from the MED program, adding that she wished the MED was better integrated into the school’s traditional curriculum.
“The MED program is unique,” Deamer said, reflecting on Yale’s appeal to prospective students as a green design school. “But I’d say the majority of the Master of Architecture students barely know it exists.”
And while Deamer said the new joint degree introduced under Stern has so far had great influence — “changing the character of the M.Arch curriculum” — there’s still a way to go.
Indeed, the green effort is still fresh at the school. Kamin joked that the annual alumni letter mailed to the school’s graduates was evidence enough of the room for progress in the school’s environmental aspirations.
“The dean still sends 10-page letters about what’s going on in the school,” Kamin said with a chuckle. “What’s wrong with e-mail?”
BREAKING THE GLASS AND CONCRETE CEILING
Over the past 12 years, it has become hard to imagine the voice of anyone else but Stern reverberating through the concrete halls of Rudolph Hall. But in 1998, after a year and a half of searching, University President Richard Levin and then-School of Architecture Dean Thomas Beeby ARC ’65 came up with a short list of three academics and architects to lead the school — a list that did not include Stern.
But at the time that was not the surprise. Rather, of the three candidates, the list included two women: UCLA professor Dana Cuff and Penn’s current dean, Taylor.
While Yale never got its female dean — “Not yet,” Stern noted — the selection did shine light on the cracks in Yale’s glass ceiling.
“I didn’t feel like I was on that list because of my gender and I don’t think I wasn’t given the position because of my gender either,” Cuff, who is currently the director of an urban design research center at UCLA, said in an interview Wednesday. “I don’t think that was a concern at Yale.”
But since then, the school’s administration has made a concerted effort to give tenure to female professors — sometimes forgiving their relative youthfulness — to close the gender divide, Deamer said.
Stern added that the school has made a push in the past several years to recruit diversity in both its student body and its faculty, with the number of female tenured professors now roughly equaling the number of their male counterparts. Today, though the gender gap on the faculty has yet to close, eight of the 27 professors at the school are female. There are also three female visiting endowed chairs this year and 15 more female lecturers, critics and instructors on the school’s faculty. The school’s total faculty count is slightly over 100, putting the proportion of females in the school’s faculty at roughly 25 percent.
These numbers are a significant improvement on previous decades, when the faculty featured at most a handful of women, often in peripheral roles, according to former School of Architecture professor Denise Scott Brown.
But for Deamer, that’s only half of the problem: There is a more “subliminal” gender divide in the image of the successful architect projected by the school, which is and has been predominantly masculine, she said.
“You look at the lecture series. You look at who’s put forward when we have open houses for students, who gets awards in the school, who’s seen as a star, who they’re promoting as the hot architect,” Deamer said. “It tends to look singularly male.”
This image bias at the school is one that has left Yale with an older personality, Deamer and Cuff said — one referencing the male-dominated, “macho” world of architecture. Meanwhile, just a few weeks ago, Kazuyo Sejima of SANAA became only the second female winner of the Pritzker Prize, a not to the slowly increasing number of women holding top positions at major firms.
“I think it will take a while for our younger faculty and our younger women to reach the stage that has not been theirs for a long time,” Stern said.
Looking forward, Stern added that his primary goal is to raise funds for the school, which will help attract the best students — regardless of their financial backgrounds — in addition to the best professors.
“Architecture is not an easy profession: the pay is not at all proportionate to the time you have to put in,” he said. “The last thing we want is to disadvantage our students.
But despite the lengths still left to travel, it is hard to ignore the quantum leap the school made in the past decade. The paprika carpet has been cleaned, the school has been set on a new path, and, as Kamin said, Rudolph Hall is once again “energized.”
“Bob has more energy than most of us times 10,” Kamin said. “He’s like the Energizer bunny, except much better dressed.” | 教育 |
2014-52/2855/en_head.json.gz/12815 | Spreading Goodwill | Robert Morris University
Spreading Goodwill
BY VALENTINE J. BRKICH
When Michael Smith ‘79 wasn’t studying accounting, one of his favorite activities was intramural team handball in the John Jay gymnasium. “I liked it because it was a team sport,” says Smith, who played for Delta Tau Delta. “It was fast-paced and very competitive. I remember we won the intramural championship one year — in fact, I think I still have the newsletter article.”
Today Smith heads a different kind of team as CEO of Goodwill of Southwestern Pennsylvania. The organization serves 17 counties, and with more than 1,000 employees, is one of the largest Goodwill chapters in the nation. The nonprofit agency provides employment education and workforce development programs for people with physical and mental disabilities and other special needs. Revenues from the company’s retail thrift stores help to support its programs.
“By giving people education, training, support, and, most importantly, the opportunity to work, Goodwill gives people the dignity and respect that comes with employment,” says Smith, who has been with Goodwill for 22 years. “The programs and services we provide are needed now more than ever.”
The chapter operates 27 stores in Pennsylvania and West Virginia. It is in a growth phase, recently moving its workforce development center and administrative offices to Lawrenceville from the South Side, opening two new stores in Gibsonia and Natrona Heights, and planning three more in the North Hills, Lawrenceville, and Robinson Township. The stores bring in annual revenues of over $20 million, Smith says. “The more profit we can generate, the more people we can serve. As a result, each year we are able to serve at least 70,000 people with special needs and find jobs for about 1,500.”
Smith serves on Goodwill’s board of directors with two others with university ties: Gary Claus ’74, chairman of the RMU Board of Trustees, and Sidney Zonn, university vice president and general counsel. Claus just finished a two-year term as Goodwill's chairman in March, and Zonn is secretary.
“Goodwill is an incredibly effective organization,” Claus says. “It’s one of Pittsburgh’s best-kept secrets. They were doing ‘green’ before ‘green’ was cool. They’ve been recycling old clothes and housewares for over 100 years now, and to use that to make someone else’s life better has a far-reaching effect.”
“I sincerely believe in the mission of Goodwill,” says Zonn. “What is distinctive to me about Goodwill is not only the largely self-sufficient nature of the organization, but the supportive environment to train clients to be active, productive, and gainfully employed members of the community.”
“They are two of my most active and committed board members," Smith says of Claus and Zonn, "and if I need their assistance, all I have to do is ask. Both bring a great business sense but, more importantly, keep the mission at heart.”
Smith, a Pittsburgh native, worked his way through college and was hired immediately after graduation for a field accounting position with a construction company. “The education I received and the whole Robert Morris experience prepared me well for my career and life in general,” he says. “Even back then, the Robert Morris name was well respected by employers, as it is today.”
The university’s 2002 Alumni of the Year, Smith is proud to say his son, Michael Anthony Smith, just finished his freshman year at RMU as an actuarial science major. Both he and his son were impressed by RMU’s elite designation by the Society of Actuaries as a Center of Actuarial Excellence, of which there are fewer than 20 in the United States. “I think Michael also liked the fact that I was an RMU grad,” Smith adds. His daughter, Sarah, a high school freshman, already has her sights on Robert Morris too, he says.
Smith is a champion of education, and he recommends that students take advantage of every opportunity that comes their way. “If you’re thinking of going on for your master’s degree,” he says, “don’t wait until you’re 47 like I did, when you’re working full time and helping raise a family. Do it while you’re younger and have more time and energy. Take your education very seriously and work hard, but have some fun along the way.”
About Foundations Magazine | 教育 |
2014-52/2855/en_head.json.gz/12933 | Email:[email protected] Unit:Information Systems and Operations ManagementPosition:Assistant ProfessorPhone:703-993-1788Office Location:Enterprise Hall 150Office Hours:M 6:00 PM - 7:00 PM and By Appointment for OM 301 005, R 6:00 PM - 7:00 PM and By Appointment for OM301 006Website:http://mason.gmu.edu/~ibellos Research Interests:
Service Operations
Servicization
New Product and Service Development
PhD - Operations Management, Georgia Institute of Technology
MS Equivalent - Mechanical Engineering, Aristotle University of Thessaloniki
Profile:Ioannis (Yannis) Bellos is an Assistant Professor in the Information Systems and Operations Management area at the School of Business, George Mason University. He received his Doctoral degree in operations management from the Scheller College of Business at Georgia Institute of Technology. He has also earned his diploma (M.Sc. Equiv.) in mechanical engineering at Aristotle University of Thessaloniki. The overarching focus of his research is service design. In particular, Bellos investigates the economic and environmental implications of the decisions that a provider or manufacturer makes during the design of pure service or product-service systems. Pure service systems are characterized by a unique feature: customers interact with the provider during the service delivery process in complex and uncertain ways to co-create the service outcome. At the same time, product-service systems are business models that enhance the traditional functionality of a product by incorporating additional services. Their novelty lies in the fact that customer value is linked primarily to the “use” rather than the “ownership” of the product. Oftentimes, product-service systems have been associated with environmental benefits. His research is analytical in nature and spans a variety of methodologies such as optimization, microeconomics, game theory, and stochastic processes. His work on the "Design Challenges of Experiential Services" has received the 2012 Best Student Paper Award from the POMS College of Product Innovation and Technology Management, an Honorable Mention from the INFORMS Service Science Section (2011) and was also invited for presentation in the 2012 Services Special Interest Group of the MSOM society. Bellos was the finalist for the 2012 Georgia Tech Outstanding Graduate Instructor Award. Bellos is a member of the Institute for Operations Research and the Management Sciences (INFORMS), the Manufacturing and Service Operations Management Society (MSOM), and the Production and Operations Management Society (POMS). | 教育 |
2014-52/2855/en_head.json.gz/12934 | Email:[email protected] Unit:Information Systems and Operations ManagementPosition:Associate ProfessorPhone:703-993-3723Office Location:Enterprise Hall 142 Office Hours:By Appointment Research Interests:
Business Value of Technology
Information Privacy
Healthcare Informatics
PhD, University of Arizona
MS, Washington University
Profile:Nirup Menon comes to George Mason after teaching at the University of Texas at Dallas and Texas Tech University. He currently holds a visiting professorship at Instituto de Empresa Business School in Madrid, Spain.
Menon has published a book on the impact of information technology on hospitals, and has coauthored articles in several peer-reviewed academic journals such as Management Science, Information Systems Research, Journal of Management Information Systems, and Journal of Association of Information Systems, among others. He held an associate editor position at Information Systems Research from 2003-2006.
Menon has consulted for several companies including SAP America, and he has taught courses at the undergraduate, masters and PhD levels. His teaching interests are enterprise resource planning systems, database systems, data warehouses, data mining, economics of information systems, and research methods in information systems.Download Menon's CV | 教育 |
2014-52/2855/en_head.json.gz/12947 | Olivier Marteau
Dr. Olivier Marteau was born in France, in Normandy. He developed an interest in the international aspects of French and Francophone culture when he had the opportunity to travel in Africa from 1995 to 2001. He worked as an administrator on a series of cultural and economic development projects in West Africa for various institutions. He earned a master's degree in contemporary history and a master's degree in political science at the University of Paris, and a Ph.D. in Francophone Studies at the University of Louisiana in 2007. His dissertation explores the emergence of a new generation of Cajun writers through Pierre Bourdieu’s concepts of “champ littéraire” and “instances de legitimation.” His research interests include the study of Louisiana French-speaking communities, and the relation between Francophone populations and France through media representations. After teaching French as a second language in a Canadian immersion program at the Université Sainte-Anne (Nova Scotia), he joined Denison University in 2007 and Case Western University Reserve in Fall 2010. [an error occurred while processing this directive] | 教育 |
2014-52/2855/en_head.json.gz/12978 | George Mason and CHNM to Commemorate the 20th Anniversary of the Fall of the Berlin Wall with Support from the German Embassy
Tuesday, November 3rd, 2009
The Berlin Wall came down on November 9, 1989, signaling the end of the Cold War and the beginning of a new era in transatlantic relations and European unity. November 9, 2009 celebrates 20 years since the Berlin Wall was torn down. Long a symbol of isolation and contention, the Berlin Wall now symbolizes hope, change and unity. Students at more than 25 US universities will celebrate the anniversary of the fall of the Berlin Wall by organizing Campus Weeks with financial and organizational support from the German Embassy in Washington DC .
This fall, George Mason University and CHNM will join in the German Embassy’s campaign, Freedom Without Walls, a crosscultural celebration of the unification of East Germany and West Germany, and the possibility for peaceful change throughout the world. CHNM is hosting the George Mason website for Freedom Without Walls, which will feature updates on project news, Campus Week events, and new content.
The Campus Weeks are a component of Germany ‘s Freedom Without Walls campaign, an effort to reach out to the generation that was born around the time the wall came down.
Ambassador Scharioth explained that reaching today’s university students is critical if the memory and the inspiration of the fall of the wall is to be preserved. “Twenty years after the fall of the Berlin Wall, the vestiges of the wall remind us that freedom is precious,” he said. “We are proud to support a new generation of future leaders in their effort to discover and to share what the fall of the wall means to them,” he continued.
The Freedom Without Walls Campus Weeks will include public speaking competitions and an art competition involving replicas of the Berlin Wall to be located across the country.
The German Embassy has created a website with information about the historic anniversary at www.Germany.info/withoutwalls, as well as a Freedom Without Walls page on Facebook. The Germany.info website contains comprehensive information about the history of Germany’s division and reunification, and it will document the Campus Weeks using online video and photos.
The Freedom Without Walls campaign is generously supported by Air Berlin and by the Max Kade Foundation, Inc.
The Goethe-Institut USA and the Wende Museum in Los Angeles provide support in kind for the German Embassy’s Freedom Without Walls campaign.
Colleges and Universities Participating in Freedom Without Walls Campus Weeks 2009
Canisius College , Buffalo
Chapman University , LA
University of Massachusetts – Amherst
UCLA – to be confirmed
« CHNM Celebrates GMU Open Access Week 2009
CHNM and Mount Vernon launch Martha Washington biography site » | 教育 |
2014-52/2855/en_head.json.gz/12988 | Mundy-Judkins selected as Sociology Honor Society fellow Cleveland Daily Banner
Dec 15, 2013 | 826 views | 0 | 7 | | Dr. Karen Mundy-Judkins, right, attended the Salzburg Women and Peacekeeping Conference, sponsored by the Carnegie Foundation. She is standing next to "Princess,” leader of the Status of Women office in Nigeria.
Dr. Karen Mundy-Judkins, professor of sociology at Lee University, was selected as a fellow for Alpha Kappa Delta International Sociology Honor Society during the October 2013 Mid-South Sociological Society meetings in Atlanta.“It is a great honor to be selected as an AKD fellow,” said Mundy-Judkins. Mundy-Judkins specializes in medical sociology and epidemiology. Her original work in medical sociology was a comparative study of hospitals, including the University of Tennessee at Chattanooga teaching hospital. She has continued postdoctoral work in medical sociology and epidemiology at Johns Hopkins University and Duke University, and her current research involves the impact of new health care policies within the medical profession and its teaching institutions.Mundy-Judkins, sponsor of Lee’s AKD Theta chapter, recently participated in the AKD Teaching and Learning Symposium in Atlanta.In addition to her teaching and research, Mundy-Judkins is a hospital chaplain in Chattanooga hospitals.AKD was founded by Emory Borgardus at the University of Southern California in 1915. It has 630-plus chapters globally, and is affiliated with the American Sociological Society. Chapters must meet standards of eligibility, requiring sociology faculty with doctorates in sociology and a high-level sociology curriculum. Copyright 2014 Cleveland Daily Banner. All rights reserved.
Pearson selected Greater Cleveland Concert Band conductor
CMA presents Woody with its top award | 教育 |
2014-52/2855/en_head.json.gz/13055 | Duquesne Environmental Science Pioneering for 20 Years NewsNews Coverage for DuquesneOffice of Public Affairs4th Floor Koren Building718 Fifth AvenuePittsburgh, PA 15219
Duquesne Environmental Science and Management Master’s: Pioneering for 20 YearsMay 3rd, 2012CERE conducts field work at Murphy’s Bottom near Freeport, Armstrong County.Faculty, staff and students of Duquesne University and its Center for Environmental Research and Education (CERE) will celebrate graduation-and reflect as the Master of Science in Environmental Science and Management (ESM) approaches its 20th year.
Matriculating its first students in August 1992, this specialty master's program in the Bayer School has since graduated more than 400 environmental professionals.
Duquesne was one of the first colleges in the country to offer an environmental master's program that focused on training professionals in the management of environmental issues, based upon a demand for those who could manage key issues and policies, said Dr. John Stolz, director of CERE, which houses the program.
"We continually change the program to address new issues that emerge in the field, most recently, in regard to sustainability broadly and specifically to conservation biology," said Dr. Stanley Kabala, associate director of CERE. "One of the key elements of this program is high exposure to various professions that are represented by our adjunct professors; they have immensely contributed to the program because their expertise keeps it current."
After graduation, most students pursue careers in environmental management, consulting and government-at positions that, when the ESM program started, didn't even exist. "No one was thinking about coordinating sustainability in 1992," Stolz said.
The program has teamed with other schools and, with federal funding, operated international programs focused on energy extraction, water supplies and renewable energy management as well as launching Duquesne's first multidisciplinary undergraduate course in sustainability.
Looking forward, Stolz said that the program intends to keep ahead of the curve.
"Keeping our curriculum current and providing opportunities for our students will always be the highest priority," Stolz said. "We will continue to serve as a regional resource on issues of energy and the environment and look forward to expanding our international presence building on our existing collaborations with China, Germany, Mexico and Ghana."Duquesne UniversityFounded in 1878, Duquesne is consistently ranked among the nation's top Catholic research universities for its award-winning faculty and tradition of academic excellence. The University is nationally ranked by U.S. News and World Report and the Princeton Review for its rich academic programs in 10 schools of study for nearly 10,000 graduate and undergraduate students, and by the Washington Monthly for service and contributing to students' social mobility. Duquesne is a member of the U.S. President's Higher Education Community Service Honor Roll with Distinction for its contributions to Pittsburgh and communities around the globe. The U.S. Environmental Protection Agency and the Princeton Review's Guide to Green Colleges acknowledge Duquesne's commitment to sustainability.Contact Us Work at DU Legal Site Map Campus Tour | 教育 |
2014-52/2855/en_head.json.gz/13064 | Something New And Different (SNAD) Series
In an effort to provide more programming activities for our student body, the Office of Student Life has created a new series of monthly events appropriately titled the Something New And Different (SNAD) Series. Each event will be held on a unique holiday or observance and will offer both day and evening students the opportunity to engage themselves in student life. This series will be used not only as a promotional tool to publicize upcoming events and activities but also as a way for the Office of Student Life to give back to the students of Bossier Parish Community College. Each event will be held on its designated day from 10:00 a.m. � 12:00 p.m. in Building F and from 4:30 � 6:30 p.m. in Building A (excluding Fortune Cookie Day which will be held from 9:00 a.m. � 1:00 p.m. in Building F). Contact the Office of Student Life (F-220) at 318-678-6035 for additional information.
Fortune Cookie Day – September 13, 2013
Fortune cookies are made of flour, sugar, vanilla and oil and contain a “fortune” wrapped inside that brings you good luck, a whimsical saying, or a philosophical thought. It is not certain whether they were invented by Makoto Hagiwara at the Japanese Tea Garden in San Francisco in 1914 or by David Jung, founder of the Hong Kong Noodle Company, in Los Angeles in the 1920s. In honor of Fortune Cookie Day, stop by and enjoy a FREE fortune cookie!
National Chocolate Day – October 28, 2013
Chocolate actually comes from a tree, the Theobroma cacao (pronounced ka-KOW). Cacao is native to Central and South America; but, it is grown throughout the tropics. About 70% of the world’s cacao is grown in Africa. Cocoa beans, which come from the fruit of the cacao tree, were once used as currency by the Mayan and Aztec cultures; so, perhaps “money” does grow on trees. In honor of National Chocolate Day, stop by and enjoy some FREE chocolate!
National Sundae Day – November 11, 2013
There are many variations of the original ice cream sundae, all with different ice cream flavors and toppings; but, the most expensive sundae on record sells for $1,000 and contains 5 scoops of Tahitian vanilla bean ice cream, edible gold leaf, rare Amedei Porcelana chocolate, American Golden caviar and Parisian candied fruits. It’s also served in a crystal goblet with a golden spoon. In honor of National Sundae Day, stop by and enjoy a FREE ice cream sundae!
National Apple Pie Day – December 3, 2013
Was Granny Smith a real person? Yes! Maria Ann Smith, well-known for her fruit pies, developed a new type of apple in Australia in 1868 by accidentally crossing a wild European crabapple with the more commonly grown orchard apple. The delicious new fruit was named the “Granny Smith” in her honor; and they just happen to be one of the best apples for making apple pie. In honor of National Apple Pie Day, stop by and enjoy a FREE slice of apple pie!
National Corn Chip Day – January 29, 2014
The Frito Company was started by Charles Elmer Doolin in San Antonio, Texas. In 1932, Charles met a man selling fried corn chips; and, after pawning his mama’s wedding ring, he paid the man $100 for his recipe (a lot of money in those days). After perfecting the recipe, he began selling his chips from his Model T Ford; and, the rest is history. The most recognizable corn chip snack was born. In honor of National Corn Chip Day, stop by and enjoy a FREE bag of Fritos!
National Tortilla Chip Day – February 24, 2014
Tortilla chips are made from corn tortillas which are cut into wedges and then fried. They are typically served with a dip, such as salsa, chili con queso, or guacamole. Although first mass-produced in Los Angeles in the late 1940s, tortilla chips are considered to be a Mexican food, known as tostados. Usually made of yellow corn, they can also be made of white, blue or red corn. In honor of National Tortilla Chip Day, stop by and enjoy some FREE chips and salsa!
National Milky Way Day – March 12, 2014
The original Milky Way bar was created in 1923 by Frank Mars and was the first ever �filled� candy bar. The Milky Way bar was designed to capture the taste of malted milk shakes from which came its name. Original bars are made of chocolate malt-flavored nougat and caramel covered with milk chocolate, while Milky Way Midnight Bars are vanilla nougat, caramel and dark chocolate. In honor of National Milky Way Day, stop by and enjoy a FREE Milky Way candy bar!
National Peanut Butter and Jelly Day – April 2, 2014
The average American child will eat 1,500 peanut butter and jelly sandwiches by the time he/she graduates from high school. In 2010, the world’s largest peanut butter and jelly sandwich was made at the Great American Peanut Butter Festival in Grand Saline, Texas. It weighed in at 1,342 pounds and contained 720 pounds of bread, 493 pounds of peanut butter and 129 pounds of jelly. In honor of National Peanut Butter and Jelly Day, stop by and enjoy a FREE peanut butter and jelly treat! | 教育 |
2014-52/2855/en_head.json.gz/13128 | The Forum on Religion and Ecology at Yale
Buddhism Christianity
Forum Newsletters
Intersecting Disciplines
Statements From World Religions
Climate Change Science
Climate Change Ethics
Daedalus Issue on Climate Change
Articles and Books on Religion and Climate Change
How Print and Computer-Mediated Learning Undermine Ecological Intelligence
Full Chapter
From: The Way Forward: Educational Reforms that Focus on the Cultural Commons and the Linguistic Roots of the Ecological/Cultural Crises
By C. A. Bowers
An e-book published by the Eco-Justice Press, 2012.
Chapter 6 How Print and Computer-Mediated Learning Undermine Ecological Intelligence
As Gregory Bateson would put it, the dominant characteristics of this era are the conceptual double binds that are pushing the world toward a series of crises that past ways of thinking have not prepared us to deal with. The double binds are in thinking that we are achieving genuine progress when we are actually undermining the world’s ecosystems that sustain us. The following seem so obvious that one can only wonder why they are not being recognized by the general public: (1) Globalizing the western consumer and industrial- dependent lifestyle when the Earth’s non-renewable resources are being depleted at a rate that cannot be sustained. The depletion rate will only accelerate as the world’s population continues to expand toward the 9 billion mark now predicted; (2) Continuing to promote automation in the workplace that will displace the need for workers as the youth in many regions of the world now face 20 percent unemployment––and within certain countries the figure exceeds 40 percent; (3) The continued dominance of the market-liberal ideology that has its roots in the abstract thinking of liberal theorists of the 17th century and in the thinking of Libertarian theorists such as Ayn Rand, when the focus should be on conserving species, habitats, and the intergenerational knowledge and skills that have a smaller ecological footprint and are less reliant on the free-market economy that is now failing; (4) The increasing reliance upon electronic communication that promotes abstract thinking, when we should be moving beyond the self-centered ecological intelligence practiced in everyday life to exercising what can be termed stage two and stage three ecological intelligence that are necessary for recognizing how our ideas and behaviors affect the viability of the interconnected cultural and natural ecologies we all are dependent upon.
The knowledge and values promoted in publics schools and universities in the West, and in other regions of the world now attempting to out-compete the West in double bind approaches to progress, are also a carry-over from the last centuries dominated by the spread of the Industrial Revolution and the form of individualism required by the consumer-based culture. To repeat another insight of Gregory Bateson, the recursive epistemologies (or what I prefer to call the root metaphors that serve as powerful interpretative frameworks) continue to reinforce the myth of the autonomous and critically rational individual, the myth that organic processes that include the human brain can be explained in mechanistic terms, and the myth that technology is both culturally neutral while at the same time being the latest expression of a linear form of progress. I have written elsewhere about why these orthodoxies still promoted in public schools and universities are deeply problematic. But what needs now to be subjected to a more in-depth examination is the myth that computers are the driving force behind the cultural changes many people now presume will far exceed the human benefits resulting from the Industrial Revolution. Indeed, the futurist thinking of many scientists, such as Hans Moravec, Ray Kurzweil, Gregory Stock, E.O. Wilson, Michio Kaku, among others, take for granted that computers will lead to developments in nanotechnologies, biotechnologies, and consciousness itself that will lead to a global monoculture of computer-based intelligence dictated by Nature’s process of natural selection. That the culturally diverse world’s population should have a voice in whether these futurist-thinking scientists should be developing the technologies that will lead to their extinction, as these scientists envision the next stage of evolution, is not taken as a serious question. As their predictions reflect yet another example of how the abstract thinking of western elite theorists is used to justify the introduction of technologies that lead to new forms of colonization and extinction––now in the name of science, the failure to question and debate their interpretations of what represents progress becomes even more problematic. Read full chapter here:
http://fore.research.yale.edu/files/Bowers_Chapter_6.pdf News Resources
News Items from United Nations Environmental Programme (UNEP) and Other Sources
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Yale University [website] School of Forestry and Environmental Studies [website]
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2014-52/2855/en_head.json.gz/13239 | You are hereHeadlinesLocal N.J. Controversy Cools Off After Resignation June 19, 2013 By:
Bryan Schwartzman Posted In EducationComment0TweetPrint
Jewish residents of Evesham Township, N.J., are trying to get past a controversy that led to the resignation of a school board member over alleged anti-Semitic comments.
They worry that the furor, stemming from the board member’s apparent reaction to a board decision to change the first day of school to accommodate Rosh Hashanah, drew negative media attention to their town of 50,000 residents. Meanwhile, neighboring Mount Laurel Township is sticking to its decision not to make that same change to the first day of school, despite pleas from some Jewish families.
With Rosh Hashanah starting the evening of Sept. 4, the earliest the High Holidays have fallen on the secular calendar in years, school districts across the region have confronted scheduling headaches.
Sandy Student, president of the Evesham school board who is a member of M’Kor Shalom, a Reform synagogue in nearby Cherry Hill, said the worst part of the recent brouhaha is that the public may, at least for the short term, associate what he called a welcoming, safe suburban community with anti-Semitism.
“This did not put us in a favorable light,” said Student, a longtime Evesham resident, who grew up in Cheltenham. The fact that Jews felt singled out “is why there was such a great public outcry.”
The controversy originated at a May meeting at which the Evesham school board voted to change the first day of school from Sept. 6, which is the second day of Rosh Hashanah, to Sept. 9. Typically, the school district is closed on the first day of the holiday, but not the second. Rosemary Bernardi, a former president and eight-year veteran of the school board, was one of two members who voted against the change. One member abstained and one was absent. Bernardi reportedly said after the vote: “Anyone who would like to run for the board of education, forms need to be in by June 4. There are three seats up and there are five Jews on the board.”
A number of sources said that by publicly pointing out that several board members were Jewish and seeming to suggest she wished there were fewer Jews on the board, she crossed the line into anti-Semitism. Bernardi also reportedly said, “We could start school on Thursday, the first day of Rosh Hashanah, I don’t care. It is up to the parents to keep their kids home — all seven or eight Jews who live in our district.”
There is apparently no video or audio tape of the meeting. Initially, Bernardi apologized publicly but disputed the exact wording of what was said. She also vowed to stay on despite calls to relinquish her position. Among those seeking her resignation were the town’s mayor, other school board members, several state assembly members and numerous parents, both Jewish and non-Jewish.
On June 13, she resigned from the school board and also stepped down as vice president of the statewide New Jersey School Boards Association.
Bernardi declined to be interviewed but referred to the statement she issued last week: “This local issue has become a distraction for the board to fulfill its mission,” it read. “There is an immediate need to shift the focus back onto the 4,700 public school children that we serve.”
Joshua Cohen, associate director of the Anti-Defamation League’s local office, spoke with Bernardi several times during the controversy. He didn’t call for her to step down but he said her public apology fell short since it didn’t address her specific comments.
Cohen commended the rest of the school board members and other officials for distancing themselves from Bernardi’s comments.
“When there is alleged anti-Semitism, it needs to be addressed and it needs to be dealt with,” he said.
Sue Wilder, a parent of three girls in the district, attended the May meeting and had been pushing for Bernardi to resign. “It was the proper consequence for the anti-Semitic remarks she made. I hope the board can repair the damage that she has caused,” said Wilder, who has known Bernardi for nearly a decade and said her behavior had become erratic in recent months. “It is time for our town to heal and move forward by educating our children. I hope this sends a message there will be zero tolerance for anti-Semitism, discrimination and bullying.”
Wilder and Student said that the controversy could only have ended one way, with Bernardi’s resignation. They said non-Jews spoke out just as forcefully against Bernardi’s alleged comment.
But the rabbi of the township’s only synagogue, Congregation Beth Tikveh, wished there was a way for a dedicated public servant to make amends and remain in her post. “I felt nothing would be gained by forcing the resignation,” said Rabbi Gary Gans, who has led the Conservative shul for 32 years.
Gans said he expects angry feelings on all sides to linger for some time.
“I don’t know that we have changed anyone’s beliefs,” he said, regarding the controversy and its conclusion. “We have wielded some Jewish power. We certainly wielded some power on the school board.”
Though the conflict took on religious overtones, it started over an issue with the calendar and the challenge posed by Rosh Hashanah falling so early. Teachers in Evesham are contractually prohibited from returning to work before the start of September — meaning students couldn’t start school during the two days following Labor Day because the time was needed for teacher training. An informal survey of some Pennsylvania districts in the Philadelphia area didn’t show any that are starting school on Sept. 6; most are beginning on the 4th or 5th. Some districts with large Jewish populations typically close for both days of Rosh Hashanah while others, like Central Bucks, just close for the first day.
The district abutting Evesham, Mount Laurel, has decided to stick with its plan to open school on the second day of Rosh Hashanah. While the discussion hasn’t generated anything like the controversy that stemmed from the Evesham debate, at least one parent thinks the district is being unresponsive.
Glenn Hann asked the Mount Laurel school board to reconsider the date during its May meeting, and was angered that the matter wasn’t even brought to a formal vote.
Hann said the “first day of school is critical” to a student starting the year on the right foot and no one should be forced to miss it for religious reasons.
Marie Reynolds, a school district spokeswoman, said the district — which has about 4,000 students — has never had a high absentee rate on the second day of Rosh Hashanah, and that has shaped the decision to remain open.
Administrators have made arrangements for children who will miss that day to come in several days earlier to meet with their teachers and see their new classrooms, she said.
Superintendent Antoinette Rath said in a statement that school is only closed for religious holidays when attendance “is so sparse that remaining open is not reasonable or feasible.” Comments on this Article | 教育 |
2014-52/2855/en_head.json.gz/13295 | Home / 2009 Goldman Prize for Excellence in TeachingDrew, Miller, and Eisele Receive 2009 Goldman Teaching Excellence AwardChallenging. Engaging. Uncanny. Committed. These adjectives describe the 2009 Goldman Prize for Excellence in Teaching recipients. All have demonstrated their commitment to students and unrelenting support of the College of Law. Congratulations to this year’s recipients: Margaret B. Drew, Darrell A.H. Miller, and Thomas D. Eisele.Professor Margaret B. Drew. Her accomplishments and abilities as a professor can’t be boiled down to buzzwords and one-liners, said students when nominating her. On the contrary, Professor Drew, a two-time Goldman Prize recipient, embodies the ideal educator. Her classroom skills are matched only by her mastery of the material and true interest in student development. Her favorite phrase, “Leap and the net will appear,” provides students with confidence as well as support as they navigate the halls of the law school and the courtroom. But it isn’t just that she encourages her students to leap; it is that through care and repetition she makes students sure the net will actually appear if they leap. She impresses upon them that “leaping” is nothing more than the next natural step in their development as attorneys. With classes that are a mix of theory and practice and supportive, ongoing supervision, Professor Drew’s students speak of her dedication and commitment as an educator. Her nominating students said it clearly: “What Professor Drew provides is clear notice that, just as your education is ongoing, so too will her presence be in your life as a friend, confidant, and educator.”Professor Darrell A.H. Miller. A reputation as a collaborator and an ability to reach students at every level are what deeply impressed students about Professor Miller. In only his second year at the College of Law, Professor Miller has demonstrated his commitment to students and ability to adapt to the varying needs of a diverse student body without compromising his unique approach to the law. In fact, students in his Civil Procedure class have been impressed by his steps to inject an element of practicality into one of the more drier and mechanical first-year courses. The positive reactions to his class and his passion for the subject are only part of his success. The real testament to his achievements in teaching, wrote students when nominating him, is what he is able to elicit from his students, and the self-confidence, intellectual curiosity, and self-reflection that follow. Indeed, he has crafted a use of the Socratic Method that makes students prepared for class. The preparation doesn’t come from fear, wrote students, but out of a genuine desire to perform and participate in the discussion as intellectual equals—a result that Professor Miller sees as not only possible, but as a valuable ideal.Professor Thomas D. Eisele. It is a rare student who has not taken at least one class with Professor Eisele; and rarer still is the student who doesn’t heap praise on him upon mention of his name. An engaging and energetic instructor, Professor Eisele has a teaching style that is comprehensive, compassionate, and considerate, said students when nominating him for the award. A five-time recipient of the prize, Professor Eisele is said to be challenging and direct, but never abrasive. In fact, he uses the Socratic Method in a collaborative way by treating students more like partners in conversation, and less like witnesses under cross-examination! Professor Eisele enjoys the “give and take” of classroom discussion and keeps students’ attention by fostering robust dialogue, presenting the material clearly, and patiently answering every question. It is evident that he spends a significant amount of time preparing material for class. He creates a compendium of supplemental materials, affectionately nicknamed “the supp.,” for students, which contains answers to questions from the text and his personal insights on the law and its development. Best of all, he takes the time to learn each student’s name, earning their respect along the way. Trivial to some, his students appreciate this gesture of hospitality and repay it with warmth and admiration.About the Goldman Prize for Teaching ExcellenceThe Goldman Prize has been awarded for over 30 years to recognize excellence in teaching. This award is unique because students nominate and choose the recipients—their professors. To make this decision, the committee also considers the professors’ research and public service as they contribute to superior performance in the classroom. Resources | 教育 |
2014-52/2855/en_head.json.gz/13312 | E-mail this page Review of First Language Attrition Reviewer: Xin Wang Book Title: First Language Attrition Book Author: Monika S Schmid / Barbara Köpke / Merel Keijzer / Lina Weilemar Publisher: John Benjamins Linguistic Field(s): Psycholinguistics Cognitive Science Language Acquisition Subject Language(s): French Turkish Book Announcement: 16.1789 Discuss this Review
Date: Sun, 5 Jun 2005 22:28:58 -0700From: Xin Wang <[email protected]> Subject: First Language Attrition: Interdisciplinary perspectives on methodological issuesEDITORS: Schmid, Monika S.; Kopke, Barbara; Keijzer, Merel; Weilemar, Lina TITLE: First Language AttritionSUBTITLE: Interdisciplinary perspectives on methodological issuesSERIES: Studies in BilingualismPUBLISHER: John Benjamins Publishing CompanyYEAR: 2004 Xin Wang, University of ArizonaOVERVIEWThe book starts with Barbara Kopke and Monika S. Schmid's attempt to identify and clarify theoretical and methodological issues in attrition research by giving an overview of the history, basic issues, explanatory frameworks and research designs of attrition research during the past two decades. Besides establishing the ground from which the following individual papers will proceed, this chapter points out the papers collected in this book fall into three parts: Part 1 focuses on theoretical and methodological issues in data collection and analysis; Part 2 contains a number of empirical studies tapping into the process of attrition in different languages and settings; Part 3 presents a series of papers connecting data with a clearly defined theoretical framework. To close this book, the last two chapters are contributed by Monika S. Schmid providing a comprehensive annotated bibliography of Language Attrition research and projecting the future direction in this area. SYNOPSISPart I: Theoretical models and methodological aspectsChapter 1: 'L2 influence and L1 attrition in adult bilingualism' by Aneta Pavlenko. This paper presents a classificatory Cross-linguistic Influence (CI) framework which differentiates five processes in the interaction between L1 and L2, arguing that L2 influence on L1 is a phenomenon in its own right and should be distinguished from evidence of L1 attrition. These five processes are: 1. borrowing (addition of L2 elements to L1, e.g., lexical borrowing),2. restructuring (deletion or incorporation of L2 elements into L1, e.g., syntactic restructuring and semantic extension),3. convergence (creation of a unitary system distinct from both L1 and L2),4. shift (a departure from L1 structures or values to L2, e.g., a shift in category boundaries) and 5. attrition (loss of some L1 elements due to L2 influence). Chapter 2: 'A socio-cultural approach to language attrition' by Antonio F. Jimenez Jimenez.On the basis of Socio-cultural Theory (SCT), this article explores the possible connection between social participation and linguistic production in attrition. It is argued that language attrition 'entails the loss of the once attained level of self-regulation in a language (L1 or L2) in a particular activity and the momentary return to a previous stage of object- and/or other-regulation'. To be more specific, under SCT, assessing language attrition needs to have a longitudinal pretest-posttest research design and observe the communicative breakdown experienced by any given speaker and his/her use of compensatory strategies in solving communicative problems. This view of language attrition attempts to look at the language, the individual, and the activity as a whole system and seek evidence revealing L1 or L2 processing difficulties in communication. Chapter 3: 'Perceived language dominance and language preference for emotional speech—the implications for attrition research' by Jean-Marc Dewaele. Based on previous literature, this empirical paper adopts the view that L1 retains very strong emotional connotations even if that language is not used regularly. Through the web questionnaire and self-reported answers, the qualitative data are collected from a total of 1039 multilinguals in order to investigate 1) which of the four skills in the L1 (speaking, understanding, reading, writing) suffers most from perceived attrition; 2) the effect of perceived attrition on perceptions of L1 (useful, colorful, rich, poetic, emotional); 3) how perceived L1 attrition affects the use of L1 in expressing anger, feelings, inner speech, mental calculation and swearing. The results show perceived L1 attrition has a significant effect on self-rated proficiency in the L1 (In particular, reception skills are less affected than production skills), on frequency of use of the L1 when expressing anger, feelings, and swearing. This perceived L1 attrition also affects perceptions of certain characteristics of the L1, but not its emotional and poetic character. These patterns confirm the claim that L1 retains powerful emotional connotations. Chapter 4: 'The role of grammaticality judgments in investigating first language attrition—a cross-disciplinary perspective' by Evelyn P. Altenberg and Robert M. Vago. First, the authors make it clear that grammaticality judgment tasks do not provide a direct window into one's language competence, but involve performance as well. Second, in the description of the judgment task as compared to online sentence processing, it is suggested that L1 attriters are likely to rely heavily on implicit knowledge in grammaticality judgment tasks. More importantly, the most productive approach is to conduct carefully constructed grammaticality judgment tasks in conjunction with other tasks in attrition research. Third, the authors warn extreme caution when interpreting the inter-subject and intra-subject inconsistency in judgment data. Last, methodological issues in setting up a grammaticality judgment task are raised, such as 'the role of time', 'magnitude estimation', 'response bias', etc. Part II: Attrition in progress -- observations and descriptionsChapter 5: 'Issues in finding the appropriate methodology in language attrition research' by Kutlay Yagmur. This paper begins with the definition of "language attrition", the gradual loss of competence in a given language, and points out its difference from another phenomenon, "language shift", which is the "changes in language use on the community level". Then the author presents several attrition studies reporting 'massive language loss' which are often caused by insufficient consideration of methodological issues, thus argues for an appropriate research design of data collection methods, instruments and informants. In order to give a concrete view of the importance of choosing appropriate methodology based on research questions, the author presents his own research of Turkish immigrants in Sydney illustrating every step in the study: hypothesis testing, sampling, instrumentation, measuring attrition in different respects, discussion and recommendations for future research. Chapter 6: 'Language contact and attrition -- the spoken French of Israeli Francophones' by Miriam Ben-Rafael. The study presented in this chapter employs different methods of data collection from Francophone immigrants to Israel whose spoken French has deviated from standard forms and adopted L2 elements. These methods include interviews, spontaneous conversations, professional discussions, and narratives. The results show some lexical attrition in the speakers' more formal speech, such as narratives, professional meetings, and interviews. In the informal contexts, like the spontaneous conversations and interviews conducted by a Franbreophone, lexical changes are less obvious and code-switching and lexical innovations serve as new vehicles to enrich speech, characterize specific social realities and express subjective feelings and self-identities. The analysis of the speakers' syntax shows that the Hebrew syntax influences French mainly when these two languages are similar to some other registers of spoken French; while the French grammar remains predominant in the discourse when the two systems differ from each other. Therefore, the author argues that the changes found in Francophone immigrants' L1 should not be viewed entirely as attrition phenomenon. Some are due to language loss, but others are contributions to French when the two language systems are in contact. Chapter 7: 'Is there a natural process of decay?--a longitudinal study of language attrition' by Matthias Hutz. A longitudinal case study, based on personal letters of a German immigrant in US during the period from 1939 to 1994, is discussed in this paper in order to investigate which parts of linguistic system tend to be more resistant to attrition over a long period and which categories show less resistance to the intrusion of L2 elements. Through data analysis of different linguistic levels, the study confirms that lexicon is the most severely affected domain by language attrition, while morphological and syntactic structures seem to be more resistant to language loss. As pointed out by the author, due to several limitations of the data in the study, it is necessary to have data from a greater number of informants so that a more precise generalization of the attrition pattern in different linguistic domains can be made. Chapter 8: 'In search of the lost language -- the case of adopted Koreans in France' by Valerie A. G. Ventureyra and Christophe Pallier. Two issues are addressed in this study. First, this study considers individuals who were extracted from L1 environment and immersed in L2 environment at a relatively early age thus minimizing the interference from L2 during the attrition of L1. Second, phonology is the first linguistic level acquired by infants; therefore, it is of interest to investigate whether phonology is particularly resistant to attrition. The results from the behavioral experiments and fMRI study suggest that a possible mechanism for language attrition due to erosion of an unused language is brain plasticity and that the subjects have a more precise notion of the sound pattern of their L1 than L2, but no explicit access to knowledge of L1 lexical items. Part III: How the study of attrition can contribute to the understanding of languageChapter 9: 'Attrition in L1 competence -- the case of Turkish' by Ayse Gurel. This paper explores the impact of a dominant L2 English as a possible cause of language loss or restructuring in the L1 Turkish grammar of adults who have lived in the L2 environment for an extended period of time. Using a written interpretation task, a truth-value judgment task, and a picture identification-listening task, the author found that the subjects were able to distinguish between the binding properties of overt and null pronouns and between the two overt pronouns in Turkish. However, the interpretation of the Turkish overt pronoun o did show some transfer from L2 English. The restructuring of the L1 grammar at the syntactic competence level suggests that native competence of late L2 acquirers is under change due to extensive L2 exposure and less accessible L1 input. Chapter 10: 'Methodological aspects of a generative-based attrition study' by Bede McCormack. From a generative-based theoretical perspective, this paper investigates Japanese speakers' knowledge of reflexive binding in their L2 after their stay in the US. The test results show that most subjects failed to maintain their initial levels of knowledge of the English Principle A-related binding phenomena. This L2 attrited pattern, as concluded by the author, can not be attributed to L1 transfer, nonetheless remains UG constrained. Chapter 11: 'Convergent outcomes in L2 acquisition and L1 loss' by Silvina Montrul. Under the theoretical assumption that the eroded L1 grammars of bilinguals at a certain state resemble the incomplete grammars of intermediate and advanced stages of L2 acquisition, the author hypothesizes that both L2 (Spanish) learners and Spanish heritage speakers would have difficulty with verb forms indicating the negative value of the [perfective] feature, because there is a parametric difference between Spanish and English AspP. Results from the Sentence Conjunction Judgment Task and the Truth Value Judgment Task generally confirm the prediction, showing that advanced L2 learners of Spanish and Spanish heritage speakers are similar in the semantic interpretations of the preterit-imperfect aspectual opposition. However, these two groups are significantly different from monolingual Spanish speakers and superior L2 (Spanish) speakers in some areas of semantic interpretations. It is concluded that incomplete acquisition in the context of bilingualism is a specific type of language attrition at the individual and probably at the group level. Furthermore, the author suggests that the methodologies of L2 acquisition research could be used in attrition research due to the similarity in the interaction between L1 and L2 systems when two languages are in contact in both of L1 attrition and L2 acquisition phenomena.Chapter 12: 'A modest proposal -- explaining language attrition in the context of contact linguistics' by Steven Gross. In the author's view, it is important to identify language attrition from other linguistic observations which could be mistaken as attrition phenomena. Specifically, this article presents a language production model predicting which categories of morphemes are more or less vulnerable to attrition. Under this model, there are three morpheme systems at the lemma level: the content morpheme system directly links to the conceptual level and are conceptually activated (e.g. nouns and verbs); the early system morphemes are also conceptually activated but indirectly elected by content morphemes (e.g. English determiners and plural s); the last category is late system morphemes which are activated at the functional level and not subject to speakers' intentions, like subject-verb agreement markers. Data from German immigrants in US support the predication of this model showing that content morphemes are most vulnerable to attrition while late system morphemes are least likely to undergo change. Chapter 13: 'No more reductions!--to the problem of evaluation of language attrition data' by Elena Schmitt. This paper argues that explaining the processes of language attrition should move beyond the framework of simplification/reduction and explore convergence and code-switching as the mechanism. This view is supported by the Abstract Level model which suggests three levels of abstract lexical structure in modularity: lexical-conceptual, predicate-argument structure, and morphological realization patterns. Thus, convergence takes places when access to the abstract lexical structure of one language is not complete or the influence of the other language is so powerful that it is used to fill in the gaps. The production data collected from Russian immigrants in US confirm this convergence account. EVALUATIONThis book collection of 13 papers presents the audience exciting research during the past decade in attrition research, but certainly highlights the complexity in this area in terms of theoretical foundation, methodologies, sampling and analysis. To be more specific, there are valuable results from the series of research worthwhile to point out and further pursue along the path. First, these attrition studies have provided interdisciplinary perspectives and adopted theoretical frameworks from Sociolinguistics, Theoretical Linguistics and Psycholinguistics. These frameworks allow the formulation of more precise and falsifiable hypotheses, and thus more rigorous and suggestive findings. Second, a variety of research designs and methods are witnessed in this book to elicit data investigating specific and local phenomena of language attrition. This has established a solid grounding in the methods of data collection and analysis for more detailed and reliable results. Third, this line of research is vital to investigate the favorable effects on the maintenance of L1 proficiency in addition to the development of L2 for immigrants (Schmid, 2004). On the other hand, I would certainly hope to see some development on the basis of the research I have reviewed from the book. First, research needs to distinguish the attrition phenomenon due to healthy aging from language contact. Goral (2004) reported similarities and differences in lexical retrieval difficulties in both bilingual and healthy aging groups. However, what mechanisms associate with these two different contexts still remain unanswered. Second, most studies assume the complete acquisition of L1 prior to the process of attrition. Results could be different if this variable is well-controlled. Furthermore, it might be worthwhile to compare subject groups whose L1 proficiency is different, such as the contrast between children and adults' L1 attrition in the same language context. Third, several studies of different groups of bilinguals have concluded that syntax is more resistant to attrition/change compared to lexicon, including Montrul (2004)'s recent research of subject and object expressions in Spanish heritage speakers. However, it is not clear whether this issue is cross-linguistic in the sense that how similar or different bilinguals' two language systems are would affect the attrition process. I would suggest more replication studies to confirm the general patterns at different linguistic levels as well as emphasize the more detailed cross-linguistic characters. REFERENCESGoral, M. (2004). First-language decline in healthy aging: implications for attrition in bilingualism. Journal of Neurolinguistics, 17, 31-52. Montrul, S. (2004). Subject and object expression in Spanish heritage speakers: A case of morphosyntactic convergence. Bilingualism: Language and Cognition, 7 (2),125-142. Schmid, S. M. (2004). A new blueprint for language attrition research. In M. S. Schmid, B. Kopke, M. Keijzer & L. Weilemar (Eds.), First Language Attrition: Interdisciplinary perspectives on methodological issues (349-362). Amsterdam/Philadelphia: John Benjamins Publishing Company. ABOUT THE REVIEWER:
ABOUT THE REVIEWERXin Wang is a PhD student enrolled in the Second Language Acquisition and Teaching Program at the University of Arizona. Her research interest is in L2/Bilingual Language Processing and Second Language Acquisition. Currently, her research uses Masked Priming Paradigm investigating the mechanism of cross-language priming. About LINGUIST | Contact Us | 教育 |
2014-52/2855/en_head.json.gz/13332 | MSDE has received a federal Race To the Top - Early Learning Challenge (RTT-ELC) grant under a program that is co-managed by the U.S. Department of Education and the U.S. Department of Health and Human Services. Maryland is one of only nine states awarded the grant. Click here for details about the grant award.
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The MSDE Division of Early Childhood Development has completed the MSDE Standards for Implementing Quality School-Age Child Care Programs. Click here to go to a Division blogsite where you can review the instrument and provide feedback.Join the Division of Early Childhood’s List Serve to receive notifications of Partners Newsletter publication, child care licensing regulation changes and important notices for the early childhood and school-age child care community at http://listsrv.msde.state.md.us. Select "EARLY CHILDHOOD" from the list and follow the instructions to subscribe.
Online Child Care Licensing Inspection Findings - MSDE has an online child care licensing inspection results site – www.CheckCCMD.org! The site offers detailed compliance findings from child care licensing inspections conducted since January 2011, as well as links to a wide range of information about early care and education in Maryland.Register your program at Let’s Move! Child Care and do your part to create a healthier Maryland. “The risk of obesity starts early in life. Over half of obese children become overweight by the age of 2, and approximately one in five children are overweight or obese by their 6th birthday.” – The White House Task Force on Childhood Obesity. Get the support you need to give the children in your care a healthier start. Click here to register.
On January 20, 2012, the MSDE Division of Early Childhood Development presented its 1st Early Childhood Research Forum on the Towson University campus. Click here to read all about this unique and energizing event.The MSDE Division of Early Childhood Development (DECD) has finalized its 3-year Strategic Plan for 2010-2012. Click here to view and download the entire document.For ease of retrieval, all announcements and updates concerning the work of Maryland's Early Childhood Advisory Council (ECAC) have been moved to our Strategic Planning portal page, where they appear under a separate heading. Click here to go to that page.The Child Care Subsidy program has implemented a waiting list for some low income families. Applications are still being accepted for services at the local department of social services, but due to a lack of available funding, not all eligible families will receive vouchers. Please click here for details about the waiting list.Healthy Beginnings: Supporting Development and Learning from Birth through Three Years of Age is now available online at www.marylandhealthybeginnings.org. Healthy Beginnings is a set of developmental and learning guidelines that was developed to ensure that those who live with or care for infants and young children have the knowledge and resources to support and encourage children during the ongoing process of growth and learning.MSDE Provides State-Recommended Curricula for Early Childhood Programs - Press Release (February 5, 2010) - click here.Individually Developed Curricula – Technical Reports – 2010 - Click here for more about the Individually Developed Curricula for 2010.Consumer Product Safety CommissionGet information updates about product recalls and product safety issues.
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2014-52/2855/en_head.json.gz/13377 | Money Moves comments School-hopping alumni aren't giving back to colleges By Jon Marcus, The Hechinger Report @CNNMoney August 20, 2014: 1:44 PM ET NEW YORK (CNNMoney) Maya Gunaseharan spent her first year in college at American University, then transferred to Cornell. Now, both schools are asking her to donate money. "I had a really great first year at American," said Gunaseharan, who is 24. "But I've seen a very clear return as a result of my degree from Cornell. So I absolutely feel the tension about who to give to." Universities and colleges are feeling the pressure, too. Today, nearly a quarter of students who earn degrees finish somewhere other than where they started, according to the National Student Clearinghouse. And as more students jump from school to school, colleges say it's getting harder to solicit all-important alumni donations. "What motivates alumni to give is a sense of loyalty, an indebtedness that 'I am who I am because of my education,'" said Shaun Keister, vice chancellor for alumni relations at the University of California, Davis. "What we don't know from this generation that jumps around a lot is: Are they ever going to have that warm and fuzzy feeling for the campus?" Related: Chinese students found cheating to get into U.S. universities While total contributions to colleges and universities were up last year, the percentage of alumni who are actually giving is shrinking, according to the nonprofit Council for Aid to Education. In 2003, 13% of alumni gave to their schools. Last year, just 9% did. And that's what's keeping alumni directors up at night. 'It's too expensive to go to school' The participation rates keep falling "even though we have more sophisticated programs, bigger programs, more options" -- like social media -- to help encourage giving, said Brian Kish, senior vice president for central development at the University of Arizona Foundation. Alumni executives and consultants say the transfer phenomenon is partly to blame. "So let's say you went to three different places undergrad, and then to grad school — because we have more people going to grad school, too. Now you've been to four schools. Where's your love? Where's your affinity? Where's your passion?," asked Kish. Related: Are in-state students getting squeezed out of public universities? The problem isn't likely to affect elite universities and colleges, whose students almost always graduate on time, and rarely transfer, said Chris Marshall, vice president for alumni relations practice at the consulting firm Grenzebach Glier and Associates. But for mid- and lower-tier schools, where most of the transfers occur it's "going to be hard to engage if they don't have that four-year experience with some continuity," he said. And alumni who do give seem to support the universities or colleges from which they ultimately graduate. Another source of worry: Community colleges, where many students start their college careers these days, are also beginning to go after financial contributions from alumni. "It's one more organization coming after the same pool of people," Keister said. Related: Starbucks, Wal-Mart offer classes -- for college credit Yet, many university and college alumni offices have failed to reach out to students who transfer in from community colleges while they're still enrolled, as they often do with conventional freshmen. Now more schools are beginning to do this, beginning at the orientations they require transfer students to attend. "You have the undivided attention of students two times. Once during orientation and again at their graduation ceremony. Otherwise, good luck," said Keister. Gunaseharan, meanwhile, is mulling the requests for money she's received from Cornell and American — which has another pull on her because her mother went there — but she is putting them aside while she plans to go to graduate school. "I'm not really in a position to be giving loads to any of my alma maters," she said. "I'm still saving money for the next degree." This story was produced by The Hechinger Report, a nonprofit, nonpartisan education-news outlet affiliated with Teachers College, Columbia University. First Published: August 19, 2014: 8:50 PM ET Most Popular
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2014-52/2855/en_head.json.gz/13382 | RMU Welcomes Largest Freshman Class, Record Number of Students Living on Campus
Pittsburgh – Robert Morris University welcomed the Class of 2017 to its campus in Moon Township on Thursday, setting a record for the largest freshman class in its history.
RMU welcomed 980 first-year students, representing 26 states and 19 nations. The university is also setting a record with the number of students living on campus: approximately 2,070 in 14 residence halls, including Yorktown Hall, which has been fully converted from the former Holiday Inn Pittsburgh Airport. With 501 students living there, the former hotel is now RMU’s largest residence hall. Robert Morris also welcomed 197 transfer students. Total enrollment this fall is expected to hit 5,500, including graduate students. Returning undergraduate students will move in throughout the weekend in anticipation of the first day of classes on Monday, August 26. The fall of 2013 is significant in another way at Robert Morris: It marks the 50th anniversary of the Moon Township campus, site of the former Oliver Kaufmann estate. The campus opened in the fall of 1963 with a single classroom building, a lone administrative building, and three residence halls. RMU was founded in 1921 in downtown Pittsburgh. | 教育 |
2014-52/2855/en_head.json.gz/13399 | Lipscomb names former Hezbollah hostage as Institute of Conflict Management scholar
Lipscomb University has named Terry Waite, a former Hezbollah hostage, as the first scholar-in-residence at the university’s Institute for Conflict Management.
The one-year residency begins in September, and Waite will be a featured speaker at a Vermont retreat offered by the institute as well as a spring 2014 seminar in Nashville. He is also expected to provide writings and student support for the university.
“Dr. Waite will add a new dimension to the work of the institute,” said Steve Joiner, managing director of the institute. “With his experience as a negotiator and a world-renowned agent of peace, he is a testament to the power and resilience of the human spirit.”
Waite successfully negotiated the release of hostages in Iran and Libya in the 1980s. He was taken hostage by the Lebanon-based militant group Hezbollah in 1987 while he was negotiating the release of prisoners in Beirut.
He was released in 1991 after more than four years of solitary confinement.
“Much of my life has been spent working as a negotiator in conflict situations throughout the world,” Waite said, “and during my time [at Lipscomb] I will examine some of these situations with students. I shall discuss extreme situations where lives have been at stake. I shall do so because it is from such situations that lessons may be learned that are applicable to so called ‘normal’ life.”
Waite is currently the president of two nonprofit organizations and has authored several books.
Source URL: http://nashvillecitypaper.com/content/city-news/lipscomb-names-former-hezbollah-hostage-institute-conflict-management-scholar | 教育 |
2014-52/2855/en_head.json.gz/13424 | IST researcher explores student online collaborationStephanie KoonsOctober 25, 2013 IST researcher explores student online collaboration
UNIVERSITY PARK, Pa. -- At Penn State’s College of Information Sciences and Technology (IST) and many other institutions of learning, an increasing number of classes are being conducted in a blended learning format. Blended courses are classes where a portion of the traditional face-to-face instruction is replaced by Web-based online learning. Marcela Borge, a senior research associate/instructor at the College of IST, recently received a grant from the National Science Foundation (NSF) that will enable her to explore the nuances of student online collaboration and develop learning models that can be adapted to different educational settings.
“We hope that this project will contribute to higher quality collaborative environments for students in online and blended learning environments,” Borge said.
Borge and Carolyn Rosé, an associate professor at Carnegie Mellon University, received an award of $500,000 from the National Science Foundation for a proposal called “EXP: Collaborate Research: Fostering Ecologies of Online Learners through Technology Augmented Human Facilitation.” The funds, which will be split evenly between Penn State and Carnegie Mellon, will support a three-year project that Borge said will “merge what we know from the fields of Human Computer Interaction, the learning sciences and computational linguistics to support an online collaborative learning environment.”
The award is the first major grant for the Center for Online Innovation in Learning (COIL), which was established in 2012 to support faculty research on inventing, implementing and investigating new ways to use technology to improve online education. The College of IST, the College of Education and the World Campus are partners in the center.
“This is very important for the College of IST and especially for COIL to have such a prestigious award in the center’s first year,” said Fred Fonseca, associate professor at the College of IST and co-director of COIL.
As part of the project, Borge and Rosé are developing a collaborative environment to support the development of students’ understanding of what high quality collaborative knowledge building entails and how to monitor and regulate it. The online environment will allow the students to store a variety of media — videos, documents, links to websites, etc. On the backend, the system will be able to interpret what the students are posting and will evaluate their ability to plan, build on ideas, evaluate ideas and make progress. Based upon the system’s evaluations, embedded agents will prompt the students with suggestions in the chat environment, such as thinking more deeply or using different strategies. The instructors will be able turn features on and off and see how the teams are interacting with each other. The environment will also allow researchers to study whether different types of prompts and feedback are more effective than others.
“We’re developing a collaborative environment to meet the needs of the whole student by providing opportunities to develop cognitive, metacognitive and relational skills,” Borge said. During the first year of the project, Borge and Rosé will be conducting analysis on previous studies on face-to-face and online learning environments. By the end of the year, Borge said, they will implement a working prototype without the backend features, in which the students will reflect on their own progress. In the second year, they will test the backend features. In the final year of the project, the investigators will add the backend features, and seek to improve and revise the system based on field-testing and feedback from students and instructors.
A major advantage of the system that Borge and Rosé are developing, Borge said, is its flexibility. Many educational milieus include a collaborative and/or online component, so instructors from a variety of backgrounds may be able to integrate the system’s features into their curriculum.
“The goal is to develop a system that can be used to support collaborative learning in any educational context,” Borge said. “This poses many challenges, but we are confident that our team can come up with innovative solutions.
Contacts: Stephanie [email protected] Last Updated December 11, 2013 Share this story
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Genevieve, Saint
Patroness of Paris, b. at Nanterre, c. 419 or 422; d. at Paris, 512 view page scan
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Genevieve, Saint, patroness of Paris, b. at Nanterre, c. 419 or 422; d. at Paris, 512. Her feast is kept on January 3. She was the daughter of Severus and Gerontia; popular tradition represents her parents as poor peasants, though it seems more likely that they were wealthy and respectable townspeople. In 429 St. Germain of Auxerre and St. Lupus of Troyes were sent across from Gaul to Britain to combat Pelagianism. On their way they stopped at Nanterre, a small village about eight miles from Paris. The inhabitants flocked out to welcome them, and St. Germain preached to the assembled multitude. It chanced that the pious demeanor and thoughtfulness of a young girl among his hearers attracted his attention. After the sermon he caused the child to be brought to him, spoke to her with interest, and encouraged her to persevere in the path of virtue. Learning that she was anxious to devote herself to the service of God, he interviewed her parents, and foretold them that their child would lead a life of sanctity and by her example and instruction bring many virgins to consecrate themselves to God. Before parting next morning he saw her again, and on her renewing her consecration he blessed her and gave her a medal engraved with a cross, telling her to keep it in remembrance of her dedication to Christ. He exhorted her likewise to be content with the medal, and wear it instead of her pearls and golden ornaments. There seem to have been no convents near her village; and Genevieve, like so many others who wished to practice religious virtue, remained at home, leading an innocent, prayerful life. It is uncertain when she formally received the religious veil. Some writers assert that it was on the occasion of St. Gregory's return from his mission to Britain; others say she received it about her sixteenth year, along with two companions, from the hands of the Bishop of Paris. On the death of her parents she went to Paris, and lived with her godmother. She devoted herself to works of charity and practiced severe corporal austerities, abstaining completely from flesh meat and breaking her fast only twice in the week. These mortifications she continued for over thirty years, till her ecclesiastical superiors thought it their duty to make her diminish her austerities.
Many of her neighbors, filled with jealousy and envy, accused Genevieve of being an impostor and a hypocrite. Like Blessed Joan of Arc, in later times, she had frequent communion with the other world, but her visions and prophecies were treated as frauds and deceits. Her enemies conspired to drown her; but, through the intervention of Germain of Auxerre, their animosity was finally overcome. The bishop of the city appointed her to look after the welfare of the virgins dedicated to God, and by her instruction and example she led them to a high degree of sanctity. In 451 Attila and his Huns were sweeping over Gaul; and the inhabitants of Paris prepared to flee. Genevieve encouraged them to hope and trust in God; she urged them to do works of penance, and added that if they did so the town would be spared. Her exhortations prevailed; the citizens recovered their calm, and Attila's hordes turned off towards Orleans, leaving Paris untouched. Some years later Merowig (Merovee) took Paris; during the siege Genevieve distinguished herself by her charity and self-sacrifice. Through her influence Merowig and his successors, Childeric and Clovis, displayed unwonted clemency towards the citizens. It was she, too, who first formed the plan of erecting a church in Paris in honor of Saints Peter and Paul. It was begun by Clovis a Mont-les-Paris, shortly before his death in 511. Genevieve died the following year, and when the church was completed her body was interred within it. This fact, and the numerous miracles wrought at her tomb, caused the name of Sainte-Genevieve to be given to it. Kings, princes, and people enriched it with their gifts. In 847 it was plundered by the Normans and was partially rebuilt, but was completed only in 1177.
This church having fallen into decay once more, Louis XV began the construction of a new church in 1764. The Revolution broke out before it was dedicated, and it was taken over in 1791, under the name of the Pantheon, by the Constituent Assembly, to be a burial place for distinguished Frenchmen. It was restored to Catholic purposes in 1821 and 1852, having been secularized as a national mausoleum in 1831 and, finally, in 1885. St. Genevieve's relics were preserved in her church, with great devotion, for centuries, and Paris received striking proof of the efficacy of her intercession. She saved the city from complete inundation in 834. In 1129 a violent plague, known as the mal des ardents, carried off over 14,000 victims, but it ceased suddenly during a procession in her honor. Innocent II, who had come to Paris to implore the king's help against the Antipope Anacletus in 1130, examined personally into the miracle and was so convinced of its authenticity that he ordered a feast to be kept annually in honor of the event on November 26. A small church, called Sainte-Genevieve des Ardents, commemorated the miracle till 1747, when it was pulled down to make room for the Foundling Hospital. The saint's relics were carried in procession yearly to the cathedral, and Mme de Sevigne gives a description of the pageant in one of her letters.
The revolutionaries of 1793 destroyed most of the relics preserved in St. Genevieve's church, and the rest were cast to the winds by the mob in 1871. Fortunately, however, a large relic had been kept at Verneuil, Oise, in the eighteenth century, and is still extant. The church built by Clovis was entrusted to the Benedictines. In the ninth century they were replaced by secular canons. In 1148, under Eugene III and Louis VII, canons from St. Victor's Abbey at Senlis were introduced. About 1619 Louis XIII named Cardinal Francois de La Rochefoucauld Abbot of St. Genevieve's. The canons had been lax and the cardinal selected Charles Faure to reform them. This holy man was born in 1594, and entered the canons regular at Senlis. He was remarkable for his piety, and, when ordained, succeeded after a hard struggle in reforming the abbey. Many of the houses of the canons regular adopted his reform. He and a dozen companions took charge of Sainte-Genevieve-du-Mont, at Paris, in 1634. This became the mother-house of a new congregation, the Canons Regular of St. Genevieve, which spread widely over France. Another institute called after the saint was the Daughters of St. Genevieve, founded at Paris, in 1636, by Francesca de Blosset, with the object of nursing the sick and teaching young girls. A somewhat similar institute, popularly known as the Miramiones, had been founded under the invocation of the Holy Trinity, in 1611, by Marie Bonneau de Rubella Beauharnais de Miramion. These two institutes were united in 1665, and the associates called the Canonesses of St. Genevieve. The members took no vows, but merely promised obedience to the rules as long as they remained in the institute. Suppressed during the Revolution, it was revived in 1806 by Jeanne-Claude Jacoulet under the name of the Sisters of the Holy Family. They now have charge of over 150 schools and orphanages.
A. A. MACERLEAN
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Quotable Catholics "I forgive you as heartily as I wish God to forgive me."
-- Marie-Anne Piedcourt (Sister of Jesus Crucified), choir-nun; to her executioner, on mounting the scaffold; one of the 16 Teresian Martyrs of Compiegne guillotined on July 17, 1794 in Paris during the murderous Reign of Terror.
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2014-52/2855/en_head.json.gz/13582 | ConnectCarolina
Home » The Carolina Postdoctoral Program for Faculty Diversity » About the Carolina Postdoctoral Program for Faculty Diversity » Current Scholars Bios Search
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Lydia Abebe, 2014
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Danielle Christmas, 2014
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Benjamin Frey, 2013
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Sharonda LeBlanc, 2014
Silvia Castro Lorenso, 2013
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SCHOLARS bios
LYDIA ABEBE – Lydia Abebe received her doctorate at University of Virginia in the Department of Civil and Environmental Engineering in 2013. In 2009, she received the SREB-State Doctoral Scholars Award, which supported her graduate research. Her research examined silver-impregnated ceramic water filters for the improvement of water quality and health. In specific, her dissertation focused on three projects: a clinic based randomized controlled trial in Limpopo, South Africa, using ceramic water filters; ceramic water filter treatment of Cryptosporidium parvum, a harmful waterborne parasitic protozoa; and the process of establishing a ceramic water filter factory in Limpopo, South Africa. Abebe helped establish the filter factory as a small business that produces easy to use, low cost filters in Limpopo as an enterprise that will not only generate revenue for local ceramicists, but will also improve human health in the surrounding area. Additionally, Abebe won a national competition that supported entrepreneurship and the development of sustainable, green technology. She is currently working with Professor Mark Sobsey in the Environmental Science and Engineering department at UNC Chapel Hill. Her research will focus on the human health impact of antibiotic resistant bacteria in the environment and will continue to explore household level water purification.
DANIELLE CHRISTMAS - Danielle Christmas is a former recipient of a number of national awards, including the Cummings Foundation Fellowship at the United States Holocaust Memorial Museum (2014) and the Mellon / ACLS Dissertation Completion Fellowship (2013-14). Her manuscript, “Auschwitz and the Plantation: Labor and Social Death in American Holocaust and Slavery Fiction,” concerns how representations of Holocaust and slavery perpetrators contribute to American socioeconomic discourses. Danielle has taught and published on topics ranging from American narratives of Nazi fugitives to the so-called African Hottentot Venus Saartje Baartman. You can find out more about her work at her website, http://www.daniellechristmas.com.
BENJAMIN FREY - Ben Frey received his Ph.D. in German with a minor in Linguistics from the University of Wisconsin-Madison in 2013. Ben Frey’s research interests center on sociolinguistics, with particular emphasis on language shift. As communities become increasingly intertwined with the larger society, they come to rely increasingly on that society’s language – often at the expense of their traditional one. Frey’s current project is a book manuscript on the general theory of language shift, based on his dissertation. The project compares the process of shift from German to English in Wisconsin and Cherokee to English in North Carolina. An understanding of language shift can provide insights into the development of regional cultures and identities, as well as new strategies for language revitalization. A member of the Eastern Band of Cherokee Indians, Frey is the recipient of a Carolina Postdoctoral Fellowship for Faculty Diversity. He was awarded a Chancellor’s Opportunity Dissertator Fellowship at the University of Wisconsin at Madison, and received an Honored Instructor award from University of Wisconsin Housing.
SHARONDA JOHNSON LEBLANC - Sharonda Johnson LeBlanc is a December 2012 graduate of the Nanoscale Science Ph.D. program at the University of North Carolina at Charlotte. In 2008, she was awarded the prestigious National Science Foundation Graduate Research Fellowship, which supported her graduate studies in single quantum dot fluorescence spectroscopy. During her tenure, she was selected to attend the 60th Lindau Meeting of Nobel Laureates and Students in Lindau, Germany. LeBlanc earned her Bachelor’s degree in Chemistry from UNC Charlotte in 2007, where she also competed in collegiate track and field. She became the first UNC Charlotte student athlete to garner both academic and athletic All-America Honors. She is a two-time All-American in the women’s triple jump, and a three-time Academic All-American. She is currently conducting her postdoctoral research with Professor Scott Warren in the Chemistry Department at UNC Chapel Hill. Her research projects focus on making new materials and devices for converting sunlight into electricity. Following her postdoctoral training, Sharonda looks forward to accepting a tenure-track faculty position at a research university. In her spare time, she enjoys spending time with her husband and daughter.
SILVIA CASTRO LORENSO - Dr. Lorenso received her Ph.D in Luso-Brazilian Literatures and Cultures from the University of Texas, at Austin, in 2013. Her dissertation focused on the role that poetry has played in the formation of new identities, and forms of cultural agency and how poetry and literacy have transformed communities in peripheral-urban areas. She has been working with poets affiliated to two poetry spaces in São Paulo and Salvador – Cooperifa and Sarau Bem Black (Brazil), as well as with Puerto Rican poets who were founders or participate today in the Nuyorican Poets Cafe in Manhattan (US) and “El Nuyorican” in San Juan, PR. Her main thesis is that urban geographies and communities have created cultural-social awareness through the spoken word that manifests itself in transnational dialogues, which have located race and particularly blackness as a form of agency against urban gentrification, social displacement and invisibility. The comparative approach between Puerto Rican communities and enclaves in San Juan and NY and two Brazilian cities, with distinct racial politics, such as São Paulo and Salvador, is a fruitful engagement of what she defines as “border poetics.” Her dissertation poses Brazilian as well as Puerto Rican studies in dialogue with African Diaspora Studies and US Latino Studies. She completed her project with a CAPES scholarship, from the Ministry of Education in Brazil. Her book manuscript is tentatively entitled De Ruas, Bodegas e Bares: Um Continuum Africano em Poéticas Transântlanticas Periféricas-San Juan, Nova York e São Paulo and it will include the foundings of her current research on how these poets are exploring technology and web publishing. Prior to studying in the US, Dr. Lorenso received her M.A. degree in Linguistics and Semiotics from the University of São Paulo – USP in 2007, sponsored by Ford Foundation and Fulbright scholarships. Her research applied Literary Semiotics to the study of the form and politics in poetry anthologies by Afro-Brazilian authors associated with the Quilombhoje: Cadernos Negros, a literary group connected with the Brazilian Black Movement since 1970s. She is currently revising the book manuscript titled Corpo e Erotismo em Cadernos Negros: A Reconstrução Semiótica da Liberdade no Encunciado e na Enunciação. JULIE MARCHESAN – Julie Marchesan received her Ph.D in Oral Health Sciences from the University of Michigan. Her dissertation focused on determining the role of inflammatory periodontal disease in arthritis development and progression. Clinical studies demonstrate the existence of an association between periodontal disease and rheumatoid arthritic patients. However, the bi-directional influence of one disease on the other impedes the clarification of a mechanism linking both diseases. Her research is assisting in defining the impact that oral health may have in arthritis with the use of animal models. Identification of potential pathogen-host response modifiers that affect these two chronic, disabling diseases will advance understanding of disease pathogenesis and potential treatment approaches. In 2013, Dr. Marchesan joined the laboratory of Dr. Steven Offenbacher in the Department of Periodontology, School of Dentistry. Her current project is focused on addressing the role of several single nucleotide polymorphisms (SNPs) in periodontal disease.
LAVAR MUNROE - Lavar Munroe was born on November 19th 1982 in Nassau, Bahamas. In 2004, Munroe relocated to the United States where he earned his Bachelors of Fine Arts from Savannah College of Art and Design in 2007. He then went on to earn a Masters of Fine Art degree from Washington University in St. Louis in 2013. Munroe’s career has fostered much national and international recognition. In the summer of 2010, Munroe represented The Bahamas in the country’s first and only appearance at the Liverpool Biennale. In 2013, Munroe appeared in issue no. 105 New American Painting where he was recognized as an Editor’s Choice. He is an alumnus of the prestigious Skowhegan School of Painting and Sculpture (2013). Munroe was awarded a Joan Mitchell Foundation Painting and Sculpture Grant (2013). Most recently in 2014, Munroe was awarded a Post Doc Fellowship at the University of North Carolina Chapel Hill, where his tenure will begin in July 2014. Other noteworthy awards, grants and fellowships include The Kraus Family Foundation, Beach Institute’s: Yes We Can Grant, The Mildred Suliburk Dennis Memorial Scholarship, Sam Fox Dean’s Initiative Fund, Mary Beth Hassan Fund, The Skowhegan Scholarship Award, The Central Bank of The Bahamas Grant, and The National Endowment for the Arts: Nassau Bahamas Grant, among many others.
WILLIAM STURKEY - William Sturkey is an historian of Modern American, African American, and Southern History with a particular research focus on race in the American South, working-class African American communities, and the Civil Rights Movement. His first book, scheduled for publication in March of 2014, is an edited collection of the newspapers, essays, and poems produced by young black Freedom School students during the 1964 Mississippi Freedom Summer. His second book, currently in progress, examines the impact of modernization on Southern Jim Crow and explores the organic origins of the Civil Rights Movement. Sturkey’s next book project will tentatively examine working-class African American life in Pittsburgh, Pennsylvania in the decades before World War II. William received his Ph.D. in African American History from Ohio State University in 2012. His primary research project is an in-progress book that examines the history of race in the American South between Emancipation and the Civil Rights Movement and offers a new way to think about the organic origins of the most powerful social movement in modern American history. Dr. Sturkey is interested in numerous aspects of Modern American, Working-Class, and Southern History and has taught at the universities of Wisconsin-Madison and Southern Mississippi.
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Home › News › Academic leadership updates for Summer 2014 Academic leadership updates for Summer 2014 Thu, 2014-06-05 13:50 Administrative
Four academic leaders will take new posts on campus this summer, with the appointments of Dr. Catherine Krull as dean of social sciences, Dr. Ralf St. Clair as dean of education, Dr. Bruce Wright as head of medical sciences and Dr. Robina Thomas as the inaugural director of Indigenous academic and community engagement.
Krull is currently associate dean of arts and science at Queen’s University. A sociologist and member of the Queens cultural studies graduate program, Krull is cross-appointed to the Department of Gender Studies at Queen’s. She is also a past editor of Cuban Studies and current editor-in-chief of the Canadian Journal of Latin American and Caribbean Studies. Krull has a considerable publication history with a focus on Cuba, and in 2009 co-organized a large international conference focusing on 50 years of the Cuban Revolution.
Krull will serve as Dean of the Faculty of Social Sciences for a five-year term effective July 15, 2014 to June 30, 2019.
St. Clair’s leadership and administrative experiences stretch from Europe to North America—including roles directing a state literacy centre, First Nations and Inuit education programs, and as dean of graduate studies and chair of a large interdisciplinary department. He has been actively involved in creating international partnerships and recruitment opportunities.
St. Clair’s research areas include adult literacy and community initiatives, the formation of aspirations among First Nations youth, and research patterns in higher education. His research includes partnerships at the local, national, and international levels, and over the last five years he has received $1.4 million in research funding. His current portfolio includes a national partnership study among First Nations communities in several Canadian provinces.
St. Clair’s teaching includes educational and social research, adult and continuing education, understanding educational inquiry, and critical influences on educational praxis. He has a long track record of engagement with First Nations education and online and distance learning platforms and approaches.
St. Clair will serve as Dean of the Faculty of Education for a five-year term effective August 15, 2014 to June 30, 2019.
Effective July 1, Wright will begin his term of service as Head, Division of Medical Sciences at UVic (and Regional Associate Dean, UBC Faculty of Medicine). He joins UVic from the University of Calgary, where he specialized in geriatric medicine. He has also recently been involved in international medical curriculum development, including work in Nepal, Laos and Tanzania.
Also beginning on July 1, Thomas—currently Associate Professor in the School of Social Work—will serve as the inaugural director of Indigenous academic and community engagement during an initial three-year term. Thomas’ expertise as a teacher and a researcher who has focused her work within the context of Indigenous programs and communities —along with her knowledge of local protocol and her relationships with Indigenous community members—will serve the entire campus in this important new leadership role.
As previously announced in the March issue of the Ring, incoming Vice-President Research Dr. David Castle begins his term on July 1, 2014. Faculty and staff are invited to a reception on Wednesday, June 18 to acknowledge the contributions of Dr. Howard Brunt during his seven years as vice-president research. The event begins at 4:00 pm at the University Club. Please RSVP by June 11 to [email protected].
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Linda S. Cordell
Senior Scholar
Linda S. Cordell (1943–2013) was appointed a Senior Scholar at SAR in July 2006. No stranger to SAR, Linda had been a participant at several advanced seminars, was an NEH resident scholar in 1981–1982, held Arroyo Hondo Summer scholarships in 2003 and 2004, and served on the Staley Prize Committee and an SAR Planning Committee prior to joining SAR. Linda was an archaeologist whose primary research was in the U.S. Southwest with an emphasis on the fourteenth- and fifteenth-century northern and central Rio Grande Valley Ancestral Pueblo peoples. Her research interests included archaeological method and theory, the archaeology of settlement dynamics in agricultural communities, and human responses to climate change in arid regions. Linda was author of Prehistory of the Southwest (1984), Archaeology of the Southwest, second edition (1997), Archaeology of the Southwest, third edition (2012), Ancient Pueblo Peoples (1994), Before Pecos: Settlement Aggregation in the Upper Pecos Valley, New Mexico (1998), and co-author with Beatriz Braniff-C. and others of La Gran Chichimeca, el Lugar de las Rocas Secas (2001). She was also editor of Tijeras Canyon: Analyses of the Past (1980), co-editor with George Gumerman of Dynamics of Southwest Prehistory (1989), co-editor with Nelson Foster of Chilies to Chocolate: Foods the Americas Gave the World (1992), and co-editor with Don D. Fowler of Southwest Archaeology in the Twentieth Century (2005), among many other books and innumerable articles.
Linda earned her BA at George Washington University, her MA at the University of Oregon, and her PhD at the University of California Santa Barbara. She taught at the University of New Mexico from 1971–1987, as an Assistant, Associate, and Full Professor and served a term as chair of the Department of Anthropology. Linda then spent four years at the California Academy of Sciences, in San Francisco, as Irvine Curator and Chair of the Department of Anthropology. In 1992, Linda joined the faculty of the University of Colorado, Boulder as Director of the University of Colorado Museum, a comprehensive natural history museum, and Professor of Anthropology. She served at Colorado until June 2005, and held emeritus status in the Department of Anthropology and the Museum. She was appointed to the External Faculty at the Santa Fe Institute in 2010 and was a keynote speaker at their Spring Science Council Meeting in April 2011.
Linda was elected to membership in the National Academy of Sciences in 2005. She was awarded the A. V. Kidder medal for eminence in American Archaeology by the American Anthropological Association—the second woman to have won the Kidder medal in its sixty years of existence. Linda was also awarded the Byron S. Cummings Award by the Arizona Archaeological and Historical Society in 2004, and was elected to Phi Beta Kappa at George Washington University.
Always active in the profession of anthropology, Linda was elected to terms as a member of the Board of Directors of the Society for American Archaeology and Board Member and President of the Southwest Symposium, and as a representative of Section H (Anthropology) of the American Association for the Advancement of Science.
Throughout her career, Linda enjoyed teaching undergraduate and graduate students, directing archaeological field schools, developing museum exhibitions, and conducting collaborative research. Her most recent projects included being available to SAR Resident Scholars, visitors, and members; consulting on exhibitions for the National Museum of the American Indian; and continuing collaborative research on fourteenth-century Ancestral Pueblo society, ceramics, and maize agriculture.
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2014-52/2855/en_head.json.gz/13654 | 8th Annual Crunchies Awards Celebrate The Best Achievements In Tech - Get Your Tickets Now Education
StudyPool Provides A Marketplace For On-Demand Tutoring
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Middle Eastern E-Commerce Startup Wysada Raises $5M Series A
Yahoo Downsizes In The Middle East, Closing Its Office In Amman, Jordan
Rocket Internet Partners With African Telecom Operator MTN To Invest $410M in Middle East Startups
founder-institute
The Startup Accelerator Trend Is Finally Slowing Down
Founder Institute Says It Has Graduated More Than 1,000 Companies
Real Estate Crowdfunding Platform Realty Mogul Is Gaining Steam, As It Wins Another Pitch Competition
Founder Institute Quietly Expands Into The Middle East, With Focus On Supporting Female Entrepreneurs
Posted Nov 8, 2012 by Rip Empson (@ripemp)
Twilio & Parse Launch Cloud Module To Bring Scalable Back-End Support, Telephony Services To Mobile Developers
Talk to 500 Startups’ Dave McClure about what’s important for his seed fund and accelerator going forward and it’s not just about finding and supporting whiz-bang entrepreneurs. It’s supporting entrepreneurial and ecosystem growth outside of the U.S. And of late, that’s translated to many of the top accelerators in the U.S. working to expand their programs networks both at home and abroad, especially before this newfangled accelerator bubble bursts.
Adeo Ressi and Founder Institute are of the same mindset and, in many ways, seem to have a head start on the international front. In December of last year, for example, Founder Institute already claimed to be the largest accelerator (in terms of graduates), with over 20 percent (100+) hailing from overseas.
Since then, FI has been continuing its expansion march, doubling its presence in Europe during the month of October, for example, by launching chapters in Croatia, Finland, Rome, Ukraine — on top of those already existing in Germany, France, Belgium and The Netherlands. This puts the early-stage startup accelerator on pace to launch over 250 European companies in 2013, which it hopes will begin generating 1K new jobs/year. Today, it has over 660 alumni worldwide.
However, many Western minds (and media outlets) tend to overlook innovation happening outside of Europe, specifically in the Middle East. And to be fair, there’s good reason. The Middle East, at least traditionally, hasn’t exactly been a hotbed for startups or technological boundary-pushing. In fact, as Mehrunisa Qayyum recently pointed out, the Middle East is now wrestling with its reputation as being, instead, a hotbed for clones.
However, this isn’t necessarily a bad thing, Qayyum continues. And she’s right. As I’ve written about the fast-growing Peak Games (a Turkish social gaming startup), there’s big opportunity for startups, mobile developers and entrepreneurs in localizing everything from games to Groupons for the Arab World — and beyond. Look at how Peak Games is doing it.
Just because one is taking a successful format and applying it amidst a different cultural backdrop doesn’t mean it has to be blatant copy-and-paste porting, or be seen as nefarious. Sure, for purists, it’s not “true” innovation, but Peak Games has been gobbling up local engineering talent and game development houses to help it build original titles for an Arab market that put a local spin on formulas that have worked well for Western gamers. Either way, this localization is a good place to start, even if originality is the end-game for Middle Eastern and MENA-based innovation.
These is the type of discussion (and the types of lessons) Founder Institute is attempting to produce as it quietly rolls out across the Middle East. FI Founder Adeo Ressi himself just returned from a whistle-stop tour across Europe and the Middle East, where the startup accelerator is already operating a chapter in Tel Aviv Israel and has recently launched new chapters in Istanbul, Turkey, Riyadh, Saudi Arabia, and Alexandria, Egypt. It is also currently developing chapters in the United Arab Emirates (UAE) and Oman.
“The Middle East is particular interesting to us,” Ressi says, “both because it collectively has a young population that’s growing fast and is increasingly literate in web and mobile tech as well as the fact that young, entrepreneurially-minded people in these countries have traditionally been underserved and overlooked by incubation and accelerator programs.”
What’s more, historically, parts of the Middle East have had embattled relationships with supporting female entrepreneurship — not to mention women’s rights. While the landscape is still far from ideal, things are beginning to change and Ressi says that Founder Institute sees huge potential in these countries for female founders.
While its Middle Eastern initiative is still incipient, the founder is optimistic because in the case of its chapters in Egypt, Oman, Turkey and Saudi Arabia, Founder Institute has been invited into each country by the state as a way to promote the growth and stability of tech innovation. Again, the founder sees this as an opportunity to encourage women to put on entrepreneurial hats and to help accelerate those already-existing female-led enterprises in the region.
“Our goal is to get to a place where 50 percent of our graduates are female,” Adeo says — a goal they’re already nearing in Israel. It’s not going to be easy, as women often face a greater number of obstacles in starting a business everywhere, especially in the Middle East, he says, but you can argue that the extra effort will lead those who are willing to try to even greater success.
And while challenges lie ahead, change is coming. “If there wasn’t an opportunity for women in the Middle East,” Ressi tells us, “we wouldn’t be there.”
500 Startups recently funded its first Middle Eastern startup called Jeeran — a Yelp for the Arab world — and for more info on startup initiative and support in the Middle East, check out these two posts.
Adeo Ressi Bio
Adeo Ressi is the Founder & CEO of The Founder Institute.
Full profile for Adeo Ressi Founder Institute Founded
Founder Institute is an entrepreneur training and startup launch program that helps potential founders across the globe build long-term technology companies. It offers a four-month curriculum of weekly training courses that consists of practical business-building assignments, structured training courses, and professional feedback from a large network of business mentors.
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When Government Helped
Related CategoriesPolitical Economy
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To Promote the General Welfare
The Case for Big Government
Steven Conn
Nature's New Deal
The Civilian Conservation Corps and the Roots of the American Environmental Movement
Neil M. Maher
Learning from the Successes and Failures of the New Deal
Edited by Sheila Collins and Edited by Gertrude Goldberg
978-0-19-999069-6
09 January 2014 Price: £26.99
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provides for the first time a systematic examination of the relationship between the various social movements of the 1930s and New Deal reforms.
treats in one volume a wide gamut of policy arenas and political forces, including not only the role of policy elites, but of social movements.
handles some areas that have not been included among the usual policy issues considered when comparing both periods, such as the environment.
diverse, interdisciplinary backgrounds of authors and editorsThe global financial crisis of 2007-2008 was the most severe since The Great Depression. This book is a methodical evaluation of the parallels between the Great Depression and the 2007-2008 global economic meltdown. Although many books have been written on this topic, the unique aspect of this book is the analysis of the positive and negative lessons for contemporary policy-making of the New Deal response to the crisis, through viewing both the New Deal and recent economic crisis as a combination with the current environmental crises. It also will assess the politics of the market and the regulatory failures by helping readers better understand the
structure of these crises and the constitutional reforms proposed to mollify them. This book offers new perspectives on comparisons of the intersection of economic and environmental crises of these two periods. Integrating a unique blend of disciplines, it plans to demonstrate some possible ways of escaping our malaise, approaches that were begun but never fulfilled in the 1930s, that were raised as possibilities by popular movements but never allowed onto the political agenda, or approaches that were simply unforeseen in an earlier era. Thus, the book presents a set of guideposts, some beneficial, some cautionary, for the future.Readership: The market for this book is a wide academic
audience. Since few of today's undergraduate students have any idea about what the New Deal was or what it accomplished but are looking for answers to their dilemma of a jobless "recovery" and a future of climate crisis, it would be of great interest to teachers of undergraduate courses in political economy, political science, political sociology and graduate programs in political economy, social work, social policy, public policy, and urban policy, which additionally complements an upcoming OUP book authored by Marion Crain and Michael Sherraden, titled Working and Living in the Shadow of Economic Fragility.
Edited by Sheila Collins, Professor of Political Science Emerita, William Patterson University, and Edited by Gertrude Goldberg, Professor of Social Policy Emerita, Adelphi University School of Social WorkSheila Collins, PhD, Professor of Political Science Emerita, William Patterson University Gertrude Goldberg, PhD, Professor of Political Science Emerita, Adelphi University School of Social WorkContributors: Timothy A. Canova is a Professor of Law and Public Finance at the Nova Southeastern University Shepard Broad Law Center in Florida. His work, which
crosses the disciplines of law, public finance, and economic history, has been published in numerous articles and book chapters, including academic journals from Harvard, Georgetown, Minnesota and University of California. Canova has held high academic and administrative posts at the University of New Mexico and Chapman University. In 2011, he was appointed by U.S. Senator Bernie Sanders to serve on a blue-ribbon advisory panel on reforming the Federal Reserve. Prior to teaching, he served as a legislative assistant to the late U.S. Senator Paul E. Tsongas and practiced law in New York City with Gibson, Dunn & Crutcher and Mudge Rose Guthrie Alexander & Ferdon.Sheila D. Collins is Professor Emerita of Political Science and former Director of the Graduate Program
in Public Policy and International Affairs, William Paterson University. She has written and taught in the areas of American politics, environmental politics and policy, poverty and inequality, globalization, social movements and religion. Collins is the author or co-author of six books and numerous articles, book chapters, and encyclopedia entries. Among her books are Washington's New Poor Law (2001), co-authored with Gertrude Schnaffner Goldberg, and Let Them Eat Ketchup: The Politics of Poverty and Inequality (1996). Collins is a member of the Global Ecological Integrity Group, a member of the International Advisory Board of the Toda Institute for Global Peace and Policy Studies and co-chairs the Columbia Seminar on Full Employment, Social Welfare and Equity and the Seminar on
Globalization, Labor and Popular Struggles. She also serves on the board of the National Jobs for All Coalition.Gertrude Schaffner Goldberg is Professor Emerita of Social Policy and former director of the Ph.D. Program in Social Work, Adelphi University. Her areas of study are full employment, public assistance, the feminization of poverty and comparative social welfare systems. She has written numerous articles in refereed journals, chapters in edited books and co-authored or edited six books. With Sheila D. Collins Goldberg co-authored Washington's New Poor Law: Welfare <"Reform>" and the Roads Not Taken, 1935 to the Present (2001). Goldberg was the editor and author of several chapters in Poor Women in Rich Countries (2010), the first work to study the
feminization of poverty over the life course. Goldberg is Co-Chair of the Columbia Seminar on Full Employment, Social Welfare and Equity and co-founder and chair of the National Jobs for All Coalition. Philip Harvey is Professor of Law and Economics at Rutgers School of Law and Counsel to the Board of the National Jobs for All Coalition. He received his Ph.D. in economics from the New School for Social Research and his J.D. from Yale Law School. A labor lawyer and human rights economist, he practiced law in New York City before joining the Rutgers faculty. He is the author of Securing the Right to Employment (1989), co-author of America's Misunderstood Welfare State (1990), and has published over three dozen scholarly articles and book chapters on the subject of
economic and social human rights, with a particular focus on policy options for securing the right to work. Copies of his work can be accessed at www.philipharvey.info.Volker Janssen is Associate Professor of History at California State University. He specializes on California and United States economic history but has made it a mission to teach economic history to teachers through the National Humanities Center and the Teaching American History Grant. He is the editor of Where Minds and Matters Meet: Technology in California and the West, and in his own research specializes on the political economy of California's postwar prison system. His monograph on this subject is due to be published with Oxford University Press, and his essay on prison labor camps in postwar
California won the Binkley-Stephenson Award of the Organization of American Historians for best article in the Journal of American History in 2009. Richard McIntyre is Professor of Economics and Director of the Honors Program at the University of Rhode Island, a faculty member at the Schmidt Labor Research Center, and a fellow of the John Hazen White Center for Ethics and Public Service. In addition to many scholarly articles he is the author of Are Worker Rights Human Rights? (2008) and edits the New Political Economy book series for Routledge. Naomi Rosenblum is an independent scholar who has specialized in the history of photography. Her major work, A World History of Photography (1984) is in its fourth edition and has been
translated into French, Polish, Japanese and Chinese. She is also the author of A History of Women Photographers (1994). She has arranged exhibits of the work of Walter Rosenblum, Paul Strand, and Lewis Hine for exhibitions in Italy and written forewords for several books on photography. Bill Winders is an Associate Professor of Sociology in the School of History, Technology, and Society at Georgia Tech. He studies and writes about national policies, social movements, and the world economy. His book, The Politics of Food Supply: US Agricultural Policy in the World Economy (Yale, 2009) won the 2011 Book Award from the Political Economy of the World-System section of the American Sociological Association. In addition, he received the Bernstein & Byres Prize for
his 2009 article in the Journal of Agrarian Change comparing the U.S. and British food regimes. His current research examines food crises in the world economy, such as the 2007-2008 food crisis that saw food prices and world hunger rise dramatically.
Chapter 1 Public Attitudes Toward Government: The Social and Political Contexts of the Great Depression and Great Recession
Sheila D. Collins
Chapter 2: A Tale of Two Crises: A Comparative View of the Political Economy of the Great Depression and Great Recession
Volker Janssen
Chapter 3: The Bottom-Up Recovery: A New Deal in Banking and Public Finance
Timothy A. Canova
Chapter 4: A Decade of Dissent: The New Deal and Popular Movements
Gertrude Schaffner Goldberg
Chapter 5: Labor Militancy and the New Deal: Some Lessons for Today
Chapter 6: The New Deal's Direct Job Creation Strategy: Providing Employment Assurance for American Workers
Philip Harvey
Chapter 7: The New Deal and the Creation of an American Welfare State
Chapter 8: The Democratization of Culture: The Legacy of the New Deal Arts Programs
Naomi Rosenblum
Chapter 9: The Rightful Heritage of All: The Environmental Lessons of the Great Depression and the New Deal Response
Chapter 10: New Deal Agricultural Policy: The Unintended Consequences of Supply Management
Bill Winders
Chapter 11 Conclusion: Learning from the Successes and Failures of the New Deal
The specification in this catalogue, including without limitation price, format, extent, number of illustrations, and month of publication, was as accurate as possible at the time the catalogue was compiled. Occasionally, due to the nature of some contractual restrictions, we are unable to ship a specific product to a particular territory. Jacket images are provisional and liable to change before publication. | 教育 |
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Home > Profiles > Harish Hande
Harish Hande, Renewable Energy Engineering, Mechanical Engineering Hometown: Bangalore, India
“My professors pushed me to change my thinking, from technology to the socio-economic aspect.”
Social entrepreneur Harish Hande is helping the poor in India in an economically and environmentally sustainable way, by bringing affordable solar power to the countryside. About 57 percent of the population lacks electricity, and for many more the supply is unreliable.
“I believe renewable energy, poverty reduction and sustainability can go hand in hand,” he says.
Hande, who obtained a master’s degree in renewable energy engineering in 1998 and a doctorate in mechanical engineering (with a concentration in energy) in 2000, co-founded the Solar Electric Light Company (SELCO) India in Bangalore in 1995. To date, SELCO has reached more than one half million people by installing solar photovoltaic systems and providing lighting and electricity to villages and businesses in the southern Indian states of Karnataka, Kerala and Andhra Pradesh. Watch as Hande discusses these achievements:
“In the early 1990s UMass Lowell was one of very few universities that was offering courses on renewable energy and sustainability,” says Hande. “Profs. Jose Martin and John Duffy and Dr. Bill Berg were the people who pushed me to change my thinking, from technology to the socio-economic aspect. Their influence helped me to create SELCO in the form it is today.”
For his efforts and vision, Hande is among those from Asia who have been chosen to receive the 2011 Ramon Magsaysay Award from the Philippines. This prestigious annual award — widely considered to be Asia’s equivalent of the Nobel Prize — consists of a certificate, a medallion and a cash prize of $50,000. Hande plans to use the cash award to provide capital to poor, young entrepreneurs and encourage them to replicate SELCO in different parts of India and the world.
Harish Hande On:The importance of youth travel and why we need women engineers (video)Streetside sustainability (video) One University Avenue . Lowell, MA 01854 . 978-934-4000 - Contact Us Undergraduate Admissions - University Crossing, Suite 420, 220 Pawtucket St., Lowell, MA 01854-2874 | 教育 |
2014-52/2855/en_head.json.gz/13794 | WSCC, TBR, Hamblen County School Officials Celebrate Mobilization
Officials from the Hamblen County School System, Walters State Community College and the Tennessee Board of Regents gathered at the college’s Morristown campus to celebrate a major milestone – the one-year anniversary of the mobilization partnership, creating a pathway to learning on mobile devices like iPads and smart phones from pre-kindergarten through college. “This partnership has drawn international attention and has exceeded everyone’s expectations,” said Dr. Robbie Melton, associate vice chancellor for eLearning at the Tennessee Board of Regents, Walters State’s governing body. Melton had been scheduled to speak via videoconference, but surprised everyone with a live appearance. Also on hand to mark the occasion were Dr. Lori Campbell, vice president for academic affairs; Dr. Dale Lynch, director of the Hamblen County School System. “This partnership focused on mobilization is the only one of its kind. The leaders of Walters State Community College and the Hamblen County School System work so well together and share knowledge with each other. That is the key to success. We all want to improve education at all levels,” Melton said. “Mobilization will provide education on demand and in your hands,” she added.
The highlights of the past year have included a parent education night and the mobilization summit with guests from Apple and the United States Department of Labor. Partnerships have been formed with many organizations including Griffin Technologies, MERLOT, Abilene Christian University and the Niswonger Foundation. The latter ultimately led to a grant of $80,000 to purchase iPads for delivering dual enrollment courses at both high schools in the Hamblen County system. The program was also profiled in “USA Today.”
“The success of this partnership is built on decades of working together, starting with dual enrollment classes being offered as far back as the 1980s and leading up to the location of the Hamblen County International School being on Walters State’s Morristown campus,” said Campbell. “Thank you to Dr. Lynch and the Hamblen County School Board for the support and dedication to this partnership, and to the administrators, teachers and faculty members who have taken up the cause of mobilizing teaching and learning,” Campbell also said. “We have deep gratitude to Walters State -- from Dr. (Wade) McCamey and Dr. Campbell -- to the entire WSCC staff for partnering with Hamblen County Schools in the Technology Mobilization effort. This partnership has allowed our staff and students opportunities that had not existed before this mobilization effort,” said Lynch. McCamey is president of Walters State.
Both agreed that much of the credit for the success of the project went to faculty members and classroom teachers, who have embraced technology. The partnership will continue and even grow, as the two systems look for new ways of weaving mobile teaching and learning together. The celebration was held at Walters State’s Morristown campus and included many faculty members, teachers and staff members who have played a role in using mobilization in the classroom. A cake shaped like an iPad was the highlight. The cake’s decorations included many popular Apps that have been used during the project. CUTLINE: Representatives of Walters State Community College, the Hamblen County Board of Education and the Tennessee Board of Regents gathered on Tuesday to celebrate the one-year anniversary of the joint mobilization partnership. From left are Jeffery W. Norfleet, TBR eLearning Coordinator; Dr. Lori Campbell, vice president for academic affairs at WSCC; Dr. Dale Lynch, director of the Hamblen County School System; Dr. Robbie Melton, associate vice chancellor of TBR eLearning; Dr. Jeff Horner, dean of natural science at WSCC; and Linda Roberts, assistant vice president for academic affairs and dean of distance education. WSCC Team Demonstrates Latest Educational Technology To be able to train students to use technology, teachers need the training first.
At Walters State Community College, the instructional design team, a 10-member staff of technology experts who are leading the way to college mobility, offers that training.
The team held an open house Tuesday and Wednesday to show college staff and educators how to use the latest iPad technologies to engage students in the classroom.
“Our big push this fall is mobilization…including the iPad,” said Dr. David White, professor and assistant dean of online instruction at WSCC. “What we find is that 80 percent of our students have a smart phone; it’s connected to the web. We have a lot of instruction that goes on via the web,” White said.
Even with so many smart phones among WSCC’s four campuses, in Morristown, New Tazewell, Sevierville and Greeneville, iPads can offer numerous advantages; they are the wave of the future in education instruction, White said. Students can type notes while working on projects, take pictures of strategic steps or even film their work as they do it. They can make digital drawings of sites, use the GPS to record coordinates or even attend class online when their teachers cannot be in classrooms.
Tens of thousands of apps are available to download onto iPads on any given day, White explained, and those apps are designed for specific topics and age groups. Thus, not only can students access extra instructional materials, teachers can use apps to give their classes tools to reinforce the same concept in a different way.
Teachers can also create editable slideshows and voiceover the pictures or PowerPoint presentations; students might watch the show as part of the class lecture, for an assignment or as supplementary notes.
“You get to decide…what format it is. It can be a mp3, which will play on a mobile device, or it can be a Flash, which is what YouTube uses for playing, so everyone can access those two,” White said. This technology, courtesy of Camtasia Studio, offers several savable formats so teachers can ensure their students, both individually and in groups, will be able to access and learn interactively.
“We need to teach students about research…students here are learning the practicalities of applying what they learn in the textbook but are actually getting out and working in the field,” said Vivian Gladson, sociology instructor at Walters State.
In fact, WSCC teachers can actually submit plans to the college to sponsor and supply iPads for their classes.
“The plan has to include, how you can use it; what students you’re going to use it with; what you think the changes will be and how you will test that. Then, you think about how the iPads will engage your students,” White said.
Teachers can get iPads already. Approximately 600 have been supplied by the college for faculty, staff and classroom use.
The instructional development team has vast expertise in technology, with members including the coordinator of academic instructional technologies and faculty trainer for WSCC, Lou McGuire, as well as the assistant vice president for academic affairs and dean of distance education, Linda Roberts. The team is rounded off with a computer lab technician, Jason Siburt; an information processing specialist, Susie Harrison; and the assistant dean of the R. Jack Fishman Library, Jamie Posey. Also, three associate professors represent different sections of the college: Staci Boruff, nursing; Amy Ross, business; and Allen Nix, computer science. Vickie Mills, secretary in the office of distance education finishes the list.
“This committee was chosen to reflect the campus and the academic disciplines of Walters State. Each person brings a unique perspective that will enable the department to anticipate the technology and training needs of the college,” White said.
WSCC/Hamblen County Schools Host Mobile Workshop
For students, class time means time to turn off cell phones and other mobile devices and put them away.
But Wednesday night, Hamblen County students, parents and representatives from Walters State Community College had the opportunity to bring iPhones and iPads to an interactive workshop, and keep them out during the presentation.
From Wild West puppet shows to stories being read aloud to drawings on a white board, it all took place on a screen projected from one such mobile device above the heads of the 151 people in attendance. The function of the workshop was two-fold, according to Dr. Lori Campbell, vice president for Academic Affairs for WSCC.
The first purpose was to introduce Hamblen County kids and parents to ways to use mobile devices such as iPods and iPads as learning tools, not just toys. In that vein, Dr. Robbie Melton, associate vice chancellor for the Tennessee Board of Regents and Educational Technology, showed students how to read eBooks that are interactive and will read back the name of any object pictured on the page, draw pictures either on a white board or a coloring book and play any imaginable musical instrument – all in free educational applications for iPads and iPhones. The second purpose of the seminar was to announce a partnership between WSCC and the Hamblen County School System to become mobilized. Melton was TBR’s representative to help both entities in that effort.
Campbell explained that she was scheduled to spend all day Thursday in a collaborative effort between WSCC and Hamblen County Schools to train teachers and faculty for using mobile devices in the classroom.
Campbell also said plans are in the works for a summer mobilization forum on June 20-21. On that college level, Campbell said there are hopes “to engage our students more in learning.” She said they expect to see increased retention and graduation numbers as classrooms integrate mobile devices into the learning process.
“It’s all about the students,” she said.
Dr. Dale Lynch, director of Hamblen County Schools, agreed that the opportunity for mobilization is a positive one.
“It’s just a great partnership that we’ve developed with Walters State Community College, he said, remarking on the significance of getting parents and students to visit a college campus for the presentation.
“We’re definitely on the cutting edge of what’s happening,” said Lynch. He anticipates growing swiftly in this new area of education with the provisions from the partnership between TBR, WSCC and Hamblen County Schools. “This is just the start of some great things,” Lynch said.
After the keynote portion of the presentation, provided by Melton, a number of interactive displays, all equipped with iPads were available for hands-on learning in science, music, math, special education, games and reading (through iBooks). “I’m glad to see our school system working with the new technology that is available today. I know it will help our children in the future,” said Teresa Templin a satisfied parent of a Hamblen County student. That student, Templin’s daughter Abby, stood next to her, happily absorbed in playing with an iPad.
Education Mobilization Summit The P-20 Apple Education Mobilization Summit began Monday at Walters State Community College Sevier Count Campus, bringing together some of the nation’s leaders in mobile education technology.
Sponsored by the Tennessee Board of Regents, Walters State and Hamblen County Schools, the summit highlighted the initiative to provide educational learning tools through mobile devices such as cell phones and mobile tablets.
“Mobile apps have been integrated into our daily lives. We don’t even think about it anymore. It should be integrated into the education of our students,” Vice Chancellor of Academic Affairs, Tennessee Board of Regents, Paula Short said. Associate Vice Chancellor for eLearning with the Tennessee Board of Regents Robbie Melton said the goal of the summit is to get application software or apps on mobile devices to enhance education.
“Less than one percent of students who have mobile devices have educational apps on them. Our goal is to mobilize and work with publishers to put educational devices on these phones and pads,” Melton said.
Melton wants Tennessee to be the leader for mobilization education in America.
“We want for Tennessee to have a centralized place to get all the apps for classes and subjects. You can go, can use them in the classroom and at home,” Melton said.
The Apple iPad is the fastest selling product in history with over two million sold in 59 days of its debut. With the use of education apps, research has shown to turn around the 80/20 rule of education, where 80 percent of the class feels uncomfortable speaking or actively participating in classes, educational apps that allow for comments to be posted turn the rule around to 80 percent participation, a substantial increase.
Abilene Christian University in Texas was the first school to establish a comprehensive 1-to-1 mobile learning initiative that supplies every student with an iPhone or iPod Touch.
As educators, we should envision the future and that is mobility,” Chief Information and Planning Officer for ACU, Kevin Roberts said.
The challenge of the digital age is not accessing information but assessing information. The role of teachers is changing to no longer being the source of information, but more of the assessor of information, according George Saltsman, executive director of the Adams Center for Teaching and Learning at ACU.
At ACU, 86 percent of teachers use mobile devices regularly in the classroom. Students have reported learning more with the aid of the devices and improved study habits.
“We get questions about the potential for a mobile device to be a distraction. If we didn’t give this to them, they would have used their own, but distractions exist no matter what. The same goes with cheating. There are ways to monitor it, but ultimately it is the students’ choice,” Saltsman said.
Saltsman said devices shouldn’t replace interactions in the classroom but instead augment it. Dennis Bega, deputy director of regional operations with the U.S. Department of Education spoke to the crossroads in education that America is facing.
“Things cannot stay the way they are if we want them to be the way they should,” Bega said.
Bega offered some startling statistics during his speech: 27 percent of American high school students drop out before graduation. In science testing, the U.S. ranks 17th out of 29 developed countries among 15-year-old students. Even worse, in math the U.S. ranks 24th out of 29.
“Years ago we claimed it as an act of war to allow other countries to out educate us,” Bega said.
Bega said that technology innovations must be made with the student in mind. It is pivotal that educators become comfortable with the technology in order to apply it and educate our children.
Bega said the Department of Education is asking for $90 million from the federal government in the upcoming 2012 budget to start initiatives for Advanced Research Projects Agency for Education or ARPA-ED.
ARPA-ED allows funding for projects performed by independents and universities based on the potential to create a dramatic breakthrough in research via technology.
One grant already in place and available now is the I#, Investing in Innovation grant. The grant is a total of $150 million to support evidence-based practices in education, which individual school districts apply for.
“It’s never happened before for the federal government to award a grant to support an idea with an anticipated outcome not yet seen,” Bega said.
Dr. Dale Lynch, director of Hamblen County Schools, and dr. Lori Campbell, vice president for academic affairs at Walters State, spoke together of their joint partnership to bring mobilization in their institutions. Both said that access to teachers to learn the technology to teach to students would lead to future success.
“In a world where the majority of students have and use smart phones constantly in the classrooms, why not use that towards education them?” Campbell said.
Lynch noted that in Hamblen County, 66 percent of the student body is on free and reduced lunch, 878 could not speak English and 689 were homeless.
“Technology has helped us bridge the gap of learning and overcoming the challenges of these students’ situations,” Lynch said.
Lynch presented a video on how the use of smart tables, which are touch screen video tables, have improved learning in special needs classrooms and expressed he would like to see every pre-k classroom have one.
He also discussed the use of podcast and mobile apps like PowerSchool and Ekvideo, which he uses to monitor students in every school in the district.
Lynch said currently there are more mobile apps centered for higher education and he called for an improvement and creation of more for k-12 education.
In the short future, Lynch and Campbell want teachers to be able to develop their own content for apps. Both have been working with teachers to learn to use the technology to create apps for students.
For Walters State, Campbell said teachers have all received mobile devices and this year will be purchasing six classroom sets of iPads (30 for each classroom) and evaluate student performance over the year.
If the initial iPads prove successful to student performance, supplying each student could be a potential move in the future. The Board of Regents will launch a website, www.tbrelearning.org, for parents and students to download education apps for mobile devices beginning July 1. Diversity Plan | 教育 |
2014-52/2855/en_head.json.gz/13820 | Radha: Diary of a Woman's Search
Radha, Swami Sivananda ISBN 10: 0931454999 / 0-931454-99-9 ISBN 13: 9780931454998
Publisher: Timeless Books
In 1955, a recent immigrant to Canada embarked on a journey to India that would ultimately revolutionize the interpretation of yoga in he West. Her pilgrimage is vividly captured in Radha: Diary of a Woman's Search, an account of Swami Sivananda Radha's journey of personal transformation. This book intelligently and intimately illustrates the challenges and victories of taking the first steps on the spiritual path. From the banks of the Ganges and the streets of Rishikesh, this engaging pilgrimage will take you inside the heart and mind of one of the foremost yoginis of our time.
Review:Full of immediacy, humor and insight, Radha: Dairy of a Woman's Search is the engaging account of Swami Radha's spiritual pilgrimage to India in the 1950's. As a Westerner and a woman, Swami Radha overcame incredible physical and emotional challenges to discover her truth. Her courageous search for depth and meaning invites reflection on our own personal quest. Meet this remarkable woman whose pioneering work helped lay the foundation for yoga in the West. | 教育 |
2014-52/2855/en_head.json.gz/13839 | Purdue, Navy advancing use of alternative energy Sunday, May 11, 2014 8:00 AM
Purdue University President Mitch Daniels (left) and U.S. Navy Secretary Ray Mabus speak during a ceremony in Stewart Center’s Fowler Hall to sign a statement of cooperation. WEST LAFAYETTE, Ind. — The U.S. Department of Navy and
Purdue University signed a statement of cooperation, agreeing to work together
to convert up to half of the Navy and Marine Corps’ energy consumption to
alternative sources, including biofuels, by 2020. Purdue President Mitch Daniels and U.S. Secretary of the
Navy Ray Mabus signed the agreement during a ceremony May 8 in Stewart Center’s
Fowler Hall. The document spells out how the university will work with
the Navy to help meet several alternative energy and environmental targets Mabus
first laid out in 2009. “The Department of the Navy and Purdue have a deep interest
in working together to reduce reliance on carbon-based fuels and energy
sources,” Mabus said. “Not only does this help decrease our dependence on fossil
fuel, it makes our Navy and Marine Corps a better war-fighting force.”
Mabus also noted the statement of cooperation will benefit
more than just Purdue and the Navy. “By working together to achieve our energy goals, a
partnership between the Navy and Purdue will help us maximize our reach,
maintain our global presence, and make our Navy and Marine Corps more combat
capable. In short, we as a Navy and we as a nation will have an edge. Teaming up
with research centers is an important part of maintaining the strength of the
partnership between our Navy and the American people,” he said. Through this agreement, Purdue and the Navy and Marine Corps
will examine efforts designed to improve energy conservation, renewable-energy
generation and the implementation of energy-efficient technologies in all areas
of application, Daniels said. “Together, the Navy and Purdue will focus on promoting more
efficient production and refinement of advanced biofuels and sharing and
discussing the results of testing and demonstration projects involving the
certification of advanced alternative fuels in aviation and marine engines,” he
said. “We also will pursue agricultural and other biobased
feedstocks that will ensure the most economically viable production of advanced
alternative fuels.” In addition, Purdue will establish the Purdue Military
Research Initiative, an annual, no-cost graduate education for up to 10
active-duty officers across all branches of the U.S. military. Areas of study
will include renewable energy, alternative fuels and energy technologies.
Mabus was appointed secretary in May 2009. Immediately he
set a goal aimed at ensuring that, by no later than 2020, the Navy and Marine
Corps would obtain at least 50 percent of their energy from alternative sources. | 教育 |
2014-52/2855/en_head.json.gz/13860 | Media Relations Office Search
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University at Albany President Kermit L. Hall Appointed to Special Commission on the Future of New York State Courts
Contact: Catherine Herman (518) 956-8150
ALBANY, N.Y. (July 25, 2006) -- University at Albany President Kermit L. Hall, a constitutional law scholar and expert on the Supreme Court of the United States, has been appointed to New York State Chief Judge Judith Kaye's Special Commission on the Future of New York State Courts. The commission, announced during Judge Kaye's 2006 State of the Judiciary Address, will assess the effectiveness of the current court structure in New York, and make recommendations to modernize the state's courts to enable them to better meet the needs and expectations of New Yorkers in the 21st century. The commission is modeled after the Tweed Commission from the 1950s, which was the driving force behind the last significant revisions of the Judiciary Article of the New York State Constitution in 1961, when the commission's recommendations for structural and procedural reform of the judicial system received approval of the electorate.
"This Special Commission will play an important role in modernizing the New York State court structure which has gone unchanged for 45 years," said commission Chair Carey R. Dunne, a partner at the law firm of Davis Polk & Wardell in New York City. "We are grateful to have as part of this panel President Hall, who can offer insight and perspective as both a respected expert of constitutional law and the U.S. Supreme Court, as well as a leader of a major public institution of higher education such as the University at Albany." Hall is author and editor of more than 20 books on the American legal and constitutional system, including The Judicial Branch (New York, Oxford University Press, 2005), the Oxford Companion to the Supreme Court of the United States (New York, Oxford University Press, 2nd revised edition, 2005), and the Oxford Companion to American Law (New York, Oxford University Press, 2002). He is also the author of The Law of the Land: A History of the Supreme Court (Prince Frederick, Maryland: Recorded Books, 2003, fourteen 35-minute lectures on the history of the Supreme Court of the United States), and The Magic Mirror: Law in American History (New York, Oxford University Press, 1989; 2nd revised edition forthcoming in 2006). His books have been main and alternate selections of the History Book Club and the Book of the Month Club. Hall was one of five Americans appointed by President Bill Clinton to the Assassination Records Review Board to review and release to the public classified documents related to the assassination of President John F. Kennedy. For his commitment to openness in government, the American Library Association bestowed its James Madison Award on Hall in 1999.
He received his doctorate in 1972 from the University of Minnesota, a master's degree in 1967 from Syracuse University and a master of studies in law from Yale University in 1980.
The University at Albany's broad mission of excellence in undergraduate and graduate education, research and public service engages more than 17,000 diverse students in 10 schools and colleges. For more information about this internationally ranked institution, visit the
University at Albany. Visit UAlbany's extensive roster of Faculty Experts.
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2014-52/2855/en_head.json.gz/13862 | PATHWAY TO PARADISE
THE ISLAMIC MARRIAGE SYSTEM As you go further into the study of Islam, you will discover another beautiful facet of this religion, and that is that it provides complete guidance for all aspects of daily living. You will find that the instructions regarding marriage are particularly comprehensive in both the Holy Qur'an and Hadith (the sayings of the Holy Prophet, peace and blessings of Allah be on him). Marriage structures the basic unit of human society and lays the foundation of the family. Healthy families are required for the cohesive preservation of the human race. So Allah commands the believers to marry for its benefits morally, spiritually, socially, psychologically. The Holy Prophet (peace and blessing of Allah be on him) said: "Marriage is my precept and my practice. Those who do not follow my practice are not of me." And "When a man has married, he has completed one half of his religion." The second Khalifa (successor) to the Promised Messiah has elaborated the role of marriage in fulfilling our obligations to our fellow beings which are next only to our relations to God. He emphasized: "It is our duty to see that it is duly respected and adhered to faithfully. It entails a heavy responsibility for both man and woman, but I find very few people realize it. When it is attempted, it is done on a very inadequate scale. The Islamic law has only distinguished between two sets of rules. One pertains to God Himself, and the other to our fellow beings. Marriage therefore falls into the second category and may be considered to be its chief proponent. The Islamic law has made the most of it, but there are many people that do not seem to understand [the law] fully. Neither do they try to benefit themselves by it. Their case is like that of a baby who would be quite willing to barter a precious diamond for a base coin. I wish people could only realize the importance of marriage." As you can see, marriage is a very serious undertaking for a Muslim. However, you will discover a feast of intellectual, emotional and spiritual fulfillment as you find guidance from Allah and His Prophet (peace and blessings of Allah be on him) on marital/family relations, from proper mate selection to marital problem resolution. You will see an operational system where viable structure, clear responsibilities, roles and goals guide you; where checks and balances provide a safety net for all parties in a family. Of course, Islam presents the ideal. Its realization depends on the actions of each family member. THE PURPOSE OF MARRIAGE IN ISLAM As you will have gathered by now, Muslims cannot enter into marriage lightly, just on a whim. Allah has enjoined marriage for the believers for three basic reasons. They are: 1. To enable a man and a woman to live together and experience love and happiness, within Islamic law. 2. To produce children, and provide a stable and righteous environment for their upbringing. 3. To provide a legal union which safeguards society from moral and social degradation. The first two reasons are self-explanatory; both take into account the natural urges of human beings. The third point looks beyond the individual, and establishes marriage as the most important tool for creating an ideal society. How does marriage accomplish this? First, you must understand that one of the most important moral values in Islam is chastity, i.e., the purity of both the individual and the whole society. Islam regards marriage as the means by which man's natural urges and needs, both physical and emotional, are controlled and satisfied at the same time. Uncontrolled and uninhibited satisfaction of physical desire is simply not permitted in Islam. Adultery and fornication are grave sins. A Muslim man cannot go to any woman and merely satisfy his physical desires; he has to do so through a legal contract of marriage, which carries with it the additional responsibilities, duties and liabilities of family and children for the rest of his life. The result of this restriction is the creation of a society whose morals are protected. In fact, the Holy Qur'an mentions the marriage contract (nikah) by the word ihsan, which means a fortress. The man who contracts marriage is | 教育 |
2014-52/2855/en_head.json.gz/13881 | :: Magazine
:: Raising Conservation-minded Kids
Spring/Summer 2013 Raising Conservation-minded Kids By Scott Steen
Alexis Dilloway. Photo: Emily DillowayWith forests both in the U.S. and around the world under threat — and the health of the planet itself imperiled — raising environmentally literate and conservation-minded kids is more important than ever. I recently received an email from the mother of a girl named Alexis Dilloway. Alexis helped create the Earth Lovers Club, a local group comprised of her and her friends that recruits others to share their love of nature and taking care of the planet. For her eighth birthday in January, Alexis had a forest-themed birthday party and asked her friends to make donations to American Forests in lieu of presents. She also donated $18 that she has been saving, including money she received from the tooth fairy for her two front teeth. Alexis loves to be outside and says, “It makes me feel safe and good to be in nature.” This love of the natural world and her desire to be a good steward of the environment did not come by chance. It is a value instilled by her parents. “We’ve always kept an open dialogue with our children about why we do the things we do and what we can do to be even better about protecting our planet,” Alexis’ mom, Emily, tells me. “As a family that spends a lot of time out in nature, we have made it a priority to care for the environments we love so much. I think that our honesty with Alexis about what could happen if we didn’t take care of our planet has just really sunk into her heart. For as long as I can remember, she has always had a strong desire to defend our planet and the creatures that inhabit it.” Unfortunately, there are far too few kids like Alexis today and far too many things competing for their time. A 2010 Kaiser Family Foundation study found that kids now spend 53 hours a week in front of some kind of screen. Even in 2000, a University of Michigan study found that children spent only 30 minutes in unstructured play outside per week. It is difficult to value something that you don’t experience. Fortunately, there are countless ways parents can help nurture a love of nature and a sense of responsibility for the health and well-being of both forests and the planet. I recently asked a number of my colleagues here at American Forests for some easy ways that parents could enhance environmental literacy and instill a love of nature in kids. Here are a few of their ideas:
The McGrath family has enjoyed
spending hours sitting and reading their
favorite books under the former national
champion Siberian elm tree. Photo: Andy Sawyer.
Simply and most importantly, spend time with your kids out in nature. Take them hiking, camping or for simple walks through a local wooded park. Make a game of identifying as many trees, plants and animals as you can. Identify the places where animals might live (dens and nests, for example). Use your outings as a way to teach your kids about the fragility of nature and their role as stewards. As Alexis says, “In nature, I watch out where I step, and when I see things, like wildflowers, I smell them and look at them, but always leave them for other people to enjoy. I also plant any chance I get and treat all living things with love and care.” Read nature and environment-themed books with your children. Recommendations include Todd Carr’s The Earth Book, Alan Zweibel’s Our Tree Named Steve, Joanne Ryder’s Each Living Thing and Frank Asch’s The Earth and I; and classics like The Lorax, Watership Down and The Wind in the Willows. Put your child in charge of household recycling and explain the importance of the three Rs — reduce, reuse and recycle. Give them responsibility for carrying your reusable shopping bags into the store when you shop and have them help carry (unbagged) items when reusable bags are not available. Teach children never to litter and to pick up trash to throw away whenever they can. Encourage your kids to pick a favorite tree to get to know by sitting, thinking, writing and reading under it — making it their special spot. Ask kids to identify five ways that their family can reduce energy costs or be kinder to the environment around the house. Teach them to turn off the water while brushing teeth and turn off the lights (and TV) when they leave a room.
These ideas (and many others) are simple, but every action you take now to create awareness in your children will create healthier forests and a healthier planet tomorrow. Alexis’ parents are blazing this trail and helping to create a kid who is destined to make a difference. “Even though her Earth Lovers Club is made up of only a couple of the neighborhood kids, we have praised her in her efforts to start a club with such an important cause and have been sure to remind her that even small kids can make big differences,” Emily Dilloway says. “We always try to provide her with the tools she needs to do the things her heart desires for our earth. We will continue to teach her about our planet and the resources it provides and what we can do to take care of it.”
Alexis Dilloway teaches her baby brother, the smallest member of the club, about being
an Earth Lover. Photo: Emily Dilloway
Raising Conservation-minded Kids
Woods for Wildlife Initiative Muskegon County, Michigan
The Collaborative Forest Landscape Restoration Program
Morning Light
Leif Haugen, Fire Lookout
The Mantle Sumac
Islands in the Balance
One Step at a Time: Hiking the Appalachian National Scenic Trail
“From the Field” Extended Version: Big Tree Tour
Close Up With Nature Photographer Eric G. Brown
Forest Frontiers: Dr. Robert E. Keane | 教育 |
2014-52/2855/en_head.json.gz/13902 | Help Cart Division 1
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Home // Society for General Psychology... // Publications // Portraits of Pioneers In Psychology // Portraits of Pioneers in Psychology:... EMAIL
Portraits of Pioneers in Psychology: Volume VII
Volume 7 of the Portraits series highlights the impact of 16 developmental psychologists who made momentous contributions to their field: Mamie Phipps Clark, Robert W. White, Lois Barclay Murphy, Florence Goodenough, John Paul Scott, Jean Piaget, Charlotte Bühler, Heinz Werner, Lev Vygotsky, J. McVicker Hunt, Helena Antipoff, Arnold Gesell, Lawrence Kohlberg, Roger Barker, Eleanor "Jackie" Gibson and Sidney Bijou.
The introductory essay prepares the reader for a deeper understanding of the contributions of each of the pioneers. Mamie Phipps Clark had a profound impact on the education of American children. Robert W. White pioneered a new approach to the study of persons across the lifespan. Lois Barclay Murphy’s perspective on the strengths of developing children foreshadowed later developments in positive psychology. Florence Goodenough pioneered new testing methods for children. John Paul Scott was a pioneer in the field of behavior genetics. The book also highlights the many contributions of European pioneers: Jean Piaget, Charlotte Bühler, Heinz Werner and Lev Vygotsky. Their contributions were carried forward by J. McVicker Hunt in the U.S. and Helena Antipoff in Brazil. Arnold Gesell’s film studies of children’s development remain a landmark accomplishment. Lawrence Kohlberg pioneered the study of moral development across the lifespan. Roger Barker’s studies on aggression and leadership among children eventually led to the development of ecological psychology. Eleanor "Jackie" Gibson was famous for her work on the "visual cliff" and for her research on perception and development. Finally, Sidney Bijou had a long career delineating ways to improve the lives of children. Pickren’s concluding essay draws connections between the pioneers and how they contributed to the advancement of the field. Learn more and purchase Volume VII share this page:
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�TO TEACH WHO CHRIST IS� CAMPAIGN BEGINS WITH DOZENS OF PARTICIPATING PARISHES Parish Fund-Raising Effort is for Catholic Education and Faith Formation
Chicago, IL (July 2, 2013) – Most Rev. Francis J. Kane, General Chair of the To Teach Who Christ Is Campaign, Auxiliary Bishop and Vicar General of the Archdiocese of Chicago, announced today that more than forty parishes in Chicago and suburban Lake and Cook counties will be the first participants in the major fund-raising effort for Catholic education and faith formation in the Archdiocese of Chicago. Over the next six months, this first wave of parishes will each launch their own initiative. Sixty-percent of the funds raised by parishes will remain with each individual parish and forty-percent will be distributed through the Archdiocese. All 356 Archdiocesan parishes will conduct their own To Teach Who Christ Is Campaign. During the next three years, each Archdiocesan household will be given the opportunity to consider a commitment to the parish-based campaign, structured to create significant financial support to Catholic schools, religious education for children and teens, adult faith formation and capital needs for parishes and schools. The Campaign seeks to raise $350 million through both a $100 million major gift initiative and a $250 million parish-based effort. The major gift portion of the Campaign has already raised 82.5 percent of its goal, which will help to create a Scholarship Trust to assist Catholic families that could otherwise not afford a Catholic education for their children.
More information about the Campaign is available at www.ToTeachWhoChristIs.org. Return to Top
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SBS Faculty Awarded Board of Regent's Outstanding Teaching Awards for 2011
Jeff Gross
Marty Shankland
Dee Silverthorn
Three faculty members in the School of Biological Sciences have been chosen by the Board of Regents of The University of Texas System to receive Outstanding Teaching Awards for 2011. Dr. Jeff Gross, Assistant Professor in the Section of Molecular Cell and Developmental Biology, Dr. Marty Shankland, Professor in the Section of Molecular Cell and Developmental Biology, and Dr. Dee Silverthorn, Senior Lecturer in the School of Biological Sciences, have been recognized for extraordinary classroom performance and innovation at the undergraduate level.
To be selected for the award, nominees had to demonstrate "a clear commitment to teaching and a sustained ability to deliver excellence to the undergraduate learning experience." Candidates were subjected to rigorous examination of their teaching performance over three years by campus and external examiners, and evaluations by students, peer faculty and external reviewers considered a range of activities and criteria, including classroom expertise and curricula quality.
The UT System's vision as an "institution of the first class" includes a commitment to continuous improvement in the quality of the education its faculty provides to its students. Various programs exist at the institution and System levels to recognize teaching excellence, but few focus exclusively on undergraduate education. The Board of Regents places the highest priority on undergraduate teaching at System universities. They wish to encourage teaching excellence by recognizing those faculty who deliver the highest quality of undergraduate instruction, demonstrate their commitment to teaching, and have a history and promising future of sustained excellence with undergraduate teaching in the classroom, in the laboratory, in the field, or online.
In accordance with these goals, the Board of Regents introduced the Regents' Outstanding Teachers Awards for the nine academic institutions in November 2008. The awards are a symbol of the importance they place on the provision of teaching and learning of the highest order, in recognition of those who serve our students in an exemplary manner and as an incentive for others who aspire to such service. These awards are believed to be among the highest in the nation for rewarding outstanding undergraduate faculty performance and innovation, the awards range from $15,000 to $30,000 and are offered in recognition of those who serve our students in an exemplary manner. Now in its third year, the Regents' Outstanding Teaching Awards demonstrate the UT System's commitment to exceptional performance and innovation in the classroom and undergraduate teaching of the highest order.
Posted by Steve Franklin
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2014-52/2855/en_head.json.gz/13993 | Fully Alive: Discovering What Matters Most (Hardcover)
By Timothy Shriver
On a quest for what matters most, Timothy Shriver discovers a radically different, inspiring way of life.At a time when we are all more rudderless than ever, we look for the very best teachers and mentors to guide us. In Fully Alive, an unusual and gripping memoir, Timothy Shriver shows how his teachers have been the world’s most forgotten minority: people with intellectual disabilities. In these pages we meet the individuals who helped him come of age and find a deeper and more meaningful way to see the world.Shriver’s journey begins close to home, where the quiet legacy of his aunt Rosemary, a Kennedy whose intellectual disability kept her far from the limelight, inspired his family to devote their careers to helping the most vulnerable. He plays alongside the children of Camp Shriver, his mother’s revolutionary project, which provided a space for children with intellectual disabilities to play, and years later he gains invaluable wisdom from the incredible athletes he befriends as chairman of the organization it inspired, Special Olympics. Through these experiences and encounters with scholars, spiritual masters, and political icons such as Nelson Mandela, Shriver learns how to find humility and speak openly of vulnerability and faith.Fully Alive is both a moving personal journey and a meditation on some of the greatest wisdom and the greatest contradictions of our society. Is disability to be feared or welcomed, pitied or purged? Shriver argues that we all have different abilities and challenges we should embrace. Here we see how those who appear powerless have turned this seeming shortcoming into a power of their own, and we learn that we are all totally vulnerable and valuable at the same time.
Timothy Shriver is an educator, a social activist, a film producer, and an entrepreneur. He has led Special Olympics, an organization that serves upward of four million athletes in 170 countries, for more than a decade. Shriver is perhaps best known for cofounding—and currently chairing—the Collaborative for Academic, Social, and Emotional Learning (CASEL), the leading research organization in the United States in the field of social and emotional learning. He lives in Maryland with his wife. They have five children. Praise for Fully Alive: Discovering What Matters Most…
"Sincere, profound and deeply satisfying." – Kirkus (Starred)"Bursting with life energy. Profound and inspiring. A must-read." —Deepak Chopra"Timothy Shriver has written a lovely, honest, and inspiring book that draws on his own wisdom, life experiences, and pioneering work as a champion of the intellectually disabled to offer important lessons for all of us." —Michael Beschloss, author of Presidential Courage"Timothy Shriver is not only a gifted writer but a profound intellect and a genuine seeker of the deep truths that make any human life worth living. To read this book is to have your own experience illuminated by an immensely compassionate being, to embrace your own limitations, and to move on with a warmer heart, a more peaceful mind, and a joyfully uplifted spirit." —Martha Beck, author of Finding Your Way in a Wild New World"This is a beautiful book about love, meaning, and the Kennedys. It is about Joseph and Rose’s life with Rosemary, their daughter with an intellectual disability, who was a tragedy, yes, but also an amazing and precious person, a blessing to her family, challenging and beloved, a radical teacher of the value of each human life. This is the story of Rosemary Kennedy’s role in leading the family to its force as advocates for the disabled all over the world, of her sister Eunice Shriver’s founding of Special Olympics, of her nephew Timothy’s dedication to this great cause. I was lifted, edified, riveted." —Anne Lamott, author of Small Victories Product Details
ISBN-13: 9780374280918 Published: Sarah Crichton Books, 11/11/2014 Pages: 304 Language: English Related Editions (all)
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2014-52/2855/en_head.json.gz/14029 | Breaking New Ground: Rutgers–Camden Student and Archeologist Honored with 2013 New Jersey Historic Preservation Award
As Brian Albright explains it, performing an excavation is more than just finding artifacts; it’s learning to put these pieces together in order to form a coherent narrative about the past. The Rutgers–Camden graduate student likens it to doing a jigsaw puzzle, only you don’t know how many pieces there are, and you don’t know what the final picture looks like. But as the pieces fall into place, he says, you have the thrill of preserving history for future generations to study.
Albright, an archeological field director and GIS analyst for global engineering firm AECOM in Trenton, has been honored with a 2013 New Jersey Historic Preservation Award by the New Jersey Department of Environmental Protection’s Historical Preservation Office and the New Jersey Historic Sites Council. The Collingswood resident earned the award for his contribution to an archaeological excavation performed recently at the Reeders Creek West site in Ewing Township.
“It is recognition for a lot of hard work that people did,” says Albright, who is pursuing a master’s degree in American history at Rutgers–Camden. “We received the award for our contributions to the understanding of Native American settlement and subsistence patterns in the Middle Delaware Valley.”
From October 2010 to February 2011, Albright and a team of archaeologists under the direction of principal investigator Frank G. Mikolic tediously performed the excavation on a patch of land between two highway ramps at the base of the Scudders Falls Bridge. Piece by piece, the team recovered nearly 16,000 Native American artifacts and 19 features – collections of functionally-related artifacts – spanning the period of time between 3150 B.C. and A.D. 1430.
Albright explains that the project was funded by the Delaware River Joint Toll Bridge Commission, in order to meet federal environmental compliance regulations under the National Historic Preservation Act. The excavation was carried out in two locations – one in New Jersey and one in Pennsylvania – in preparations to replace the bridge, which carries I-95 over the Delaware River. After the sites were deemed culturally significant, the commission was required to avoid them or to perform mitigation, which, in this case, meant data collection.
According to Albright, the most notable feature of the New Jersey site was the large amount of plant and animal remains and residue that was unearthed. The team found remnants of blackberries, hickory nuts, mustard seeds, as well as bear, deer, duck and cattail residues, in addition to a large amount of debitage – the waste material left over from making stone tools. “From these artifacts, we can develop a decent understanding of what kinds of plants and animals were being processed –cooked, cleaned, preserved, stored and eaten,” says Albright, who earned a bachelor’s degree in anthropology from Penn State University in 1995.
On a larger scale, Albright says, the artifacts and features allow the archeologists to look at the New Jersey and Pennsylvania sites together in order to gain a better understanding of how prehistoric Native Americans in the Middle Delaware Valley organized their settlements and their seasonal food collection activities. For instance, he notes, on the New Jersey side, there was no evidence of fishing, whereas right across the river on the Pennsylvania side, less than a half mile away, there was evidence of herring, salmon and other fish species. “Even though these sites are really close together, they are carrying out very different activities,” says Albright. “The New Jersey site also had more evidence of longer periods of occupation.”
Albright explains that a thorough understanding of historic events and processes at an archeological site is imperative to understand what has taken place there. He adds that archeologists also look at nearby prehistoric sites as comparative data sets, as well as take into account what they already know about Native American settlements at the point of European contact.
Albright is currently pursuing his master’s degree in American history at Rutgers–Camden in order to meet the U.S. Secretary of the Interior's professional qualifications standards for Section 106 review projects. Upon earning his master’s degree, he will be qualified to serve as a principal investigator on Section 106 review projects.
For more information about Rutgers–Camden news stories, visit us at news.rutgers.edu/medrel
Media Contact: Tom McLaughlin
E-mail: [email protected]
Marketing Professor Presents Research on Disabled Consumers at Conference December 12, 2013 Holiday shopping conditions aren’t ideal for anyone seeking the perfect gift, but a Rutgers–Camden marketing scholar says they are especially hard for an often overlooked population of consumers: those with disabilities. Nursing Scholar Promotes Physical Fitness Among Girls and Women in Urban Communities December 12, 2013 Wanda Thompson, an assistant professor at the Rutgers School of Nursing–Camden, is taking a closer look at how African American women and girls living in urban areas perceive physical activity. Civic Scholar Creates ESL Course for Camden Parents December 12, 2013 Madison Rogers, a Rutgers–Camden Civic Scholar, created an ESL course for parents whose children attend afterschool programs at Rafael Cordero (R.C.) Molina Elementary School, Coopers Poynt, and Pyne Poynt in Camden. Graduate Student Pens Memoir of Marine Service in Afghanistan December 11, 2013 First Lieutenant Mark A. Bodrog, a Rutgers–Camden alumnus and graduate student, looks back at the critical role his unit played supporting Operation Enduring Freedom 10.1, in the Helmand Province, Afghanistan, in his new book published by iUniverse. Computer Science Students Finding Success at the Graduate and Doctoral Level December 10, 2013 Several students are enjoying post-baccalaureate success after graduating from Rutgers-Camden’s computer science program. Pages« first‹ previous…232425262728293031…next ›last » Back to Top | 教育 |
2014-52/2855/en_head.json.gz/14032 | Campus Programming & Leadership Development
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“The only way you can truly understand Native American culture is to go out and live and experience it with Native Americans,” says professor of history Keith R. Burich, PhD.
Burich created the American Indian Center to provide students with the opportunity to learn about Native American history and culture from Native Americans “in their own words and in their own ways.” Through the Center, students traveled to Crow Fair in Montana, the largest Northern Plains Indian celebration in the U.S., and spent a week living and celebrating with the Crow people. Students describe Crow Fair as a spectacular celebration that includes a daily parade of decorated horses, women and children dressed in authentic costumes and men in elaborate headdresses. The students experienced pow wows with dancing and drumming, enjoyed Native American food, built and lived in teepees, and visited significant historical and archaeological sites. They even took part in buffalo hunts. Perhaps the most significant Native American tradition in which the students participated was the sweat lodge ceremony. Considered a sacred cleansing, the ceremonial sauna takes place in a domed structure, traditionally covered with buffalo hides and includes song, prayer and meditation. Canisius College Video Institute student filmmakers Ashley Fike (COM ’13) and Lauren Mosier (DMA ’13) were among those that traveled with Burich and, based on their first-hand experiences about life on the reservation, created “Where the Crow will be Forever.” The 30-minute film explores the history of the Crow people, life on the reservation and why the Crow have chosen to stay.
View “Where the Crow will be Forever” here.
The American Indian Center at Canisius College offers a unique opportunity to learn about Native American history and culture from the First Peoples of the Americas in their own ways and their own words. The Center offers classes, field experiences, and symposia with a special interest in the Iroquois or Haudenausaunee people of New York. These events are open to the public. The Center also offers services such as presentations and workshops to local schools and organizations. Through these programs and activities, the Center seeks to bring native and non-natives together in order to promote greater understanding and overcome the distrust that has divided the two communities for centuries.
The award-winning Canisius College Video Institute provides students with opportunities to put their classroom lessons to work on projects that enrich their learning and benefit the greater community. Students produce social documentaries and service-oriented videos – all connected by the theme of social justice – to promote discourse on ethical, social and cultural issues relevant to the world today. The Video Institute is co-directed by Barbara J. Irwin, PhD, professor and chair of communication studies, and Jamie O’Neil, associate professor of digital media arts and director of the Digital Media Arts Program.
News John and Maureen Hurley Commit $250,000 to Canisius Canisius College President John J. Hurley and his wife, Maureen, have committed a $250,000 gift to the college to be used toward the completion of Science Hall, Canisius’ interdisciplinary science center. Read More >
Santa Claus - Image of a Tradition
Santa Claus came into history as a saint, but though his origins were in Turkey, he’s better known for his association with the Christmas turkey, an American bird.
Estanek is Recipient of ACCU President’s Distinguished Service Award
Sandra M. Estanek, PhD, professor of graduate education and leadership at Canisius and director of the College Student Personnel Administration Program, is the recipient of the President’s Distinguished Service Award from the Association of Catholic Colleges and Universities (ACCU).
Canisius Gets High Marks in College Rankings
US News Names Canisius in Top Tier
Canisius Launches MAGIS@Canisius Video Project
The first in a series of MAGIS@Canisius videos is a reflection of the El Salvador service immersion trip. Read More >
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2014-52/2855/en_head.json.gz/14035 | Cardiff School of History, Archaeology and ReligionDr Simon Brodbeck OverviewPublicationsResearchBiographyProjectsText, Translation, and Interpretation of the Early Krishna Story: the Cardiff Harivamsha Project. This project, funded by the Arts and Humanities Research Council, will run in the Department of Religious and Theological Studies from October 2011 to September 2014. Simon Brodbeck and Will Johnson will produce an English translation of the Sanskrit Harivamsha as critically reconstituted in 118 chapters by P. L. Vaidya in 1969. They will investigate the text-critical method used to reconstitute the text: how suitable is it for the Harivamsha, and what is the status of the critically reconstituted version? They will also attempt to reevaluate the relationship between the Harivamsha and the Mahabharata. The History of Genealogy, the Genealogy of History: Family and the Narrative Construction of the Significant Past in Early South AsiaPre-modern South Asia has consistently but erroneously been presented as a land without ‘history’; but in the Genealogy and History project (September 2008 to August 2011), Simon Brodbeck and James Hegarty explored how, in South Asia, ‘family history’ or ‘genealogical narrative’ has been an enduring resource for the formation and transformation of understandings of the past. Our key research question was: What is the role of genealogical narrative in early South Asia?Family history has been used -- and is still used -- as something of a speculative laboratory in which to debate ideas of how one might, could, or should live (and much else besides). This project explored the forms and functions of family histories in Sanskrit literary and inscriptional sources. By doing so, it shed light on the cultural history of early South Asia, and also explored the ways in which human social groups originate, maintain, and transform understandings of the significant past. Funded by the AHRC. Epic Constructions: Gender, Myth, and Society in the Mahabharata This project was led by Simon Brodbeck and Brian Black in the Department of the Study of Religions at the School of Oriental and African Studies, University of London, from April 2004 to March 2007. It explored how issues of gender are used by the Sanskrit Mahabharata in terms of its narrative and its philosophy. It explored in historical context the text’s construction of various normative gender roles, and it explored certain specific themes in the Mahabharata in detail, such as the relation between patriliny, kingship, and sacrifice; the significance of female listeners; the gendering of the philosophical ideas of purusha and prakriti; the bi-gendered representational dimension of royalty; the representation of ambiguous genders; and the dialogical construction of gendered identities. Funded by the AHRC.
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2014-52/2855/en_head.json.gz/14055 | Office of Instruction Educational Technology Scheduling Office Media Services Information Technology Services District Business Office Human Resources Research, Planning & Grants Professional/Staff Development Frequently Used Forms Payroll About City College
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Help Us Achieve Zero Waste: Use Less - Recycle More - Close the Loop!
“We’ve realized that the dangerous level of CO2 – the amount that could push us past the point of no return – is a lot lower than we thought. Once that happens, the dynamics of the climate system will take over – and then were out of luck.” James Hansen, Director of NASA’s Goddard Institute for Space Studies
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Remember! When you “trash it” rather that “recycle it” you contribute to global warming, deplete natural resources, waste energy, increase pollution and throw away jobs. Ton for ton, recycling reduces pollution, energy consumption and GHG emissions more than any other activity besides source reduction.
Greenhouse Gas (GHG) emissions are lowered: Virtually all climate scientists are warning us that green house gas emissions from man-made pollution are driving global warming. We are rapidly approaching the tipping point for ecological catastrophe. Recycling is a highly effective means of reversing this trend. According to the U.S. Environmental Protection Agency,recycling reduced carbon emissions by nearly 50 million metric tons in 2005,the same as removing over 40 million cars from the road. On average,approximately 1.67 metric tons of CO2 equivalents are avoided for every ton of municipal solid waste we recycle. Recycling is a key tool for climate change mitigation both now and in the future.
Natural resources are conserved: Recycled materials reduce the pressures for harvesting forests,mining ores and minerals, and consuming fossil fuels. Replacing virgin materials with recycled industrial inputs allows the production of new materials and products while conserving scarce natural resources. In fact, recycling reaps critical environmental benefits at every stage of the product life cycle- from eliminating the extraction of raw materials to diverting waste from the landfill.
Energy consumption is reduced:
Since recycled materials have already been refined and processed their use is cleaner and less energy-intensive than virgin material inputs. Virgin resources must be mined from the earth, transported great distances and processed with industrial machinery before they can be used as product inputs. This cycle requires massive amounts of energy and results insignificant greenhouse gas emissions. Recycled materials use significantly less energy. For example, manufacturing with recycled aluminum uses 95% less energy,recycled plastic saves up to 70%, and recycled paper yields up to 40% in energy savings. Less energy used means less burning of fossil fuels reducing emissions of sulfur dioxide, nitrogen oxide, and carbon monoxide into the atmosphere.
Landfill waste is diverted: Landfills are designed to be anaerobic, meaning that very little air remains below the surface. Organisms that thrive in anaerobic conditions digest food waste, paper, grass, and other organic matter generating landfill gas, which contains carbon dioxide, methane, volatile organic compounds (VOC), hazardous air pollutants (HAP), and other odorous compounds that can adversely affect public health and the environment. Fifty percent of landfill gas is methane, and surface emissions remain the single largest man-made source of this powerful GHG,which traps 21 times more heat in the atmosphere than carbon dioxide. The good news from the California Integrated Waste Management Board is over 60 percent of the “garbage” in California landfills can be composted or recycled, greatly mitigating these problems. A healthier environment is preserved: Decreasing the need to extract and process new raw materials reduces, and often eliminates, the introduction of toxic materials such as ammonia, carbon dioxide, carbon monoxide, methane, sulfur dioxide, nitrous oxide and chlorofluorocarbons to the environment. Emissions of VOC contribute to ground-level ozone formation capable of reducing or damaging vegetation growth as well as causing respiratory problems in humans. Exposure to HAP can cause a variety of health problems, such as cancerous illnesses, respiratory irritation, and central nervous system damage. Recycling directly reduces waste and pollution which means cleaner land, air and water, reduced greenhouse gases,and an overall healthier society. Forests, open spaces, wetlands, rivers,oceans and other vital habitats are preserved, wildlife is protected, and the essential ecosystem services that sustain life are maintained.
Jobs are created: Recycling means thousands of jobs both nationally and for California. Nine jobs are created for every 15,000 tons of solid waste that is recycled whereas only one job is created at the landfill. The U. S. Environmental Protection Agency says the recycling and reuse industry is a significant force in the U.S. economy, consisting of approximately 56,000 establishments employing over 1.1 million people. It generates an annual payroll of nearly $37 billion, and grosses over $236billion in annual revenues. “Downstream” economic impacts are spurred by the multiplier effect of support industries such as accounting firms and office supply companies. The recycling and reuse industry also generated roughly $12.9billion in federal, state, and local tax revenues, with 80 percent going to federal and state government. California hosts approximately 5,300 recycling and reuse establishments employing 84,000people. This generates an annual payroll of $2.2 billion and $14.2 billion in annual revenues.
A more sustainable economy is supported: The resources we have are finite, as are the carrying capacity of life-sustaining ecosystems, and the environmental sinks which absorb the waste we create. Ecological economists are informing us that the unbounded/unlimited growth economy of classical economics is a dangerous myth with catastrophic environmental repercussions. To the contrary, the material basis of our economy is strictly subject to the laws of conservation of mass and energy (neither matter nor energy can be either created or destroyed), and the law of entropy (energy, once used, looses its capacity to do work). Our environment, and our economy which exists within it, are therefore thermodynamically constrained. The point is that the matter and energy we transform into waste is overtaxing all of our life-sustaining ecosystems. Recycling mitigates this process and buys time for developing more sustainable sheltering, manufacturing and transportation technologies.
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2014-52/2855/en_head.json.gz/14165 | 99 CENTS Landmark Fairfield building reaches centennial milestone
The Hall of Justice building in Fairfield was built 100 years ago as Armijo High School. (Aaron Rosenblatt/Daily Republic) By Barry Eberling
FAIRFIELD — Solano County’s Hall of Justice building is marking its 100th year with the normal flurry of activity that takes place there.
Judges pound gavels and oversee cases ranging from drug charges to murder to burglary. People come to look at files on various civil court cases. There are crowded rooms and crowded hallways, all reached after going through a metal detector at the entrance.
The exterior is fitting for a building of civic importance. Granite steps lead to a towering porch with columns in the classical revival style, much the same as with the old county courthouse across the street.
But the building at 600 Union Ave. was constructed a century ago for a much different purpose than dealing with the weighty matters of justice. What is today the Hall of Justice started its existence as Armijo High School.
When local resident Guido Colla sees the Hall of Justice, he remembers the old Armijo High School. He was born in Cordelia in 1924, moved to Suisun City in 1928 and attended school at Armijo from 1938 to 1942.
“It brings back a lot of fond memories to me,” Colla said. “I enjoyed the school.”
Construction crews built this substantial building quickly. They laid the cornerstone in early April 1914. By August 1914, they had nearly finished with the structure.
“Every dweller in this section, be he large or small, young or old, educated or uneducated, is proud of the new high school building,” the Solano Republican said in an Aug. 14, 1914, front-page article.
The newspaper went even further, saying everyone “wishes once more to be young and privileged to attend school in such a palace of convenience for study and research.”
All of this came with the price tag of $85,000.
The old Armijo High School building in its original glory looked even grander than today. It had a couple dozen windows visible along its front. Today, most of the windows are gone, with two metal screens breaking up the monotony of the huge, white walls.
Students started their school days by going up granite stairs and passing through the neo-classical columns to a lobby with a marble floor. The 16,000-square-foot building had 37 rooms and included an auditorium and the area’s new library.
“To the voters who so generously gave us our new high school building,” said the title page of the 1914 edition of “Mezclah,” the Armijo High School yearbook.
Much of the grandeur went up in smoke in a Sunday, Dec. 8, 1929, fire. Smoke poured out from the columns of the main entrance near the roof. Firefighters had no ladders long enough to scale the walls to reach the fire.
People went into the library and handed books out the window until forced to leave by the smoke and fire. The Napa and Vallejo fire departments rushed to help the Fairfield Fire Department, but to no avail.
The roof collapsed and the building got gutted, with losses estimated at $200,000. Armijo High School had to move to temporary quarters in such places as the firemen’s hall and the school gym, creating what some said resembled a college campus with students running here and there.
Professor J.E. Brownlee of Armijo High School said faulty wiring undoubtedly caused the fire. But Napa Fire Chief Otterson disagreed. He said someone could have placed a slow-burning torch in the attic above the main entrance.
A fire insurance adjuster also suspected arson, saying 11 public buildings in the region had recently been destroyed by fire. He claimed an arsonist could have placed a certain chemical that ignited within 24 hours in the attic.
Colla said he can barely remember his parents driving him as a child out to see the burned-out Armijo building. He didn’t go inside, but remembers seeing smoke damage on the outside.
The building still stood proud, having survived the fire, Colla said.
Armijo High School got rebuilt. This is the version of the building that Colla recalls. He described the location of the English classrooms and the study hall and government classroom and the auditorium, which had its entry off Texas Street.
“It was a beautiful auditorium,” Colla said.
By the 1950s, though, the school was ready to leave its grand building and move to its present-day campus a short distance away on Washington Street, on the other side of Texas Street.
It was a slow transition. Armijo began building the $500,000 gym at the new site in 1952. By 1956, the school planned to modify three homes on Washington Street as classrooms. By 1959, most of the classes for the 1,094 Armijo students took place on Washington Street, though students still had to cross Texas Street to the old building for science, mathematics, music and arts classes.
The old, majestic Armijo High School building in subsequent years sat deteriorating. Even so, the building still got used by the community. Some rooms had offices. Social organizations met there. Theatrical groups used the auditorium.
By 1966, the county needed more room for its offices and decided to buy the old Armijo building. But the Armijo Union High School District didn’t get a great price for such a grand building at such a key location.
Only a public building can be on this particular property as long as Fairfield has the county seat. That stipulation comes from a deed restriction dating back to the birth of Fairfield in the 1850s, when city founder Robert Waterman conveyed the land to the county.
In addition, the 1893 deal that had the county give the land to the Armijo High School district said the district could only use the site for a school.
Given all of this, the district sold the old Armijo High School building to the county for a mere $11,700. The Armijo district didn’t even get this relatively small amount. Because of past state loans to the district, the state took the money.
With a historic building in hand, the county had to decide what to do with it.
County Counsel James Shumway said the building was deteriorating quickly. County officials didn’t know if the building could be saved and talked of possibly razing it and building something new.
Solano County decided to save the old school building. It spent $1.4 million transforming it into a new Hall of Justice, originally with four courtrooms, district attorney’s offices, public defender’s office, probation offices and other offices.
By June 9, 1970, the work had been finished. County supervisors toured the building and county offices began moving in.
Colla had gone on from Armijo High School to become a teacher and become superintendent of the local Crystal School District. He just happened to be in school offices down the street from the Hall of Justice when the 1970 rededication ceremony took place, so he walked down to see his old school.
The ceremony took place on the first flight of outdoor stairs, near the landing area where Colla used to hang out during lunch while a student there.
On the outside, the Hall of Justice still appears much as the Armijo High School building that got constructed in 1914, with the exception of those metal screens and lack of windows.
But Solano County Superior Court Executive Officer Brian Taylor sees little of the 1914 version of Armijo High School remaining on the inside. The building might still have the original inside steps near the entry, he said.
In one sense, the Hall of Justice building is a mere 44 years old instead of 100, given the extensive 1970 remodel.
“It definitely shows its wear and tear,” Taylor said. “We regularly have to watch the maintenance, the roof and windows, just general things you have to do with any building of this age. In general, I think it’s in decent shape.”
On its 100th anniversary, the Hall of Justice is a busy building that continues to serve the public.
Reach Barry Eberling at 427-6929 or [email protected]. Follow him on Twitter at www.twitter.com/beberlingdr.
solano gov center, 7/28/08
old Armijo
10 hall of justice 1
Tony WadeAugust 10, 2014 - 11:26 amWonderful article, thanks!Reply | Report abusive commentStRAugust 10, 2014 - 11:40 amI would just like to say that Tony's Hip, does not waist words, always has a chest full of fun ideas for columns and has a good cranium on his shoulders...... and yes I should write an..... Ode to the penmanship of Barry Eberling...... Staff Writer/Reporter for the Daily Republic ... published in beautiful downtown Fairfield Ca.... etc... etc.....Reply | Report abusive commentKenRAugust 10, 2014 - 5:03 pmGreat article. I went to scout meetings in the old building in the mid 60's. It was kind of creepy old when I was Just starting there. The library across the street was elegant old to that same kid.Reply | Report abusive commentTrixie's MomAugust 10, 2014 - 11:29 pmEnjoyed the article! I am a fan of old buildings (well history in general); would love to see some articles on the older places / homes along Abernathy Road and Old Town Cordelia, Rockville Rd., etc. Thanks!Reply | Report abusive comment Recent Articles | 教育 |
2014-52/2855/en_head.json.gz/14168 | Syllabus Strategies
Posted on August 1, 2012 by Kate Lydon Patel Conservatory students Marta Kelly and Jackson Kettell in “On the Edge”
Whether you start from scratch or use a time-honored syllabus, the key to a successful student body lies in an organized curriculum.
Choreographing enough combinations to fill an hour-and-a-half dance class is the easy part—in a pinch, you can even manage it on the spot. However, in order to be an effective teacher over a long period, you have to have a structure and a plan. Using a curriculum—mapping out what skills you’re going to teach and when—can be the key to creating an organized faculty and successful student body. Some schools take that one step further and require faculty to use a syllabus that outlines specific steps, lectures and combinations at each level. But curriculum planning doesn’t happen overnight; as Patel Conservatory dance department chair Peter Stark can attest, it’s a continuous and relentless process.
Since taking the reins in 2006, Stark has shaped the Florida-based school’s curriculum and is seeing rewarding results. A former dancer with New York City Ballet, Boston Ballet and The Washington Ballet, Stark became director of Orlando Ballet School in 2000 and started working with the Patel Conservatory in Tampa six years later. He has students in top companies worldwide and most recently, his student Hannah Bettes, 16, won senior gold at the Youth America Grand Prix finals in New York and a scholarship at the Prix de Lausanne to train at The Royal Ballet School in England.
Stark took a varied approach when plotting Patel’s curriculum. For the youngest levels—ages 3 to 6—he purchased the Leap ’N Learn syllabus (created by Beverly Spell) and tweaked it to meet the school’s needs. The pre-professional levels incorporate the structure of the Vaganova syllabus and elements of Marcia Dale Weary’s program at Central Pennsylvania Youth Ballet. And though all teachers receive a notebook of materials for their level—including the overarching goals, steps that students are required to learn and an initial lesson plan—nothing is set in stone.
Dance Teacher speaks with stark about the keys to his success:
Are there ever disagreements among the faculty?
Yes, it’s a constant conversation. We start every year with a full-day teacher retreat where we look at everything and argue and haggle. I’ll say, “I want a wrapped frappé.” And someone else will say, “But you don’t get a full brush if you’re not in a flex!”
My team is headed by myself and my colleague Ivonne Lemus. I came from School of American Ballet and danced initially with NYCB, and she’s from the National Ballet of Cuba. We are divergent in our backgrounds so we argue all the time, but we love and respect each other and have seen that there are things from both of our methodologies that we can merge to make students better.
Which of those styles would you say your syllabus is most influenced by?
We are a stepping-stone school, meaning we are not affiliated with any one company, so we have to be broad-based enough that our students can move into a Balanchine style or a traditional, more classical style.
My analogy is that ballet is a tree. The base of the tree is what we’re doing. Balanchine style would be one branch, Vaganova style would be another branch, Royal Academy of Dance would be another, but we’re really trying not to go down any of those branches. It’s stylistically neutral and structurally sound. We aim to give students the tools so that when they go down any of the branches, they can handle it and adjust to the specificity of that style.
Has your syllabus changed over the years?
Participating in competitions like Youth America Grand Prix has really enabled us teachers to see what people—who are hiring and offering scholarships—are responding to. I’m not that old, but when I was training, not all of the boys had full splits. Now you wouldn’t see a professional male dancer without splits on both sides. It’s expected! That’s a very simplistic example, but the fact of the matter is the artform is ever evolving, and if you want to create students who are employable, you have to keep responding to that. We’ve got to change our thinking. There are always things that we can improve on, in terms of how we’re preparing students to excel beyond our school.
So you’re never truly done.
It’s a living artform. The key to our success is that we keep changing. Every time I watch somebody else’s class, I get ideas. Most recently I watched the class of Raymond Lukens, who helped create the curriculum at ABT, and his analogies and combinations together were months of material that I can utilize. I was also fortunate to watch Jock Soto’s class, which was totally inspiring. He was having the dancers move so incredibly fast. I thought I was fast, and he was like 10 times my speed! I am constantly inspired to continue to push and to change.
Would you advise others to work with such a clearly structured curriculum?
You have to. Otherwise, you might produce a student here and there—talent will survive regardless. But if you want to train consistent talent, you have to have a system. Also, two people can accomplish more than one, and the only way to work collaboratively is to have something you can look back to. We constantly reassess what we are doing, but it’s the team effort that makes it successful. Star students come and go, star teachers come and go, but a methodology can maintain through that. DT Kate Lydon teaches for American Ballet Theatre’s Jacqueline Kennedy Onassis School and is editor at large at DanceMedia.
Day-to-Day
A curriculum may be in place, but your students will ultimately dictate the daily or weekly lesson plans. Here, three educators share their tactics for staying on track.
Lesle Shafer Koval currently teaches modern dance technique and Laban Movement Analysis, and she is a senior project advisor at The Boston Conservatory. She has created her own curriculum and syllabi for both of her classes. My point of view comes from Laban Movement Analysis, and even in my modern technique class it gives me an organizing structure. I always come to class with notes that are thought through very carefully, but I’ll stray from them if necessary. I don’t plan my next class until I’ve taught the one before, because I need to evaluate: Did they get it? Do they need to do this again? Are we ready to move on?
Melissa Bowman, assistant principal of American Ballet Theatre’s Jacqueline Kennedy Onassis School and director of the JKO School’s Children’s Division, was on the advisory committee for ABT’s National Training Curriculum. She follows those guidelines to create her own syllabi for the classes she leads.
I start with what I want my students to achieve and I work backward. I see where my students are technically, then I start introducing the most basic elements. For example, this year my 2As (9–11 years old, whom I see two times per week) learned assemblés, but I had to go back through pliés, tendus, dégagés, sautés and relevés. I figure out a progression. Then I have about four combinations written down for each element that needs to be achieved.
Gerri Houlihan has been teaching at Florida State University for six years. While some of the syllabi were already in place, others she designed, redesigned or tweaked.
I team-teach a teaching methods class (required for all senior dancers) with Tom Welsh. He’s one of those people who fleshes out his syllabus with incredible detail—he knows exactly what is happening every day over the weeks of the course. I use his syllabus, though half the time—especially after choreography showings—I’ll say, “You know what? Can we talk about…” and the next thing you know we are off on a totally different path. It’s much more my nature to be in the moment. He’ll indulge me to a point, and then he will say, “OK, now moving back to the plan.”
Photo: Patel Conservatory students Marta Kelly and Jackson Kettell in “On the Edge”; by Soho Images, courtesy of the David A. Straz, Jr. Center for the Performing Arts | 教育 |
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William S. Morris III Distinguished Lecture Series
Billy Morris is chairman and chief executive officer of Morris Communications Co., headquartered in Augusta, Ga. It publishes 31 daily newspapers, 11 nondailies and 17 shoppers throughout the country, as well as 13 magazines and specialized publications, including several with nationwide distribution. Other divisions include travel-book publishing and distribution, outdoor advertising, radio broadcasting, direct marketing, commercial printing and computer services.
He is a native Augustan and graduate of the University of Georgia with a Bachelor of Arts in journalism. He served as chairman and as a member of the board of directors of the Newspaper Association of America. He is a former director of the Associated Press, the Advertising Council Inc., the Southern Company, the National Science Center Foundation, and Georgia Power Company. He is a former member and chairman of the University of Georgia System Board of Regents. He formerly served on the boards of trustees for Augusta College Foundation, Paine College and the University of Georgia Foundation.
He is chairman and former president of the Greater Augusta Sports Council and chairman of the board of the Morris Museum of Art, which he established in memory of his parents, Mr. and Mrs. W.S. Morris Jr. In memory of his father, he also established the Eminent Scholars Chair of Art at Augusta State University, and the William S. Morris Chair of Newspaper Strategy and Management at the Henry W. Grady College of Journalism and Mass Communication at the University of Georgia. In memory of his mother, he established the Florence Hill Morris Memorial Scholarship at Columbia Theological Seminary.
His many honors include selection as the 1983 Outstanding Alumnus of the University of Georgia's Grady College of Journalism and Mass Communication, and his 1989 induction into the Mass Communications Hall of Fame at Texas Tech University's College of Media & Communication.
He received the first "Bottom Line Award" from the Media Management Club of the University of Georgia for his contributions to publications management education at the university.
2014 Distinguished Lecture:
Dhavan V. Shah
Louis A. & Mary E. Maier-Bascom Professor
Director, Mass Communication Research Center
Scientific Director, Center for Health Enhancement Systems Studies
School of Journalism and Mass Communication
University of Wisconsin, Madison Talk Title: Mobilization, Socialization and Participation in a Digital Age: Building the Communication Mediation ModelWatch Dhavan V. Shah's Lecture
Previous distinguished lecturers:
2013 - Esther Thorson: Journalism and the Art of Reaching Audiences: There's nothing so practical as a good theory
Director of research for the Reynolds Journalism Institute at the School of Journalism at the University of Missouri-ColumbiaWatch Ester Thorson's Lecture
2012 - Steve Honley: "Was the War in Iraq Worth Fighting?"
Editor-in-Chief, Foreign Service Journal, American Foreign Service Association
2011 - Watch: Business and the Media: Friend or Foe?
Myron Kandel
Founding Financial Editor of CNN
Senior staff of the U.S. National Library of Medicine
View more former distinguished lecturers »
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Please contact us by e-mailing Executive Assistant to the Dean Annie Ruland at [email protected], and tell us what national figure you believe we should consider inviting for this special distinction.
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2014-52/2855/en_head.json.gz/14221 | Symposium highlights independent student research Wednesday, 28 May 2014 13:12 Local students showcase their research projectsby John G. Bailey Ever wonder about “The Effects of Video Gaming on Society?” Dundalk High School junior Cesar Ricardo did, and after completing an independent research project with that title, he came up with some answers. Ricardo was one of four Dundalk High School juniors and several other Baltimore County high school students showcasing their work at the Student Independent Research Symposium at Dundalk High School on May 21. The students had completed research projects on topics of their own choosing as part of a semester-long independent research course available to juniors and seniors. The upside of gaming “Video games have a positive impact,” Ricardo said standing next to a poster board display that summarized the results of his research. “Video gaming draws people out, helping withdrawn people become more social. Players get to know each other [in team games] and make new friends,” Ricardo explained. According to his research, other benefits of video gaming include the development of empathy through interaction with game characters and a greater aesthetic sensibility through exposure to the artwork in the games. Ricardo chose his project on the basis of self-interest — he is an avid video gamer — and a desire to investigate the claims of critics who warn of the negative impact of video gaming on society, particularly the charge that gaming triggers violent and other anti-social behaviors in players. Ricardo found that though there is a correlation between gaming and these negative behaviors, no direct causal relationship has yet been discovered. He knows two of the critics his research debunks very well. “My parents say that video games are bad for you. But I play all the time, and I’m an A student.” Ricardo wants to design games for a living and hopes to attend the Art Institute of California to further that goal. “The whole [video game industry] is in California,” he said. “I want to design a game that makes people feel good.”Different perspectives Dundalk High junior Brooke Hairston researched the effects of school censorship and book banning. Part of her display showed covers of reading material currently banned from schools somewhere in the U.S. Pointing to one, she said “I was shocked that Captain Underpants was banned.” [The comic book portrays the positive exploits of a hero of the same name.] Opposition to censorship and book banning motivated Hairston. “Censorship denies students the opportunity to be exposed to different perspectives and to great literature,” she said. Her research revealed the major instigators of censorhip. “I was surprised religion played such a large part [as a reason for censoring material], she said. Hairston, though, does not oppose all censorhip. She agreed that Fifty Shades of Gray — which is currently banned from Baltimore County schools — should be banned from schools. “But not from public libraries,” she added quickly. Get some sleep A project entitled “The Effects of Sleep Deprivation on Students” was motivated by researcher Summer Nevins’ own difficulty with getting enough sleep. When asked if she thought students got enough sleep, Nevins responded emphatically. “I don’t think they don’t, I know they don’t.” Nevins discovered that teenagers need as much as nine and half hours of sleep nightly to function fully. “The brain is growing more [during this time] and the body needs more rest.” Sleep deprivation causes lower grades, difficulty in dealing with emotions and other problems, according to Nevins’ research. For Nevins, who takes four Advanced Placement classes and works after school, the problem is finding enough time for the sleep she needs. She is a strong supporter of schools that have pushed back the beginning of daily classes to give students more sleep time. She cited statistics that show better grades, fewer behavioral problems and other positive benefits from the later-hours policy. Nevins is aghast at rumors that the Baltimore County school system is considering pushing the start time of schools to 7:30 a.m., a move that contradicts all her research results. [The Eagle subsequently learned that Baltimore County Public Schools has no plans to change start times.]Cutting the cord Dundalk High junior Grayson McNew recently lost a close relative to brain cancer. His conviction that the death could have been avoided through advances in stem cell science led to his project, “The Morality of Stem Cell Research.” Despite the weighty biology involved in stem cell research, McNew confessed, “I’m not a big science person.” A current member of the school’s student government and a candidate for next year’s presidency, McNew was more interested in exploring the negative attitudes of people on the controversial topic. “I wanted to find out why people look at stem cell research and think it’s bad,” he explained. McNew grew passionate when he decried the link between the controversial research and abortion, which opponents frequently claim. He explained that human embryos are only one source of stem cells. “An infant’s umbilical chord has tons of stem cells,” McNew pointed out. He favors storing the cells harvested from each baby’s umbilical chord for later use, in case a person later needs the regenerative properties of the cells due to sickness or accident. For McNew, the stem cell research issue is a medical one, not a moral one. “How can we be so divided on a science that has no negatives?” he asked.Learning about learning During the second hour of the symposium before individual presentations began, Fran Glick, supervisor of the county schools’ Department of Digital Learning, lauded the effects the independent research projects had on students in the program. “Students benefit in ways that are hard to measure,” she said. “What happens [to students in the program] is that they learn about themselves as learners.” Glick related what she called a “project killer” moment for a Loch Raven High School student in his research project this year. “That’s when during your research you turn up something that forces you to change the direction of your project completely.” The young man’s preservation and completion of the project “demonstrated the incredible persistence and grit that results from independent research,” she said. © 2014 The Dundalk Eagle | 教育 |
2014-52/2855/en_head.json.gz/14249 | Thanksgiving: What our History Teacher didn’t Tell Us. ~ Maja Despot
The Real Thanksgiving.
For the most part, we think of Thanksgiving as a time of gratitude associated with happy Native Americans and Pilgrims sharing in a big feast together.
While that may have been the case in some instances, we tend to forget the dark and violent fate brought onto the Native American tribes by the arrival of European settlers.
The story of the real Thanksgiving is not all about smiles and turkey—although the turkeys don’t make it out alive either, of course!
The story starts around 1608, when a group of Native Americans trusted the European traders who had come to Massachusetts. When they decided to trade with the English they were taken as prisoners.
With a boat full of the Patuxet tribe, chained and bounded for slavery, the Englishmen sailed back to their home country. What they left behind was an epidemic of smallpox that wiped out the Patuxet that managed to escape being captured for enslavement.
Squanto was one of the Native Americans captured by the English. After 10 heartbreaking years of enslavement in Spain, he made his way to England and negotiated for his freedom, and finally made his way back home. However, there was only more heartbreak awaiting him with the realization that his tribe and family had been completely wiped out by disease.
When the Pilgrims reached Massachusetts around 1620, Squanto was the only remaining Patuxet Indian. Regardless of the immense pain caused by his previous contact with the English people, Squanto found it in his heart to use the English he had learned during his time in Europe to negotiate a peace treaty between the Wampanoag nation and the Pilgrims. He also helped the Pilgrims survive their first winter in the new world. Squanto taught the new settlers how to plant their own corn and where the best fishing locations were. At the end of their first year in the new world, the Pilgrims held a large feast to honor the Wampanoags and Squanto.
However, good times soon turned to bad.
With word spreading throughout England of successes in the new world, Puritans began arriving in huge numbers. These settlers did not need the help of the Native Americans as the Pilgrims once did. They viewed the natives as savages with strange rituals and culture. Soon after their arrival, once communal lands were seized by both Puritan and British settlers.
The settlers captured those natives they deemed strong enough for slavery and killed off the rest. The children and grandchildren of those settlers and Native Americans that had once feasted together were now destroying each other.
The fighting continued on with many innocent Native Americans falling victim to the greed of the English settlers. Thanksgiving soon became a celebration for the victory over the Native Americans, whom the English viewed as heathen savages. The natives not only had their lives disrupted by disease but were exploited, enslaved and massacred by the thousands.
Historians estimate an 80-90 percent population decline after the arrival of the European settlers.
The reality of what happened during this time is a far stretch from the happy feast associated with Thanksgiving. The meaning of this post is not to ruin the holiday of Thanksgiving, but to give light to the reality of history, history that is sometimes left out of books in schools. In order to learn and progress, we must look back in time and accept the faults of our own country in hopes of never repeating them. We can no longer pretend that the the founders and first-comers of this country did not single-handedly destroy the natives.
Native Americans are a group of diverse tribes, all with their own unique cultures and traditions, but what brings them together is their violent demise.
They didn’t just contribute to American history in the form of Squanto’s generosity and legacy. Native Americans contributed in the areas of horticulture, science and medicine.
So, while you are enjoying some, er, Tofurkey and pumpkin pie this Thanksgiving, share the real story of Thanksgiving with those around you. Why? Not to be “a bummer.” Because, rather, awareness is the key to progress. It can be easy to overlook the contributions of the Native Americans in the earliest years of this country, but in remembering and being grateful for their contributions to the foundation of this country, we can use their stories as lessons in ahimsa and compassion.
Because we truly have so much to learn.
Maja Despot is a college student trying to figure out her place in the world, while making a positive impact. She’s a veggie, a blogger and mother of a feisty puppy named Minnie, whom she absolutely adores. She enjoys yoga, crafts and learning. Maja came to United States in 1997 from the former Yugoslavia. Six months later she was fluent in English. She’s currently studying Sociology at the University of Illinois at Chicago and hopes to use it to give back to the world.
Ed: Brianna Bemel
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2014-52/2855/en_head.json.gz/14265 | ERCIM News No.19 - October 1995 - CNR
Computer-aided Preservation and Transcription
of Ancient Manuscripts and Old Printed Documents
by Andrea Bozzi and Antonio Sapuppo
The close relationship between the preservation and the consultation of ancient documents has led the Commission of the European Union to encourage different organizations, such as libraries, research institutes and industrial enterprises, to carry out concrete interventions. In this context, an innovative project proposed by ILC-CNR for the preservation of old manuscripts using digital optical tools and the creation of a specialized workstation for the transcription and electronic processing of such documents is now under way as part of the CEU programme for "Telematics Systems in Areas of General Interest (Libraries)".
The Institute for Computational Linguistics, Pisa, is developing a system which should provide philologists, papyrologists, epigraphists and other scholars working with ancient texts, frequently damaged and/or difficult to read, with a system which makes it easy to: look-up an image archive which displays a digital representation of the source documents on a high resolution monitor
transcribe the texts contained in the images of the source documents using a word-processor, viewing the transcribed version in a second window adjacent to the display of source document
automatically match each word in the transcription with that portion of the source document image in which the word is found.
Text-Image Correspondence
The original document, or a photograph or microfilm version of it, is optically scanned. The digitized image is then displayed on the screen with a very high definition to ensure legibility even after considerable enlargement. A second window contains the scholar's transcription of the document. New text is entered or already transcribed text can be viewed and corrected in this window.
The numerical representation of the image is processed in order to distinguish the written parts of the document from the background. Separate columns of text are recognized automatically. Digital image intervention consists in the identification of particular features which enable the machine to distinguish the areas with printed text from the rest. It must be remembered that we are dealing with very old texts which are frequently damaged or present irregular markings. The exact zones of text are recognized by analyzing a histogram showing the distribution of the chiaroscuro values. Scanning the image vertically, the points in which the program identifies a clear-cut separation between black and white tonalities are considered as column divisions and marked with line(s) appearing on the screen; the correct disposition of these lines can be checked. This method is also used for automatic identification of lines of text. In this case, the program works horizontally, analyzing the histogram to recognize and separate the chiaroscuro values. The program counts and numbers the lines progressively. When the text has been transcribed, a final processing of the image will match each word in the transcribed text with the portion of the source document in which it appears. The system first examines the chiaroscuro values pertinent to each line in order to identify divisions between words; it then compares the word zones identified in the image electronically with the transcription in which the exact number of words for each line is computed. Any changes made in the transcription of the text are automatically transferred to the image of the source document without any intervention by the operator. Second thoughts regarding word division or a different interpretation of the text will thus produce a different word-image link. The transcribed text and the segmented image are displayed in two separate windows on the screen and the operator can check and correct any mistakes. When the transcription has been checked, the current segmentation and links between transcribed and source documents are recorded and queries can be made:
when a given word in the transcribed text (or in the index locorum) is selected, a window is opened in which this word is evidenced in the image of the source document. The system gives both the reference to the selected locus, and to all the loci in which the same word can be found. If other references are selected, the corresponding parts of text and image will be displayed
vice versa, if a given word in the image is selected, a window appears which shows the transcription of the word in the text. Again the system gives the references of the other loci in which this word appears (see figure).
Restoration We are now working on providing our system with an intelligent component that can perform restoration operations. We are adopting the following strategy. A special tool will identify clearly legible characters in the digitized image; for each character, the system will produce a model represented by several relations obtained calculating the size of each line, stroke and curve and including certain stylistic variations. A specific character on the keyboard is then attributed to each model representation. Portions of unclear characters are successively submitted to the system which suggests a possible integration. For each hypothesis, the processor will show the graphic representation (and corresponding alphabetical value) having the highest number of features in common with the fragment. Other models and therefore other interpretations of the text are proposed in decreasing order of probability. The same procedure is used for the entire set of characters of the text. The program compares previously obtained models with the current fragment; the result of this comparison corresponds to the proposal of integration. Several connected CPUs and neural networks are being used to process the large volume of data involved.
The system performance can be improved by the addition of a textual/linguistic component: the text of the fragment including both the restored and the easily legible parts is compared with an textual archive where there is a good chance of finding the piece being examined. In other cases, when the fragment presents many different possible interpretations, the data contained in the list of forms extracted from the textual archive and subjected to a number of statistical operations (e.g. production of digrams and trigrams) can be used as a filter. For each hypothesis formulated by the graphic component for a sequence of characters a statistical-linguistic assessment is performed; the list of all words containing these elements in initial, central or final position is extracted from the general index and the most appropriate can be chosen.
Andrea Bozzi, Antonio Sapuppo - ILC-CNR
E-mail: izzobvm.cnuce.cnr.it | 教育 |
2014-52/2855/en_head.json.gz/14306 | FGCU Bower School of Music Major to Perform Solo Recital at Carnegie Hall on March 72/22/2013FORT MYERS, Fla. - A rising international piano talent at Florida Gulf Coast University (FGCU) is about to fulfill any aspiring musician's dream: a solo recital at Carnegie Hall.Priscila Navarro, an 18-year-old junior piano performance major from Peru, will perform March 7 at the world-renowned concert venue in New York City, making her the first FGCU student to achieve this honor. Her ticket to the prestigious stage was winning the 20th International Chopin Competition of Texas in 2012 - just one of several national and international contests she has won while studying at FGCU.Michael Baron, FGCU music professor and head of keyboard studies, discovered Navarro at the National Conservatory of Peru when she was 15. Baron travels regularly to perform concerts, conduct master classes and recruit promising students to FGCU's Bower School of Music."In the almost three years that Priscila has been a student at FGCU she has gone from triumph to triumph," he said. "Being awarded a full solo recital in Carnegie Hall is a huge step in her career path. Performing in the most celebrated hall in the world will open doors for her and is a huge accomplishment. It is also a testament to the Bower School of Music that we attract and produce world-class talent such as Priscila."Her Carnegie Hall concert will be attended by ambassadors and members of the Peruvian diplomatic corps as well as the former director and distinguished faculty of the National Conservatory in Lima, Baron said. A contingent of FGCU faculty and donors also will gather in New York to celebrate Navarro's achievement. She attends FGCU with support from the Steinway Piano Society as well as the Myra N. and Van Zandt Williams Jr. Scholarship Fund and the Eva Sugden Gomez Scholarship. Navarro, who started piano lessons relatively late at age 9, will perform music by Bach, Beethoven, Liszt, Chopin and Peruvian composer Jimmy Lopez. She also will play the world premiere of "Priscila Prelude," an original piece written for her by Jason Bahr, FGCU assistant professor of composition and music theory."It's very exciting - a little scary - but it should be fun," Navarro said. "You hear so many things about Carnegie Hall, and so many famous people played there."For more information, contact Michael Baron at (239) 590-7209 or [email protected]. [Back to the Press Release Archives] Accreditation | | 教育 |
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Delilah Bruskas
Champion for foster children, founder of Pacific Northwest Alumni of Foster Care
Doctoral candidate in Nursing Science, University of Washington
Master's degree in Nursing, University of Washington Tacoma
Bachelor's degree in Nursing, Seattle University
When Delilah was about five years old, the child welfare system removed her from her biological family for reasons she never understood. By the time she graduated from high school, she had lived with seven different families—none for longer than two years—and attended 10 schools in California and Washington.
In college, Delilah knew she wanted a career that helped children and decided on nursing. After graduating, she worked as an emergency room nurse and volunteered on a medical missionary trip to Madras, India, where her drive to aid children only became stronger. "I saw there was a connection between childhood experiences and adult health and I wanted to make those connections, which is what I'm doing right now," Delilah said.
Graduate school focus
When Delilah began her master's degree at the University of Washington Tacoma, she intended to focus on caring for elderly populations. However, about halfway through her studies, she moved to a research topic closer to her own experience: investigating how child welfare agencies evaluate the impact of foster care on the health outcomes of children entrusted to their care. Delilah soon found that very little evaluation of this kind existed—and what did exist was grim. A first-of-its-kind national assessment, conducted in 2004, determined that every U.S. state failed to meet all state and federal requirements for providing permanency and well-being to the children in their child welfare systems. A follow-up study is underway, but there's currently no uniform way to measure how well foster children are developing into adults. "I was compelled to advocate for this vulnerable population as a nurse and as an alumna of foster care to improve health outcomes," Delilah said.
The UW Tacoma named Delilah its Distinguished Alumna for 2011 based on her scholarly research and advocacy for foster children.
On UW Tacoma
"At my orientation for the master of nursing program here at the UW Tacoma, Ginger Hill, a graduate program advisor, said, "It is not an accident that you are here." Another person, a nursing instructor, encouraged us to think about a dream job and to let them help us develop it. Wow! I was so inspired.
"From the start, I felt that the staff here not only valued my interest towards obtaining a master of nursing, but I also felt that they were truly glad to have me in the program."
Founding a nonprofit
Shortly after receiving her master's degree in 2006, Delilah published her first paper about foster care and its impact on the well-being of children and adults. She also attended a local summit that brought together youth and adults with foster care experiences—which stirred lingering emotions about her own childhood. "That was the first time I was ever around anyone else from foster care," she said. "It was like finding family. There were others like me." The experience inspired Delilah to start her own nonprofit organization, Pacific Northwest Alumni of Foster Care, which works to provide a voice for people who have been through foster care and to build awareness at community, state and local levels about the unique emotional, physical and social issues that they face. The organization's website helps to connect foster care alumni and allows them to share their stories, and she has given presentations about her advocacy work at international conferences in Singapore and Australia.
Improving the foster care system
Now a doctoral student at the UW School of Nursing, Delilah is working to understand more fully the long-term health impacts of foster care. A major goal of her research is to "prevent the problems we're seeing now with young adults exiting the child welfare system who are challenged educationally, emotionally and socially."
For instance, existing research shows that if children in foster care do not receive appropriate support to address their childhood vulnerabilities, they have trouble forming secure relationships that are crucial to good health. They may be more vulnerable to major illnesses, such as heart disease and depression, later in life. As a recipient of a federal Graduate Assistance in Areas of National Need (GAANN) Nursing Fellowship, Delilah plans to teach in her field and supplements her doctoral work with nursing education courses. After earning her Ph.D., she will continue advocating for the foster care population through her nonprofit, teaching and public speaking. "I believe that my graduate degree has given me a greater voice and credibility in my area of study," she said. "Nursing is such a great platform for my advocacy work, and I feel that my degree in this discipline has been well received and respected in the community."
Fostering mother-daughter bonds
Delilah always wanted a relationship with her biological mother and, as a teenager, attempted to contact her; but social workers would not permit the pair to reunite. "I pretty much had to learn to grow up as if that life before foster care never existed, which was an impossible challenge," Delilah said. Without strong ties to her own mother, Delilah was apprehensive when she learned she was having a daughter, whom she named Desiree. She worried she might have trouble connecting with her daughter since she didn't grow up with a mother to model herself after. But the clear similarities in their temperament and appearance soon put her at ease. Today, she maintains a close relationship with Desiree, who is finishing her bachelor's degree at the UW. It wasn't until Delilah was 30 years old that she saw her mother again. But her mother couldn't handle the stress of seeing her daughter as a grown-up with a husband and a five-year-old child of her own. They felt like strangers to each other, and rebuilding the relationship proved challenging.
"Keeping us apart had a detrimental outcome for both of us," Delilah said. "Part of what I want to do in my research is to share the importance of protecting relationships with biological family when it's safe to."
Photo by Elizabeth Lowry
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2014-52/2855/en_head.json.gz/14422 | School program notches fourth straight honor
Allie Rae Mauser
Monday night’s meeting of the Vance County School Board recognized the accomplishments of students and staff throughout the county. Board members, past and present, were also honored.
The N.C. Department of Public Instruction recognized Zeb Vance Elementary as an exemplary school in the instruction of Public Behavior Intervention and Support (PBIS).
For the fourth consecutive year Zeb Vance was honored at the highest level for their use of PBIS, a program providing schools with capacity-building information and technical assistance for identifying, adapting and sustaining effective school-wide disciplinary practices.
“PBIS is a framework of our school,” said Anne Garrison, principal at Zeb Vance. “We love it, we live by it, and it’s a mode for everyone to use.”
Garrison, who stood in front of the board with fellow staff members and students, took a moment to acknowledge board members.
“We noticed it was school board appreciation month, so we could not let that go without mentioning that, too,” Garrison said. “So, we’re going to present to you our school board members this evening the Zeb Vance cookbook.
“This is something we make and sell at our school to raise funds.”
Northern Vance’s Engineering Club was recognized by the board for being one of five high schools selected from across the state as a finalist for N.C. State University’s Emerging Issues Prize for Innovation.
Their invention, called Sirocco, was designed to dislodge dust interfering with a computer’s critical functioning parts. A prototype of the design, created by Salare Inc., on Parham Spring Lane in Henderson, was on display.
“We were picked to be in the finals, one of five high school teams in the state to reach the finals, so we’re really excited about that,” said Jeff Arthurs, honors engineering teacher at Northern Vance. “From here on out, the winner is picked solely on votes on the Internet, so we are out in the community just about every night.”
Voting will begin on Feb. 4 and continue through Feb. 11. Arthurs encouraged board members to help spread the word on voting.
“I’m really proud of these guys,” Arthurs said. “They have worked very hard, and really excelled at a very high level, and we’re going to win this thing.”
The team of engineering students will be competing against schools of science and mathematics. They are the only team from a school in rural North Carolina to reach the finals, making community support vital for the competition.
“This is a community thing. We’re getting everybody in Vance County behind this thing, to vote for us,” Arthurs said.
As part of school board appreciation month, Vance County School’s Funtastic Kids Club presented the board with tokens of appreciation.
Each board member received a candy bar, hand-written note, and plaque presented by children taking part in the afterschool program active at elementary schools throughout the county.
Superintendent Ronald Gregory unveiled an engraved rocking chair for Ronald B. Kinsley, a former board member of 16 years.
Kinsley spent 37 years as an educator in Vance County. He chose not to run for re-election last year after being redistricted.
Gregory also identified board members, announcing their total hours of service since joining the board. Emeron Cash, a board member representing District 5, has the most among active members with more than 901 hours.
Contact the writer at [email protected]. | 教育 |
2014-52/2855/en_head.json.gz/14440 | Graduate students may study the History of Christianity from its origins in Second Temple Judaism through the ninth century, either as a major field or as a minor field for the doctorate in History. Successful students will be awarded the M.A. degree as they move toward Ph.D. candidacy, but the program cannot accommodate students who seek solely the M.A. degree, because of the number of languages required for work in this field.
A special feature of this History of Christianity program is its emphasis on longitudinal or diachronic research. Typically, students will prepare themselves to write a dissertation in which a particular Christian issue, institution, teaching, social form, etc., is analyzed through a number of centuries. In addition, students whose interest focuses on the Foundational Period (the Maccabean Revolt through Justin Martyr) will become thoroughly acquainted with cross-cultural anthropological approaches to the primary texts.
Three UCLA centers provide additional stimulation for students in the History of Christianity program: The Center for the Study of Religion directed by Professor David Rapoport, The Center for Jewish Studies directed by Professor David Myers, and The Center for Medieval and Renaissance Studies directed by Professor Patrick Geary. These centers offer colloquia, guest lectures, interaction with visiting scholars, and conferences pertinent to their focus.
Current full-time faculty in this field include: S. Scott Bartchy (M.Div. Harvard Divinity School, 1963; Ph.D. Harvard University, 1971. Christian Origins, Early Church History, History of Religion); Patrick Geary (Ph.D. Yale University, 1973. Medieval History); Ronald Mellor (Ph.D. Princeton University, 1968. History of the Roman Empire; Roman Law); and Claudia Rapp (D. Phil., Oxford, 1992. Late Antiquity; Hagiography).
Strong support is provided by members of the faculties of the Department of Classics and the Department of Near Eastern Languages and Cultures.
Since advanced scholarship is based on the primary sources in their original languages as well as on dialogue with scholars around the world, the History of Christianity program requires both a fluent reading knowledge of German and a Romance language, and a high level of competence in the ancient language (Greek or Latin) in which the documents relevant to the student's chief interest were written. Students who focus on the Foundational Period need excellent Greek and at least elementary Hebrew, Latin, and Aramaic. Students focusing on the later periods need excellent Latin (for the West) or Greek (for the East), and may need other languages such as Coptic or Syriac.
Because learning to read these languages can consume many precious quarters of a graduate program (and is basically undergraduate work), students who apply for admission to the History of Christianity program greatly increase the possibility of their acceptance by learning these languages prior to application. Indeed, students with weak language background, no matter how strong the remainder of their application file may be, will not be admitted. (Note: What is important for work in the History of Christianity program is not where or how a language was learned but rather simply the competence in using it.) With a substantial portion of language preparation behind them when entering the History of Christianity program, students with a B.A. can anticipate competing the program in 21 quarters or seven years. Students entering with an M.A. in History or an M.Div. with a strong history emphasis should be able to reduce the time substantially.
As a candidate for the Ph.D., you must meet (a) the special requirements for admission to the doctoral program listed above; and (b) the general requirements set forth under the Graduate Division. An excellent command of English, spoken and written, the ability to read at least two foreign languages (except for the field of U.S. History where only one foreign language is required), and an acquaintance with general history are expected of all candidates. You are required to complete at least one continuing two-or three-quarter seminar, or alternatively, a continuing sequence of at least two graduate courses approved by the GGCC. This seminar, or its alternative, must include completion of a substantial research paper based at least in part on primary sources.
All students must write a dissertation prospectus (which could be written for credit as a history 596 or 597) expected to contain: (a) a full statement of the dissertation topic; (b) an historiographical discussion of the literature bearing on the topic; (c) a statement of the methodology to be employed; and (d) a survey of the sources sufficient to demonstrate the viability of the topic. The prospectus must be approved by the dissertation adviser prior to the oral part of the qualifying examinations. After approval, copies will be given to each member of the examining committee.
Faculty serving on doctoral committees may require such courses as they deem necessary for preparation for qualifying examinations. Courses taken to fulfill M.A. degree requirements may also be used to satisfy Ph.D. requirements.
Written and Oral Qualifying Examinations:
Before admission to candidacy, you must pass written and oral examinations. Students with outstanding incompletes may not be permitted to sit for these exams.
In the written qualifying examinations, you are expected to show not only a mastery of your special subject, but also an adequate grasp of the wider field of historical knowledge and an ability to correlate historical data and to explain their significance. These examinations are designed to test not merely factual knowledge, but also your power of historical analysis and synthesis, critical ability, and capacity for reflective thinking. A knowledge of the history of any area includes a reasonable knowledge of its historiography and bibliography; of its geography; and of its political, cultural, economic, and other historical aspects.
In the oral examination, you are to be examined in four fields, one of which may be an approved field in anthropology, economics, geography, language and literature, philosophy, political science, or other allied subjects. This allied field must be comparable in size and scope to the history fields listed above. You should select the fields in consultation with your faculty adviser and must receive the Department's approval of all four fields not less than three months before the written qualifying examination is taken. You will need to obtain the "Field Committee Orals" form (orals committee) from the Graduate Office. A copy of "Steps for the Orals" can be obtained from the Graduate Office. A full-time graduate student must begin the written qualifying examinations not later than the end of the ninth quarter of graduate work (See Time-to-Degree).
The written qualifying examination normally includes the major field only. The oral examination will cover all four fields and will normally be held after the written examination. In most fields, the oral examination will be held shortly after the written examination or, at the discretion of the doctoral committee, as late as six months after the written examination. Both the written and oral examinations are to be considered by the committee as a whole in arriving at a judgment of your performance. The written qualifying examination is normally prepared and administered by the chair of the committee and read by the entire committee before the oral qualifying examination.
The written qualifying examination must be passed before the oral qualifying examination can be taken. The members of the doctoral committee determine whether or not an examination may be repeated (normally only once), based on their prognosis of your potential for successfully completing both the written and oral examinations within a specified period of time to be designated by the doctoral committee, but not to exceed one calendar year. The written qualifying examination is not to exceed eight (8) hours and must be turned in to the Graduate Adviser's Office no later than 5:00 pm of the day of the examination.
Professor Scott Bartchy, Department of History, UCLA P.O. Box 951473 Los Angeles, CA 90095-1473 Telephone: 310.825.4570 e-mail: [email protected] | 教育 |
2014-52/2855/en_head.json.gz/14461 | Calling All White Men (to Diversity Training)A new study finds that training efforts directed at white males in the workplace can produce a measurable shift in their attitudes and behavior around the topic of "white-male privilege".By Kristen B. FraschMonday, August 20, 2012
Want to know what you should do to truly make a dent in diversity and workplace-culture improvements?
According to a recent study from New York-based Catalyst, you should rev up your diversity training among your organization's white males.
Though critics have long debated whether training could really make corporate cultures dominated by white men more inclusive, Catalyst says in its report, these results show "training [white males] can produce a measurable shift in workplace attitudes and behavior -- and begin to create an environment where women and minorities can advance."
The study, Calling All White Men: Can Training Help Create Inclusive Workplaces? sent white-male managers of Milwaukee-based Rockwell Automation's North American sales division to learning labs that were focused solely on the role of white men in diversity efforts.
According to the report, the men were studied before the lab, one month later and then four months after that, and showed improvements in five different measurements: critical thinking about differences, taking responsibility for being inclusive, inquiring across differences, empathetic listening and addressing difficult or emotionally charged issues.
In an interview with Melissa J. Anderson of theglasshammer.com, a professional women's support blog and online community, Jeanine Prime, Catalyst's vice president of research, said she "was really surprised that there was measurable change in such a short time frame."
"At each survey point," Prime told Anderson, "we found participants were really making improvements in their behaviors, and increasingly acknowledged white-male privilege."
Some key findings of the study include:
* An increase in workplace civility and decline in gossip (e.g., snide remarks and behind-the-back comments). In some work groups, participants' colleagues rated the incidence of workplace gossip as much as 39 percent lower after the labs, signaling improved communication and respect.
* Managers were more likely to acknowledge that inequities exist. After the labs, there was a 17 percent increase in how much managers agreed that white men have greater advantages than women and racial/ethnic minorities.
* Having cross-racial friendships mattered. Managers without many prior cross-racial relationships changed the most after the labs when it came to thinking critically about different social groups -- a 40- percent increase in ratings versus a 9-percent increase for those with more of these relationships.
* Those who cared the least about exhibiting prejudice changed the most. After the labs, managers who initially were the least concerned about appearing prejudiced were the ones who registered the most significant change in taking personal responsibility for being inclusive, as evidenced by a 15 percent increase in ratings.
"Companies can see a major shift in inclusive behavior when white men acknowledge inequalities and accept that, while they didn't cause the problem, it's their responsibility as leaders to be part of the solution," says Ilene H. Lang, president and CEO of Catalyst.
"We can't rely only on women and minorities to advocate for culture change," Lang says. "The results are much more powerful when white men, who are most often in leadership positions, are also role models."
Larry Turner, a partner in Morgan Lewis' labor and employment group in Philadelphia and co-chair of the firm's diversity committee, says he finds "the general conclusion [of the study to be] sound."
"White males," he says, "need to be involved in the discussion about -- and implementation of -- diversity. All business leaders, regardless of their hue, need to be able to motivate their workforce. They must understand and be able to communicate a sense of genuine respect for all of the cultures within their working environment.
Turner says more companies need to include white men in the dialogue about diversity, as well as in the design and implementation of diversity efforts.
Doing this, he says, "will only increase the ultimate effectiveness of the diversity effort and their working environment."
That the program used in the Catalyst study could produce such a shift, Prime said in her glasshammer interview, "is a testament to the approach."
"It's not about shaming or blaming white men," she said, "but calling them to leadership and inviting them to play a central role in creating inclusive environments."
It's often implicit in the diversity strategies of some organizations, Prime said, "that white men are framed as the problem. I think it's important for [them] to hear that, while they are not responsible for inequality, they do have a responsibility to take an active role in creating an inclusive work environment."
Prime also said diversity training works best when it's framed around leadership more than the differences between employees. "It's not just about helping women or people from diverse backgrounds," she said. "It's really about fundamental leadership skills. The people who went to the labs [as part of the study] felt they were better leaders because of it."Copyright 2014© LRP Publications | 教育 |
2014-52/2855/en_head.json.gz/14471 | Salisbury Recipients Go Global
Posted on Tuesday, August 05, 2008
Three students - Joshua Parks '09, Kathryn Klutts '09 and David Fisher '10 - are pursuing their career goals abroad after being selected as the recipients of the 2008 Charles H. Salisbury Summer International Internship Stipend.
The award has given these students the opportunity to spend their summer anywhere around the globe to pursue their academic and professional passions. Now in its second year, the Salisbury Stipend is one of the most ambitious programs in the Colleges' history. Created by Trustee Charles H. Salisbury Jr. '63, P'94, former chairman of the HWS Board of Trustees, the fund provides financial support of up to $15,000 for each of three students interested in pursuing an international internship experience in a location of the student's choice.
"This is a global world, and we're a global institution," said Salisbury. "I got my overseas experience in a blue U.S. Air Force uniform, but things are different now. We need to look beyond our 50 states and outward into the world."
By supplementing classroom education with internship experience, students gain a practical understanding of the demands and rewards of future career opportunities as well as an opportunity to test their skills and realize their potential. "The Salisbury Stipend equips students for the future," said Director of Career Services Bob Murphy. "An international internship is a springboard to some of the best careers in the 21st century."
Klutts, a double major in economics and Spanish with a minor in Latin American studies and mathematics, is in Hong Kong working with Duty Free Shops (DFS). Helping with the firm’s expansion into Abu Dhabi, Klutts works with the management team, observing and participating in all aspects of strategic planning. Additionally, by being responsible for such tasks as educating management on the local context, synchronizing team efforts and preparing analysis, updates and recommendations for senior executives, Klutts is broadening her perspective for an upcoming honors project dealing with social responsibility in financial firms.
Working at the U.S. Embassy Commercial Services Department, Fisher, a sophomore and international relations major with a minor in French, took his interests and studies to Paris, France. Advancing his career aspirations in international law and business, Fisher plans on using this experience to supplement nine years studying the French language and to deepen his knowledge and experience in the international business field. Fisher will assist trade specialists who are working with American firms. He will research potential French buyers of American products while helping to recruit potential American companies for French trade shows. Confident that his internship will strengthen his pursuit of law school, Parks set off to Namibia, a small southern country in Africa. "Josh has been working with Legal Assistance of the Finger Lakes in Geneva on legal software which makes legal information more accessible to lawyers," explains Salisbury Center for Career Services Director Bob Murphy.
Parks' main role is implementing the same software half-way around the world to network the country's 40 lawyers spread out to the east and west of the country. "This will enable the lawyers in Namibia incredible, immediate information in order to communicate the law on a consistent basis." "I'm really looking forward to this responsibility, as I have never had to so much in a completely foreign land before," said Parks, a public policy major with a concentration in law. "I also am quite fascinated to see how the machinations of their justice system work when compared with ours." Top photo: 2008 Charles H. Salisbury Summer International Internship Recipient Katie Klutts '09, drawing the winning name in an Abu Dhabi raffle as a part of her research for Discover Financial Services. Bottom photo: Joshua Parks '09 in Namibia, where he is implementing software that will network lawyers throughout the country. Print This Article | Email This Article | 教育 |
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Dio Kavalieratos, PhD, is a Post-Doctoral Fellow in the University of Pittsburgh RAND Scholars Program. In 2012, he earned his PhD in Health Policy from the University of North Carolina at Chapel Hill with a concentration in quality and access to care. He continues to serve his alma mater as an Adjunct Assistant Professor of Health Policy and Management. In August 2014, he will join the University of Pittsburgh's Division of General Internal Medicine as an Assistant Professor of Medicine within the Section of Palliative Care and Medical Ethics. In addition, Dr. Kavalieratos will be among the first group of trainees matriculating into the ICRE's new Patient-Centered Outcomes Research (PCOR) Program. He hopes that this program will allow him to understand how to meaningfully conduct patient-centered research and how to engage stakeholders to improve the relevance of his work. His work seeks to engage the patient voice to identify sources of distress and improve palliative care access and quality for patients with serious illnesses. He currently serves as co-principal investigator on a grant from the Magee-Womens Cancer Research and Education Fund that focuses on patient preferences for palliative care in women with gynecological cancers. Dr. Kavalieratos supports this project in a methodological capacity, providing expertise in qualitative study design and analysis. For his research related to the PCOR K12 program, Dr. Kavalieratos will marry his interests in palliative care, clinical information technology, and patient-centered outcomes. He will attempt to use patient-reported outcomes to trigger clinical decision support aimed at improving symptom identification and management in advanced heart failure. Dr. Kavalieratos would like the contributions of his research to aid in reducing the suffering that people with serious illnesses face. He hopes to achieve this by further understanding the unmet needs of patients and helping to maximize the potential impact that the health care system has on improving quality of life Though early in his career, Dr. Kavalieratos' work has been recognized with various honors. He was awarded the 2013 Young Investigator Award from the American Academy of Hospice and Palliative Medicine, an international award that he was very humbled to receive. Dr. Kavalieratos acknowledges that this award made him feel that he is a part of a community that has sought him out and continues to invest in and support him. He believes the award shows that this organization believes in him and the value of his work. Additionally, he won the 2014 ICRE Award for Outstanding Grant Proposal, entitled "Developing Patient Centered Palliative Care to Improve Heart Failure Patient Quality of Life," which was subsequently awarded a Junior Faculty Career Development Award by the National Palliative Care Research Center. The goal of this project is to identify a patient-centered approach to increase the utilization of palliative care that is directly informed by the needs and preferences of patients with heart failure, caregivers, and providers. He credits the RAND program with allowing him to develop and fine tune his grant writing skills while also being appreciative of the remarkable hands-on support Drs. Lauren Broyles and Kevin Kraemer delivered in the development of this grant. Dr. Kavalieratos feels this award is especially important because of its limited number of recipients, as well as the rare opportunity of having a fully qualitative study funded. The American Academy of Hospice and Palliative Medicine has also granted him with the Year-Long Mentorship Award in 2014, which financially supports his endeavors in connecting with mentorship outside of the university in order to help him create a well-rounded mentoring team. Dr. Kavalieratos will continue his work under the mentorship of Nathan Goldstein, MD, of the Mount Sinai School of Medicine in New York City, along with Robert Arnold, MD, at the University of Pittsburgh. Dr. Kavalieratos also serves on the Editorial Board of the American Journal of Public Health. < Top of Page >
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2014-52/2855/en_head.json.gz/14487 | The Hewlett Foundation/IIE Dissertation Fellowship
Home About the Program Research Objectives How To Apply Program Fellows Contact Us Program Details Home
Research Objectives
Program Fellows
The objective of the fellowship is to produce sound evidence on the role of population and reproductive health in economic development that could be incorporated into national and international economic planning and decision making.
What is the Program
The Hewlett/IIE Dissertation Fellowship in Population, Reproductive Health, and Economic Development provides both financial and research development support for dissertations on topics that examine how population dynamics and family planning, and reproductive health influence economic development. This can include economic growth, poverty reduction, and equity. Dissertations that address population and development issues pertinent to the African continent are especially encouraged. Learn more about the program What is Provided
The Hewlett/IIE Dissertation Fellowship Program provides financial support starting on a date that reflects the academic cycle of a Fellow's university. Fellowship recipients are awarded a maximum of $20,000 per year (depending on tuition, research expenses, and cost of living) for a total of two years to cover expenses incurred while working on their dissertation. These expenses must be clearly specified on the budget component of the fellowship application.
In addition to financial support, a strong component of the program is for Fellows to actively engage with a network of researchers supported by the Hewlett Foundation, Population Reference Bureau, the Institute of International Education, and other funders. Network activities during the two-year fellowship can include an annual research conference, workshops on advanced methods in population-economic analysis, and workshops on writing. Who Should Apply
The fellowship is intended for doctoral students enrolled in economics, economic demography, geography, and epidemiology, and address population and development issues in their dissertation topics. Students must have completed their graduate coursework by the start of the fellowship, and must be studying at a university in sub-Saharan Africa, the US, or Canada.
The William and Flora Hewlett Foundation has been making grants since 1967 to help solve social and environmental problems in the United States and around the world. The Foundation concentrates its resources on activities in education, the environment, global development, performing arts, philanthropy, and population, and provides grants to support disadvantaged communities in the San Francisco Bay Area.
Visit the Foundation's website
As funding for this program has now ended, we will not be accepting applications for 2014. THIS PROGRAM IS ADMINISTERED BY IIE | 教育 |
2014-52/2855/en_head.json.gz/14498 | Champions of Prose and Poetry Praise
the "Bloomington Experience"
Talk with students and alumni about creative writing at Indiana University and a composite picture emerges: gifted poets and fiction writers drawn to IU's perennially prominent English department and its well-positioned Master of Fine Arts in creative writing program known for its uniquely supportive, stimulating, interactive environment. From prize-winning novelists such as Jay Neugeboren, who began turning out captivating prose at IU in the early 1960s--two decades before the M.F.A. program was begun in 1980--to rising stars such as Emily McMillon, a Lilly Fellowship student from St. Louis who braved a reading of her poetry last September, past and present IU students rave about "the Bloomington experience" and the creative opportunities offered.
Because creative writing is such a "difficult and personal task"--in the words of third-year student Paul Pfeiffer, whose short story "Meter Man" won first prize last year from New York�based Poets and Writers, Inc.�it requires confidence building, exploration, and experimentation. In such a process, mentorship is critical. Students in all disciplines seek out motivating teachers, but for budding creative writers, the student-teacher relationship is critical to their growth and discovery. Almost without exception, IU alumni and students, in describing their graduate school experiences, sing the praises of specific faculty members who in most cases were a deciding factor in their selection of IU and who often remain lifelong confidants and friends. The diversity of individual faculty members is frequently cited as the trump card in this "name-brand recognition" in which the voice, personality, and mentoring qualities play greater roles than any brochure or syllabus. In describing their graduate-school experiences, current students and alumni often embark upon a litany of current faculty members they admire and respect: Roger Mitchell, director of the program, Maura Stanton, David Wojahn, Yusef Komunyakaa, and Scott Russell Sanders. Frequently, these faculty members are seen as strongly complementing one another. Alison Joseph, assistant professor of English at Southern Illinois University and a 1992 M.F.A. graduate, says she found the diversity of faculty members as writers particularly attractive. She characterizes Stanton as quiet, shy, and skilled in the technical aspects of writing; Wojahn as clever, witty, and concerned with a writers' overall effect; and Komunyakaa as generous and hands-on oriented, someone who edits students' papers word by word. Likewise, Jim Harms, assistant professor of English at West Virginia University, who received his M.F.A. from IU in 1988, remembers the creative writing faculty as "diverse and strongly committed." After applying to ten graduate programs, including those at the University of Iowa, Columbia University, and the University of Arizona, his selection of IU "came down to the faculty and the opportunity to teach," he says. While alumni and students most frequently cite faculty credentials, they also mention a variety of other factors in IU's favor: generous funding, which enables most graduate students to teach, particularly creative writing courses; a three-year creative writing program, instead of the customary two-year program, which provides more time for cultivating one's writing; the fact that the program is kept a manageable size; exposure to great authors through a literature requirement, the Indiana University Writers' Conference, the Indiana Review (a literary journal published by M.F.A. in creative writing students at IU), and cultural experiences; Bloomington's activist, creative tradition; and, a tightly knit, gregarious "writers' community" that often meets in students' and faculty members' homes, as well as in Bloomington restaurants and coffeehouses to share verses and stories, insights, feedback, support, and all the stuff of friendship. To writers striving to find themselves professionally and their own voice, this is, indeed, an appealing combination. The calibre of IU's program is reflected in the application process. Chris Green, a third-year Ph.D. student, recalls being required to submit twenty pages of poetry�ten to twelve pages is common in most other programs, he says�in addition to statements about teaching and about entering the program when he applied two years ago. This, plus the literature requirement, makes IU's program, in Green's opinion, "one of the most rigorous and thorough of M.F.A. programs." Students and alumni say there are definite advantages to a mid-size program�IU's currently has thirty-two graduate students in creative writing�compared to larger programs, such as the University of Iowa's Writing Workshop in which one hundred students are currently enrolled. Both Harms and Erin McGraw, an assistant professor of English at the University of Cincinnati, stress the fact that IU's program is smaller than that of other major universities. McGraw treasuresd the opportunity to work on the Indiana Review, to read others students' works, and as a budding published writer, "to get back up on that horse and ride." Reading twenty manuscripts a day was just the exposure the 1992 M.F.A. graduate says she needed to become a short-story author for Atlantic Monthly and an upcoming author for an anthology to be released in 1996 by Chronicle Books.
IU enjoys a long mentorship tradition. Neugeboren, author of ten books, including two prize-winning novels, and a highly acclaimed screenplay, "The Hollow Boy," prefaces any remarks about his "wonderful time" at IU with mention of his mentor, the late William E. Wilson, whom he remembers in three words: writer, teacher, friend. Although Bloomington offered "so much more air and space" than his native Brooklyn, providing some of the tranquility he sought when he matriculated in 1959, it was his relationship with Wilson that proved most enduring. Neugeboren recalls that Wilson noticed "something new in my work," and with his encouragement, the ember caught fire. Today the writer-in-residence at the University of Massachusetts, Neugeboren is grateful he went west to do master's work in an English department perceived at the time as "the best between the coasts" and grateful for Wilson's influence. McMillan, who entered the Creative Writing Program last fall, chose IU primarily because of "the town itself" with its eclectic, cultural attractions. She likes the "small town, cooperative spirit," that helps keep graduate school from becoming an overly competitive experience. She also likes the fact that graduate students are invited to teach creative writing courses and is impressed with the calibre of the faculty, including Wojahn, who has encouraged her to use less metaphoric language in her poetry and "get to the heart of things with an economy of words." She acknowledges, however, that her fellowship was probably the clincher in selecting IU.
Another first-year student, Tamesa Williams of Virginia, says "a big part [of her decision to come to IU] was the town," which she describes as "really laid-back, like summer camp." She says she chose IU over the University of Massachusetts because of her perception that IU is less stressful and more student centered. Having taught middle school in Virginia, she is of the opinion that graduate students can learn as much from each other as they can from lecturers. That opinion is shared by Kevin Stein, a professor of English at Bradley University in Peoria, Illinois, who received a Ph.D.from IU in 1984. Stein says he probably learned more outside the classroom "hanging around with my writer friends," often gathering at Nick's English Hut bar and restaurant to "pass around stories and poems . . . . Everybody was looking out for everybody else. I've not found anything like it since." Characterizing his poetic style as lyrical narrative, "telling a story by telling several at once," Stein looks forward to publication this year of a volume of his poetry, Bruised Paradise, by the University of Illinois Press, and a book of poetry criticism, Private Poets, Worldly Acts, by Ohio University Press.
Both Elizabeth Dodd, an associate professor of English at Kansas State University, and Rich Madigan, an assistant professor of English at East Stroudsburg State University in Pennsylvania, praise the fact that IU's program is offered within a strong literature context where students are required to read Chaucer, Shakespeare, and Steinbeck. Too often aspiring writers overlook the value of becoming serious readers, says Dodd, who received a Ph.D. in American literature from IU in 1989. Madigan, a Lilly Fellowship recipient who received his M.F.A. in 1990, says he found it particularly appealing that IU's Creative Writing Program was "tucked into a larger literature program," giving his M.F.A. in creative writing degree nearly the literary breadth of a regular M.A. in English. Madigan admits he was so enamored with his IU experience that he "sometimes wishes he could go back and live in Bloomington."
In contrast, Eileen Fitzgerald, a DePauw University assistant professor originally from Kansas City, and Shirley Stephenson, a current third-year student from Chicago, say they were not especially attracted to Bloomington. Despite this Stephenson, who currently edits Indiana Review, has been delighted to find a "definite sense of community" among graduate students. Fitzgerald, who received an M.F.A. in 1991, says she "grew to love" Bloomington and is particularly grateful for the opportunity to teach creative writing. She is looking forward to having a collection of her short stories, All You Can Eat, published in the fall of 1996 by St. Martin's Press. Fitzgerald shares the one-year DePauw appointment with her husband J. D. Scrimgeour, who received an M.F.A. and Ph.D. from IU in 1994. Scrimgeour, who was the assistant director of the Indiana University Writers' Conference for four years, calls IU's faculty "remarkably supportive" and says he was strongly influenced by Komunyakaa and Wojahn. Scrimgeour, who has had twenty poems published in literary magazines, has fond memories of weekly meetings with fellow poets at the Runcible Spoon restaurant. "Very quickly you get on a first-name basis as a graduate student," he says. That sense of community is important to a developing writer. "When you're a writer, you're not so much in pursuit of a course of study as a way of life," points out Clint McCown, an associate professor of English at Beloit College in Beloit, Wisconsin. McCown, who received his M.F.A. in 1985, was so impressed with IU's program that he recommended the program to current students Peter Thomas and Tenaya Darlington. Jim Brock, a visiting assistant professor of English at Idaho State University, casts his IU experience in romantic terms and credits his motivation and confidence to the exposure he received in IU's program in the early 1980s when the M.F.A. in the Creative Writing Program was in its formative years. Among the first graduates to receive an M.F.A. (1984), Brock says there were aspects of being a pioneer in new territory. "We felt powerful . . . [that] we were forming something, creating something new . . . . It was the first time in my life that I was a part of a community of writers, not always having to explain what I was doing." Brock, who went on to receive a Ph.D. in American literature in 1992, says his IU experience "solidified a number of things" in his life as a writer, particularly the ins and outs of publishing. He is grateful to Mitchell, who challenged him to consider the "larger questions" of his poetry. Taking four small poems about the 1972 Sunshine mine accident in his native Idaho�the central focus of his work at IU�he reworked them and combined them with book reviews, letters, and excerpts from diaries to produce The Sunshine Mine Disaster, published last fall by the University of Idaho Press. The work is something of a political statement about past and present forces in Idaho.
While most alumni and students dote on the "big-name visitors and world class culture" they find in Bloomington, in the words of Jeff Gundy, a professor of English at Bluffton College in Ohio (M.A., 1978, Ph.D., 1983), others thrive on the multicultural experience. Dan Bourne, an associate professor of English at the College of Wooster in Wooster, Ohio, finds it hard to separate his graduate school experiences at IU Bloomington from his ventures into foreign-language study. Having been an exchange student and Fulbright Scholar in Poland, he has enjoyed the cross-fetilization process and the opportunity to perfect his grasp of English while translating Polish. A 1987 M.F.A. graduate, he has also enjoyed editing a literary journal, Artful Dodge, which he started in 1979 while at IU and took with him to Wooster. Last year a volume of his poetry, The Household Gods, was published by Cleveland State University. In like manner, Omar Castaneda, a native Guatemalan who received his M.F.A. in 1983, has enjoyed considerable success as a fiction writer for the adult, young adult, and children's markets, particularly on Hispanic issues, racism, and social issues. A 1993 winner of the Nylon Award in Minority Fiction, the associate professor of English at Western Washington University enjoys writing in irreal modes and using "unreliable" narrators.
Many people consider the ability to craft stanzas and stories a true gift. But after waxing philosophical for three hours last fall with his roommate, Jennifer Grotz, also in the program, Chris Green concluded that IU's Creative Writing Program is itself "a real gift" to those in the program. When one stops to think that it often takes someone a year to get to know and understand someone else's writing, the prospect of three years of close supervision and guidance is a truly generous offer, he reasons. As student writers observe the self-awareness journies of others, they become compelled, he says, to pause and consider: what is this life of writing going to mean for me and how are these three years going to serve as a foundation for it?
--Bob Baird | 教育 |
2014-52/2855/en_head.json.gz/14559 | College of Integrated Science and Technology
College of Health and Behavioral Studies College of Integrated Science and Engineering CISAT Home JMU Home
NEW COLLEGES FORMED A plan to reorganize the College of Integrated Science and Technology into two colleges took effect July 1, 2012. The new colleges are the College of Health and Behavioral Studies and the College of Integrated Science and Engineering. READ MORE »
Health Sciences Graduate, Nathan Lyon, May be "The Next Food Network Star"
By Amanda Rivera 03/30/06
Meet Nathan Lyon (Health Sciences - '94): he loves cooking, teaching and being in the limelight, because of that he may be “The Next Food Network Star.” The James Madison University Health Sciences graduate is currently featured on the Food Network’s talent search show. Through a series of culinary tasks, finalists are voted off one-by-one until a winner is announced. The last chef standing will receive his or her own show on the network. Growing up in Arlington, VA, Nathan learned to cook from his mother and grandmother at an early age. His parents would leave him a blank check to go to the grocery and buy the necessary ingredients to prepare dinner for the family. Nathan says, “Cooking is a way of giving of yourself and your love to family and friends.”
Nathan transferred to JMU from Old Dominion University and chose to pursue a major in Health Sciences with a concentration in Public Health. Although some may find Nathan’s choice of degree unrelated to his current endeavors, he says “The jump from Health Sciences to culinary arts wasn’t a jump at all. Even now, I refer to things I learned in some of my very first Health Sciences classes in Nutrition and Physiology.” One especially helpful lesson that Nathan learned involved “perimeter shopping,” which stresses the importance of buying items from the outer regions of the grocery store, such as fresh produce, meat products, and milk, which not only cost less, but are healthier. After graduating from JMU in 1994, Nathan spent six months traveling Europe. It was there that he became acquainted with the regional diets which defined each country. Nathan found that meat and potatoes could be commonly found in Ireland, and that Mediterranean countries maintained a diet including tomatoes, olives, and fresh fish. He points out, “Europe seems to really rely on what is available locally when they cook.” Nathan encourages everyone who cooks to focus on using unprocessed fresh foods for their “incredible flavor and texture” He comments that fresh, seasonal food is so much more “alive and vibrant.” Back in the states, Nathan began working at several restaurants before entering the California School of Culinary Arts (CSCA) in Pasadena, CA, an affiliate of the renowned Le Cordon Bleu. Graduating from CSCA, Nathan went on to work at “Lucques,” with Suzanne Goin, who was voted by Food and Wine magazine as one of the “Best New Chefs of 1999.” While Nathan loves his job, he admits that it comes with its fair share of hardships. “You have to be PASSIONATE about food. Be sure this is what you want to do because it is very hard work. My hands always hurt. I get burned all the time. You spend $45,000 to find a job that may pay you a maximum of $12.00 an hour,” he says. Nathan advises other students against attending culinary school right away, but says to instead get some experience at a restaurant to see if it is really what you want to do. Known as “The Professor,” on his season of “The Next Food Network Star,” Nathan competed against seven other finalists. While the show has already completed filming, viewers can watch the culinary battles go down every Sunday at 9. Official voting for your favorite chef will begin on April 16. While Nathan is not at liberty to disclose the outcome of the competition, he says that if he did win, his show would be called “From the Market to Your Table.” Visiting different farms and small towns around the country, Nathan would cook with people he meets along the way using fresh, locally grown products. So, what kind of lessons did Nathan gain from his time behind all the cameras: “It sounds really basic, but BE YOURSELF! You can only go so far showing people what you want them to see. Eventually the real you is going to come out.
Last Updated: Thursday, August 9, 2012 10:14 AM | 教育 |
2014-52/2855/en_head.json.gz/14625 | Lausanne World Pulse
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Urban Communities
Articulating the Mission of God in the Global Urban Context
By Glenn Smith
Introduction to the Series As we have walked with practitioners over the past twelve months into diverse places such as Cap-Haïtien, Luanda, Quito, Manila, Bophal, Calcutta, and with Roma communities in Romania, we have seen that poverty is a broad concept. It touches economic, social, physical, and spiritual realities. It affects peoples’ identity and includes social exclusion, absence of harmony in life and well-being, deprivation at every level of life, and one’s ability to participate in the welfare of the community. But as Jayakumar Christian points out, the causes of poverty can be traced to “inadequacies in the worldview.” A worldview can be a powerful instrument in perpetuating chronic poverty. All cultures and societies have within their worldview construct aspects of fallenness. And as we have seen, true Christian spirituality cannot be divorced from the struggle for justice and care for the poor and the oppressed. Spiritual formation is about empowering Christians to live their faith in the world. In the next sixteen months we will move from a focus on slum communities to listen with practitioners in a variety of urban contexts who are ministering on the ground. We will intersperse these stories with reflective theological and missiological articles that will help us to better understand how to think biblically so as to act contextually in the global urban context. This month, we begin this new series with a reflection on the verbal communication of the good news. It is entitled, “Getting to Yes.” What Is a City-Region? But let’s first answer the question, “What is a city/region?” Beyond definitions and the demographic function of cities known as “urban growth,” one may ask, “What is happening to urban society today?” Richard Sennett defines a city as “a human settlement in which strangers are likely to meet.”1 The United Nations Population Fund documents the diversity of definitions for an urban category in its 2007 report. British urbanologist David Clark has clarified many of these issues in his most recent book, Urban World/Global City.2 He names a population of fifty thousand people or less a town or a village. On the other hand, cities are human agglomerations that have up to 200,000 residents. A metropolitan area has more than two million people, but a megalopolis is an urban region with over five million people. These distinctions are helpful because a country like Norway considers any human settlement of two hundred people as urban, while Bénin, for example, only uses “urban” for places of ten thousand or more people. But beyond definitions and the demographic function of cities known as “urban growth,” one may ask, “What is happening to urban society today?” What were the conditions—inherited from the past—which have been transformed in these last fifty years that help us understand its present state? This is a fundamental question we need to explore if we are to understand the cultural context in which the Church is growing. But our concern points in a further direction with a second question: “How will the Church reflect biblically and pursue relevant urban mission in the urban context in the years ahead?” This causes us to realize that all too often we are not taking the time to think biblically so as to act contextually. Bénin only uses “urban” for places of ten thousand or more people. To answer these two questions, an attentive practitioner can employ an ethnographic analysis of the culture so as to understand how social structures and human behaviour interact and influence the evolution of urban culture. The Christian practitioner who desires to study “the knowledge and practices of people, the manner they use their freedom to dominate, to transform, to organize, to arrange, and to master space for their personals pursuit so as to live, to protect themselves, to survive, to produce, and to reproduce”3 will find in ethno-methodology an excellent tool. To do this, one must master dominant tendencies so as to grasp where we have come from, where we are going as a society, and what the mission of God in this culture will look like.4 This description for cultural analysis will allow us to take seriously the implications that social activity/reality is culturally and historically specific. Urban hermeneutics allow us to understand or decode the polarity between social structure and human agency, which is constantly at work in a metropolitan area. Social institutions—the basic building blocks of a city because of their far-reaching spatial and temporal existence—are used by human agents to create urban systems and metropolitan structures. Human actions are constrained by these structures, but are also enabled by them. In attempting to understand a city, neither the subject (the human agent) nor the object (society and social institutions) has primacy.5 By pursuing geography of urban functions, we are looking at issues (the social dynamics, problems, needs, aspirations, and worldviews) that are culturally and historically specific. Like the city itself, these issues reflect the prevailing values, ideology, and structure of the prevailing social formation. A useful analytical, social, and theological purpose is served by the empirical recognition that urban issues are manifest in geographical space. This implies that the resulting description will detail issues in the city, as well as issues of the city. (For example, an issue in urban space would include the consequences of population density. An issue of urban space would include attention to the socio-economic factors that go hand-in-hand with such population concentration.) To pursue this analysis, the urban ministry practitioner will need to bring a high sensitivity to micro details in the local context—the census data serves this end;
with a concern for the larger worldview influences—understood as the macro issues;
beyond a simple homogenisation of the data—one needs to examine the local context seriously;
to a true understanding of the differences so that we can appreciate the specifics of the area and the mission of the Church in the situation. Excursus: Worldviews Worldviews are primarily lenses through which we look at what life is all about. Generally speaking, they are the series of presuppositions that groups of people hold, consciously and unconsciously, about the basic makeup of the community, relationship, practices, and objects of daily life, whether they are of great signification or of little importance. They are like the foundations of a house—vital, but invisible. The makeup of a worldview is based upon the interaction of one’s ultimate beliefs and the global environment within which one lives. They deal with the perennial issues of life like religion and spirituality, and contain answers to even simple questions, such as whether we eat from plates or how to launder our clothing. Worldviews are communicated through the channel of culture. We should be careful to not confuse culture and worldview, although they are in constant relationship with one another. Culture is foremost a network of meanings by which a particular social group is able to recognize itself as such through a common history and way of life. This network of meanings is rooted in ideas (including beliefs, values, attitudes, and rules of behaviour) and rituals and material objects (including symbols that become a source for identity, such as the language we speak, the food we eat, the clothes we wear, and the way we organize space). This network is not a formal and hierarchical structure. It is defined in modern society by constant change, mobility, reflection, and on-going new life experiences. This is opposed to traditional societies where culture was transmitted from one generation to another vertically within the community structures. Modernity still transmits some aspects of culture like language and basic knowledge vertically through the bias of school system; however, once this is done, the horizontal transmission of culture through friendship, peers, and socio-professional status become more important. Worldviews may be studied in terms of four features: characteristic stories, fundamental symbols, habitual praxis, and a set of questions and answers. These presuppositions interact with each other in a variety of complex and interesting ways. By studying the intersection of these big themes, the practitioner can unearth the worldview of the context under study. Communities often reveal their worldviews by the cultural network they produce and constantly reproduce in social interactions, objects, and symbols: from dollars to metro tickets, from office towers to streetcars, from pottery to poetry, from places of worship to sacred texts, from emblems to funerary monuments, from stadiums to crosses. Symbols provide the hermeneutic grid to perceive how the world is and how we might live in it: these symbols provide a vision of reality and a vision for it. Symbols describe the typical behaviour of a society and vice versa: the celebration of important events; the usual means of dealing with dissonance; and the rituals associated with birth, puberty, marriage, and death. And in many communities, their symbols and characteristic behaviour are also focussed in stories. Furthermore, the answers to fundamental questions such as “Who are we?” “Where are we?” and “What are the problems we face and how will we solve them?” give us great insight into the worldviews of a community. The Urban Context When we discuss the task of the Church in a city-region, immediately we are struck by the necessity to address both macro and micro issues. In choosing to “address” the city, we need to remember two foundational issues that are often overlooked by God’s people living in metropolitan areas. We need to place each individual city in its own context, yet understand its place in the larger urban system. Because of globalization, no one metropolitan area exists in isolation from others. When you ask someone where he or she lives, the answer depends not just upon where you are but to whom you are talking. I can tell a Lavalois that I live on 5th Street, a Québécois that I live in Chomedey, but to someone outside of Québec, I am from Montréal. Each address tells something about me: my living environment, the languages I use on a day-to-day basis, my lifestyle, and perhaps my social status. It is important is to see the interrelationships among the different addresses in which we live, from local to national to global. It is also important to adjust these “addresses” for the audience in question.
When the Church addresses the city, we must direct our attention to urban realities. And, we need to understand our own assumptions and framework. We will always want to keep our focus on a biblical perspective on cities. Endnotes 1. 1974. The Fall of Public Man. New York: Vintage Press, 39. 2. 1996. London: Routledge Press. 3. Racine, Jean-Bernard. 1993. La ville entre Dieu et les hommes. Genève: PBU, 296-297 (Author's translation). 4. For a more detailed analysis on methods in pursuing urban ministry reflection, read Glenn Smith’s 1996 article, "Doing Theology in the Canadian Urban Context: Some Preliminary Reflections," in Studies in Canadian Evangelical Renewal—Essays in Honour of Ian S. Rennie. Toronto: FT Publications, 81-103. Also see note 24 on pg. 225 of Espoir pour la ville: Dieu dans la cité. QC: Éditions de la Clairière, 1994 and chapter 8 in Towards the Transformation of Our City/regions. LCWE, 2005. 5. This distinction becomes critical as we examine the biblical categories of principalities and powers in God’s project for human history. Worthwhile Books to Consult on God’s Global Urban Mission In the United Nations Population Fund report, State of World Population 2007: Unleashing the Potential of Urban Growth, the authors began by stating, In 2008, the world reaches an invisible but momentous milestone: for the first time in history, more than half its human population, 3.3 billion people, will be living in urban areas. By 2030, this is expected to swell to almost five billion. Many of the new urbanites will be poor. Their future, the future of cities in developing countries, the future of humanity itself, all depend very much upon decisions made now in preparation for this growth. While the world’s urban population grew very rapidly (from 220 million to 2.8 billion) over the twentieth century, the next few decades will see an unprecedented scale of urban growth in the developing world. This will be particularly notable in Africa and Asia, where the urban population will double between 2000 and 2030. That is, the accumulated urban growth of these two regions during the whole span of history will be duplicated in a single generation. By 2030, the towns and cities of the developing world will make up eighty-one percent of urban humanity. (For an introduction to this report, click here.) For an introduction to urban missiology, I would recommend the urban reader, The Gospel and the Urban World. This “book” travels as a cd-rom and contains seven hundred pages of some of the very best articles on urban ministry that have been printed in the past three decades, including good articles on slum communities. You can consult the reader and order it online at: www.direction.ca/boutique/cederom.htm.
For an urban bibliography, visit: www.direction.ca/images/stories/documents/bibliographie_urbanus_2006.pdf. This 25-page list of books represents the best of what is available on our subject in French and English.
The 2006 resource Planet of Slums by Mike Davis (London: Verso) is an excellent exploratory book on the subject of slums. It is quite thorough and very readable.
The 2006 resource, Shadow Cities—A Billion Squatters, a New Urban World, by investigative reporter Robert Neuwirth (Milton Park, U.K.: Routledge), is the newest book on the subject that I have read. The author spent months living in squatter communities in places like Mumbai and Istanbul. He paints an upbeat picture of life in these unique places. Pages: ALL 1 2 3 4 Glenn Smith is senior associate for urban mission for the Lausanne Committee for World Evangelization and is executive director of Christian Direction in Montreal, Quebec, Canada. He is a professor of urban theology and missiology at the Institut de theologie pour la Francophonie at the Université de Montréal and at the Université chrétienne du Nord d’Haïti. He is also professor of urban missiology at Bakke Graduate University in Seattle, Washington, USA. Smith is editor of the Urban Communitees section. Comments on this article
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2014-52/2855/en_head.json.gz/14644 | HomeNewsOpinionSportsVideoObitsCommunityHeadlinesAgendasUSD 480 BoESC Council on AgingSC Tri-Agency Intervention BoardArea Planning CommissionArea Board of ZoningClassifiedsContacts Christmas Concert Wednesday, 27 November 2013 10:50 Members of the SCCC Show Choir group together portrait-style to perform the sentimental modern classic “Home on Christmas Day,” made popular by Broadway singer Kristen Chenowith. The Show Choir is one of three SCCC groups that will perform in the Dec. 5 holiday concert in the Showcase Theater. L&T photos/Rachel Coleman
Christmas Concert offers variety of entertainment for all ages
By RACHEL COLEMAN
• Leader & Times
With finals just around the corner, music students at Seward County Community College spent the days before Thanksgiving in rehearsal for their department’s end-of-semester project: the Christmas concert. The annual event is set for 7 p.m. Dec. 5, exactly one week after Thanksgiving, and directors said they’re excited about the program.
“Every year, the group I have in the vocal department is different, and each one has its strengths,” said vocal director Magda Silva.
This year, she said, more than half of the 25 students who enrolled in choir arrived not knowing how to read music, “and they’ve just amazed me.”
“They’re very interested in being here, in wanting to be here, and that, more than anything, makes a strong choir,” she said. “They work hard. With so many first-timers, we have an amazing choir.”
Band instructor Darin Workman said his department retained enough musicians to structure the band with many returning first-chair players.
“We’re not what’s called huge, but I have a lot of very talented players,” he said. “I’m liking the way we wound this year. They’re a great bunch of kids.”
The holiday concert will offer the audience a mixture of traditional and “adventurous” music, said Silva.
“My show choir this year is tiny, but we’re doing some fun stuff,” she said. “One is a Barnum & Bailey song, ‘Anything is Possible,’ which is not something you think of as a Christmas song, but the words are pretty cool for this time of year. We’re also singing a very sentimental song, ‘Home on Christmas Day,’ which was performed by Kristen Chenowith, who made it very popular.”
The choir will perform more traditional pieces, including a Christmas lullaby, a piece in Latin with eight-part harmony and a medley of carols featuring the word “joy,” which allows accompanist Becky Robison to “rock out,” Silva said. “She loves that medley!”
The choir’s favorite is the contemporary Christian Christmas song, “Mary, Did You Know?”
Workman, meanwhile, selected a variety of music to get the audience in the mood for Christmas.
“We’re doing a jazz number with kind of a gospel feel,” he said. “That’s fun for my kids, who are, a lot of them, veterans of the program at Liberal High School, where they love jazz.” The SCCC band will also perform some Renaissance Christmas music, a favorite of Workman’s, and a Russian-flavored piece titled “Russian Triptych.”
“I always try to do something a little bit different,” Workman said.
Because Thanksgiving fell late in the month of November this year, the timing posed a challenge for the music department instructors.
“The kids come back from their Thanksgiving break, and they have finals the next week,” Workman said. “That’s tough for the kids, and we hate trying to squeeze the concert in that way. But we’re hoping the kids will be nice and fresh.”
Workman and Silva are also hoping for a good turnout from the community.
“It gets so busy this time of year, you never know what all is going on,” Workman said. He hopes the Thursday date so early in the month will be an advantage. Tickets are available ahead of time and at the door, and while “we never have a low show audience, there have been years we sold out ahead of time,” he said.
The purchase price of $3 per person goes entirely to the SCCC music scholarship fund, a tradition Workman started “years ago,” he said, when he came to the department. “The fund has really increased, so that we do offer more scholarships to the kids,” he said. “It’s kind of neat.” | 教育 |
2014-52/2855/en_head.json.gz/14674 | College of Music presents a flute masterclass with Sir James Galway on Sunday, September 15
(New Orleans)—Loyola University New Orleans College of Music presents a flute masterclass with Sir James Galway. The masterclass is set for Sunday, September 15 at 2 p.m. in Louis J. Roussel Performance Hall located in the Music/Communications Complex at the corner of Calhoun Street and St. Charles Avenue.
Four Loyola flutists will perform for Galway from 2pm - 5pm and the final hour will be devoted to a Question & Answer session.
Sir James Galway is regarded as both a supreme interpreter of the classical flute repertoire and a consummate entertainer. His appeal crosses all musical boundaries and he has endeared himself to millions of music lovers worldwide through his extensive touring, over fifty best-selling BMG/RCA albums, and his frequent appearances on international television. He is without doubt one of Ireland's favourite sons. Galway has given concerto and recital performances throughout the world. He marked his 60th Birthday with a series of prestigious worldwide recitals, including a twelve-concert tour of the British Isles. He has also collaborated with a great number of illustrious musicians, including Marta Argerich, Vladimir Ashkenazy, The Chieftains, Myung-Whun Chung, Phil Coulter, Charles Dutoit, Cleo Lane, Sir Neville Marriner, Jessye Norman and Marisa Robles. In addition to his performances of the standard repertoire, Galway is a great supporter of contemporary composers and regularly features new works commissioned by and for him. Premieres have included a flute concerto written by Lorin Maazel, which was recorded with the Bayerischer Rundfunk and conducted by the composer in 1997. He also plays works by Rodrigo, the American composers John Corigliano and Lowell Liebermann. Some notable dates within his varied career have included appearances before Her Majesty The Queen at Buckingham Palace and before President Bill Clinton at the White House in Washington. He also participated in the historic "The Wall" concert in Berlin and at the 1998 Nobel Peace Prize Ceremony in Oslo.
Admission is $10. Loyola students, faculty, and staff may attend free with vaild ID. For further information contact Patti Adams at 504-895-5908 or email [email protected]. The Louisiana Philharmonic Orchestra opens its 2002-2003 concert season with the world premiere of David Amram's "Giants of the Night: A Concerto for Flute and Orchestra", written especially for Sir Galway. This one-performance-only Gala will be Saturday, September 14, 8pm at the Mahlia Jackson Theatre of Performing Arts. For concert tickets call the LPO at 504-523-6530. Loyola University New Orleans is a member of the Association of Jesuit Colleges & Universities | 教育 |
2014-52/2855/en_head.json.gz/14677 | Megan Ziegler (MCO '12) wins Genevieve Dooley Award
The Genevieve Dooley award was established in 1979 by Humanities alumna Christine Blackwell (BS HUM ’78). Ms. Genevieve Dooley was Lawrence Tech’s registrar, business officer, and bookkeeper from 1932 to 1968. A neighbor of Ms. Blackwell’s, Ms. Dooley was instrumental in encouraging Christine to go to LTU and to stay at LTU when Christine found the pressures of working and going to college overwhelming. Ms. Blackwell is now an accomplished executive at Houghton Mifflin Harcourt Publishing Company, as well as an independent journalist. When she found out that funding for the award had run out and that the award had not been delivered for several years, she immediately sent in a check to reinstate the award.
We are grateful to Ms. Blackwell for her generous donation, and we are pleased to announce the 2012 winner of the Genevieve Dooley Award for outstanding student in the Humanities Department:
Media Communication major Megan Ziegler.
As her advisor, Prof. Jody Gaber notes, “Megan has been a passionate, focused, involved, talented, dedicated, and inspired student her four years at LTU.” She has been deeply involved not only in her studies, but in volunteer and service activities at the university as well. A valued employee at the one-stop center, and e-learning services, she also mentored first year students, established a “Circle K” group on campus, and served on SPAM (Students Planning Activities Monthly). An impressive intern at Fox 2, she wrote a number of Public Service Announcements and made several “Made in Michigan” commercial packages. Megan also worked with the Chair of Humanities, Melinda Phillips, in the design and distribution of specialized T-shirts for majors in the department.
Along with a certificate, the award comes with a $250 check. Megan’s name will also be inscribed on a plaque in the HSSC office.
Congratulations Megan! | 教育 |
2014-52/2855/en_head.json.gz/14678 | More Brazilian students to come to LTU for engineering
Dean of Engineering Marcello Nitz (center) of the Maua Institute of Technology in Brazil met with LTU’s Civil Engineering Chair Edmund Yuen (left) and LTU’s Dean of Engineering Nabil Grace during a recent visit to Lawrence Tech. Lawrence Technological University (LTU) and the Maua Institute of Technology (IMT) in San Paulo, Brazil, have signed an agreement to bring Brazilian students to LTU to study mechanical engineering for a year.
The two private universities, which are similar in size, hope to extend the arrangement to civil engineering, electrical engineering and perhaps mechatronics.
During the past academic year LTU hosted 18 students from Brazil who have scholarships to study in the United States through the Brazil Scientific Mobility Program. Under the new agreement, if a Brazilian student can’t take advantage of that program, LTU will provide a $10,000 scholarship for one year.
“The demand from Brazilian students who want international exposure is growing,” explained IMT Dean of Engineering Marcello Nitz during a recent visit to Lawrence Tech. “We have been looking for reputable universities in the United States, and I’ve heard from the Brazilian students that they like it [at LTU].”
LTU and IMT previously had an umbrella agreement to increase cooperation. The new agreement sets in motion plans to develop summer exchange programs at both universities in mechanical engineering and civil engineering, and a shared graduate program in renewable energy.
Nitz said his university wants to bring LTU students to Brazil. “We want to see what the needs are [for LTU students] so that we can develop a program that is attractive to them,” he said.
Dean of Engineering Nabil Grace signed the agreement for LTU. “The global economy often requires engineers to cooperate across international borders, so we continue to expand our interaction with universities in other countries,” he said.
LTU now has academic exchange agreements with more than 30 universities around the world. | 教育 |
2014-52/2855/en_head.json.gz/14679 | College of Management names Bill Elwell adjunct of the year
Dean Bahman Mirshab presents Bill Elwell (right) with the College of Management’s adjunct teaching award.
Retired business executive Bill Elwell has won the 2012-2013 Patrick J. Scullion Excellence in Adjunct Teaching Award in LTU’s College of Management.
Elwell began teaching on a part-time basis at LTU in the fall of 2008, the year before he took an early retirement as director of advertising and strategic communications at Blue Cross Blue Shield and Blue Care Network of Michigan.
He has taught the introductory business course in the College of Management and classes on business principles, supervision, marketing and business law to high school seniors who come to LTU to earn college credits, under the dual enrollment program conducted by the provost’s office.
“A number of my students in the high school classes have come to LTU,” Elwell said.
An LTU student nominated Elwell for the teaching award for helping him decide what direction to take in his business career. The student started the semester with the vague ambition to start his own business, but he didn’t know what to do or how to do it.
“The knowledge that I have acquired from him through his preparation and personal experience has helped me immensely in what is now the creation of my own personal business plan, and in defining my path for the future,” the student wrote. “After all, is that not the whole purpose of college in the long run?”
Elwell said he enjoys the challenge of teaching students how business theories apply in the real world. “Here’s the theory, and here’s the practicality of putting it in place,” Elwell said. “I’ve worked for fairly large companies and that’s been helpful in teaching.”
Elwell also has more than 20 years of experience as a marketing executive in the banking industry. For six years he was first vice president and manager for brand and corporate marketing communications for Comerica before leaving that position to join Blue Cross in 2000.
He earned a degree in economics with a minor in education while an undergraduate at Eastern Michigan University, and went back to EMU for a master’s degree in economics and marketing. During his banking career, he taught several classes on finance, marketing and accounting to people who were new to the industry.
He is grateful for the opportunity to pursue his interest in teaching at LTU. “I didn’t want to stop doing things when I retired,” he said. | 教育 |
2014-52/2855/en_head.json.gz/14712 | The Division of Accountability, Assessment, and Data Systems administers the Maryland School Performance Program’s annual Report Card. The Maryland School Performance Program requires the collection of data on an annual basis to provide accountability on the state, school system, and school levels. The analysis and interpretation of these data provide the basis for school improvement efforts at each level.
The Division delivers the annual student assessments—Maryland School Assessment, Alternate Maryland School Assessment, and the Maryland High School Assessments and provides information management, data analysis and interpretation services.
Maryland Performance Report
Data used to measure school performance with three new achievement levels of basic, proficient and advanced aligned to statewide standards.
The Division is responsible for the collaborative effort of several divisions within the Department and local school systems for the development, administration, scoring and reporting of all assessments, as well as providing support in monitoring adherence to test security requirements.
The Division maintains the Education Data Warehouse and is responsible for the collection of data from local school systems and other entities; the validation, definition, and maintenance of multi-year data in accordance with Department and Division policies and procedures to assure data quality and accessibility. Contact Information Maryland State Department of Education | 教育 |
2014-52/2855/en_head.json.gz/14714 | Programs > Military Families
The Military Interstate Children's Compact Commission (MIC3), www.mic3.net, website is designed to better inform the public about the Interstate Compact for Educational Opportunities for Military Children and serve the needs of the families of our service men and women. It will also provide valuable resources, news, contact information, links, and recent rulings by the Commission. Military families move between postings on a regular basis, and while reassignments can often be a boon for career personnel, they can be difficult for the children of military families. The average military student faces transition challenges more than twice during high school and most military children will attend six to nine different school systems in their lives from kindergarten to 12th grade. The Compact therefore seeks to make transition easier for the children of military families so that they are afforded the same opportunities for educational success as other children and are not penalized or delayed in achieving their educational goals.
The Compact provides for the uniform treatment of military children transferring between school districts and states. It was developed by The Council of State Governments' National Center for Interstate Compacts, the Department of Defense, national associations, federal and state officials, the Department of Education of each state, school administrators and military families. Thirty-five states have adopted the Compact. The Department of Defense will continue to work with the Commission, Council of State Governments, national organizations, and state leaders to bring the remaining states on board. Member states are beginning to form their State Councils and inform school districts of the terms of the Compact. The Commission has met twice and is working to implement and communicate the requirements of the Compact.The National Guard Family Community Center & Youth Website: www.guardfamily.org This site connects you with a list of the most current resources, training opportunities, and outreach activities available to military families. The State Youth Coordinator is Theresa (Beth) Stoddard. Ms. Stoddard can be reached at [email protected] or 410-576-2994.
The Department of Defense Education Activity (DoDEA) Educational Partnership website promotes quality education, seamless transitions and deployment support for military students through outreach and partnership development.
The resources are all related to the education of our service members' children. It is an important issue and many of the organization and agency relationships are cultivated to assist our families, commands and education professionals toward that goal.The Military One Source: www.militaryonesource.com This is a 24/7 site that is rich with resources on almost any topic. They can locate counseling services that will provide 6 free sessions per issue and will also provide a one hour session assisting with applications for your college bound student. They provide a tremendous variety of free written and audio visual material. Recently more than 100,000 copies of the Military Child and Adolescent Deployment Support Video Program endorsed by the American Academy of Pediatrics was made available to schools and military parents. To order a free copy of Military Youth Coping with Separation or Mr. Poe and Friends, call Military One Source at 1-800-342-9647. Click here for sample information about deployment, the new normal, etc. intended to help kids deal with issues of parents in military, etc. including info for parents. Sesame Street DVDs for families with youth ages 2-5. Available for free through Military OneSource (1-800-342-9647) OR http://www.sesamestreet.org/tlc.Free Homework Help for Military ChildrenTutor.com for U.S. Military Families (www.tutor.com/military) provides free, personalized 24/7 online academic support to military-connected children. This Department of Defense-funded program is provided at no cost to grades K-12 children in National Guard, Reserve and Active Duty military families, regardless of the service member’s deployment status.The Military Child Education Coalition: www.militarychild.org This organization provides training and resources to aid in developing support systems for military children and youth within the public school system. They have a wide variety of outstanding resources that view military children issues from the Guard and Reserve perspective as well as that of the active duty families.
Note: For a recent description of the mental health needs of our military children, click here.
Recently the National Guard Bureau purchased 75K copies of "Finding My Way" , a book written by Michelle and DeAnne Sherman. "Finding My Way" is described as “A Teen’s Guide to Living with a Parent Who Has Experienced Trauma.” This guide has been recognized as “an invaluable tool in the hands of those so often forgotten in dealing with trauma: the teenagers who are confused and frightened by what is happening.”Our Military Kids, Inc: www.ourmilitarykids.org This organization provides $500 grants for every child who has a parent deployed in support of the “War on Terror”. This grant is available to cover fees for a wide range of academic and athletic activities and is provided regardless of income.National Association for Child Care Resource and Referral Agency: www.naccrra.org or 1-800-424-2246 This organization provides childcare subsidies for all Service Members deploying in support of the “War on Terror”. If you need assistance or advocacy in getting these benefits contact your State Youth Coordinator at [email protected] Army has funded a program called Operation Ready. One of the OP READY products is a Children and Deployment Handbook. It discusses the different developmental phases and the impact in different age groups. Originally it was intended to be written for parents, and it was later changed to program staff and educators. It contains a list of books and websites both for children and parents. The handbook is also accompanied by handouts that address different age groups. For a copy contact Cindy Enroth at [email protected] National Military Family Association (NMFA - http://www.nmfa.org) provides a comprehensive macro-listing of websites to support families and children of all military members.The Military Impacted Schools Association (MISA) is a national organization of school superintendents. Our mission is to serve school districts with a high concentration of military children. click here. MISA also supports a partnership with The Johns Hopkins Bloomberg School of Public Health and the Johns Hopkins Center on School, Family and Community Partnerships that provides a free on-line course for teachers and school personnel intended to increase understanding of the…Military community, lifestyle and culture as the backdrop for your military students’ social, emotional and educational needs and challenges of military students including issues of mobility and deployment. Special challenges of youth during wartime including separation, reunion, death and disability, and programs to help students cope with these challenges are addressed. Strategies used by school staff—administrators, support staff and teachers—to improve educational, behavioral and health outcomes for all students are provided. Click here.The American Academy of Pediatrics (AAP) provides links to numerous resources to support the health and emotional well being of military and veterans children. The AAP Military Youth Deployment Support Website has been designed to support military youth, families, and the youth serving professionals caring for this population. To learn more about what youth serving professionals are doing to help military children and adolescents every day, click here. Coming Home: Adjustments For Military Families and Families In The Military. Youth Coping With Military Deployment: "Promoting Resilience in Your Family" and “Mr. Poe and Friends.” American Academy of Pediatrics. Video from Operation Purple summer camp with interviews by kids. Click here.Army-sponsored Operation Military Kids (OMK) is a program in Maryland; it would be connected with Maryland Cooperative Extension. Here is the OMK national website. Also, Young Heroes: Military Deployment Through the Eyes of Youth. 18 minute video created by teens of the New Jersey Operation Military Kids’ Speak out for Military Kids Program explaining the deployment cycle: http://www.operationmilitarykids.org/public/somk.aspx
Zero to Three: www.zerotothree.org Just type military in the search box and you will find videos, research, and a variety of print materials that are available to military students. A wide variety of resources for young children is available. Also, Young Children on the Homefront, Military families share their unique deployment experiences and professionals offer tips and strategies for dealing with difficult issues such as grief and loss from deployment and the challenges that often arise upon reunification. Available to view, click here. SOFAR (Strategic Outreach to Families of All Reservists) is a pro bono, mental health project that provides free psychological support, psychotherapy, psycho-educational and prevention services to extended family of National Guard and other Reserve Component families) has provided an excellent overview document (available on their website) for understanding and responding to the needs of military children whose parent (or loved one) has (or will) deploy. Click here. Welcome Back Parenting: A Guide for Reconnecting Families after Military Deployment. www.welcomebackparenting.orgWashington State Office of Superintendent of Public Instruction: Tackling Tough Topics: An Educator’s Guide to Working with Military Kids. Video: When Parents Are Deployed (with Cuba Gooding, Jr). Sesame Street video.National Child Traumatic Stress Network and Defense Center of ExcellenceThe Military Family Knowledge Bank has a series of culturally competent materials for use in educating families, school personnel, and medical professionals about how to better serve military children experiencing traumatic grief. This online database of resources offers a wealth of web resources on family functioning and support, social and government services, PTSD and traumatic stress, Traumatic Brain Injury, and other issues.The National Child Traumatic Stress Network (NCTSN) devotes a special section of its website to military families and children, at this link.A sampling:a.. Traumatic Grief in Military Children: Information for Educators (2008) (PDF)b.. Traumatic Grief in Military Children: Information for Families (2008) (PDF)c.. Traumatic Grief in Military Children: Information for Medical Providers (2008) (PDF) and a link to the Military Families Knowledge Bank (MKFB).
brac.maryland.gov
Publications and Materials
MD Base Realignment and Closure (BRAC) Subcabinet
AutismConnectMD
Impact on Services for Students with Disabilities-Oct. 2007
Resources for Military Families
National Guard Family Community Center & Youth
Department of Defense Education Activity (DoDEA) Partnership Program
Supporting Students With Deployed Family Members
Parents Called to Active Duty: Helping Children Cope
A Resource for Military Members, Spouses and Families
Military Child
Military Child Initiative through Johns Hopkins
Educator's Guide to the Military Child During Deployment
Military Life: Moving and Deployment
Navy School Liaison Officer | 教育 |
2014-52/2855/en_head.json.gz/14743 | Longden Robotics Team Excels in Final Competition Lynne BurkardtJanuary 22, 2014 • 513 viewsThe Longden Robotics Team, also known as Team TACO (Technically Awesome Creative Organization) won the 1st Place Teamwork Award at the Los Angeles Region First LEGO League (FLL) Championship Tournament on Saturday, December 14th in Torrance. The unique trophy is built of specialized LEGO blocks.
Team TACO described how they work as a team and their understanding of FLL Core Values (e.g. learning is more important than winning, displaying gracious professionalism, how they grew as a team during the season, etc.). As part of teamwork judging, teams were given a surprise activity and given only minutes to solve it: a hands-on engineering problem to build a bridge using available materials.
48 teams competed at the tournament, coming from as far as Palmdale, Santa Barbara, and San Luis Obispo. This was a State-level competition with the top team invited to attend the North American Cup at LEGOLand and the World Festival in Spain.
Special thanks to the Temple City Schools Foundation for their generous grant support, to the Temple City Unified School District for their help with promotion and press releases, to Kelly Kilmer for the use of her classroom, and to the Longden Elementary School staff, faculty, parents, and students for their enthusiasm and encouragement.
Longden’s team is comprised of students in grades 4 through 7. For more information, please contact Kelly Kilmer, team Teacher Advisor at 626-548-5068. | 教育 |
2014-52/2855/en_head.json.gz/14794 | Published on National Endowment for the Humanities (http://www.neh.gov)
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Shakespearetown
By David Skinner As Ralph Alan Cohen sits in his office at Mary Baldwin College in Staunton, Virginia, talking about how he thinks Shakespeare's plays should be acted and staged, his leisured Alabama drawl begins to turn rat-a-tat. A scholar of Shakespeare and the founder of a prominent theater company devoted to Shakespeare, he is complaining about how pretty much everyone else in the theater world approaches and stages Shakespeare's plays. That objection, it begins to dawn on his listener, is not simply that these other productions fail to entertain but, in a much broader sense, to do right by their audiences.
Imagine, Cohen says, “I'm the Royal Shakespeare Company. And we are the gold standard as far as everyone's concerned. And a guy comes in. He says he wants to be the artistic director for the RSC. He's applying for that job. He says, 'Boy, do I love Shakespeare. I'm going to do all the plays. All the plots, characters. In fact, we're going to do original costuming.'”
Cohen's imaginary guy says he'll do that and everything else associated with Shakespeare's original staging practices to faithfully render the plays and create an authentic Elizabethan theatergoing experience.
“'The only thing is,' the guy says, 'we're not going to use his words.'” This, of course, is ridiculous. Who would think of producing Shakespeare's plays without his words? Cohen continues: “But if the same guy came in and said, 'I'm going to do all of his words . . . but I'm not going to worry about embedded stage directions [and] I'm not going to worry about his stagecraft,' he'd be like every other director directing Shakespeare right now.”
This is no idle scholarly digression. Cohen is a professor of literature; but also an artist who has made it his life's work to demonstrate that Shakespeare's plays improve with the use of original staging practices. The basics of Shakespeare's stagecraft-whether these were merely conditions imposed by his time and place or essential to his artistry is, of course, a matter of debate-include such practices as universal lighting, “doubling,” or the use of actors in more than one part in a single play, plain sets, brisk pacing, and live music. This much of Shakespeare's stagecraft, Cohen and his organization, the American Shakespeare Center (formerly Shenandoah Shakespeare), have embraced.
“The most important stage direction of them all,” however, is universal lighting. The audience sits not in darkness but in full illumination, as visible to actors' eyes as the actors are to theirs. “Shakespeare1v Cohen adds, “never put on a play in front of an audience he couldn't see.”
Cohen may sound like some overwrought true believer trying to answer the question, What Would Shakespeare Do? But it is no heavenly reward for historical accuracy that lures Cohen and Co. to “do it,” as their cheeky bumper stickers put it, “with the lights on.” Actually, their productions are often gleefully anachronistic (though Shakespeare was too, for that matter), using rock music, modern allusions, latter-day costuming, female actors, and much else that might disappoint the more antiquarian-minded.
No, keeping the lights on serves a more dramatic purpose: It makes good on what is the mother truth of Cohen's philosophy of Shakespearean performance and production. "The audience," he says, "is written into the play."
Here is the idea, the insight, the bold assertion that reveals how a little amateur theater company in rural Virginia, consisting of full-time college students stealing away from the James Madison University campus to go on the road, led by a professor of English with no significant theater experience, has grown into a critically acclaimed, full-time nonprofit theater company with two troupes, its own made-to-order theater, a Master's program, an international reputation, and plans to become the center of the modern-day Shakespeare universe.
“The audience is written into the play.”
Starting in 1974, Ralph Alan Cohen, then a young professor of English at James Madison University, began taking groups of students to London to see productions of the Royal Shakespeare Company. A semester-abroad program soon grew out of Cohen's realization that literature students responded better to Shakespeare's plays as theater. Cohen, who has authored a book on teaching Shakespeare and trains Shakespeare teachers through Mary Baldwin's graduate program, is a big advocate of staging brief scenes in class to accustom students' ears and imaginations to the acting out of the plays they read.
Over the next ten years, Cohen caught every production the RSC did. He recalls seeing Jeremy Irons as Richard II in February 1986, a highlight one would think, but his students were unimpressed. The year before they had caught, and enjoyed far more, a production of A Midsummer Night's Dream, performed briskly and without directed stage lighting by the innovative Cheek by Jowl company at the Donmar Warehouse. “Because of the spill from the lighting, everybody could see everyone,” Cohen recalls. Suddenly, “we're in a show together”—“we” meaning audience and actor alike.
What would happen, Cohen remembers wondering, if he directed a show at JMU using such lighting and other (though more intentional) original practices, a term he acknowledges is "much debated." During this same trip, Cohen and his students met Patrick Spottiswoode, who was then running the Bear Garden Museum and serving as a spokesman for actor-impresario Sam Wanamaker, whose decades-old dream to reconstruct the Globe Theatre in London later became reality in 1997. Spottiswoode, who is now education director at Shakespeare's Globe in London, says that the playhouses Shakespeare worked in are analogous to the particular instrument for which a piece of music is composed. Performing Shakespeare's plays in a space for which they were not written is like, he says, playing music written for a pianoforte on a Casio keyboard. It was from Spottiswoode's sales pitch about original practices unleashing the true power of Shakespeare's language and theater that Cohen began to learn the talk that would help him market and defend his own efforts.
In the fall of 1987, Cohen taught a seminar on Shakespearean stagecraft, focusing on Henry V, which led to a production in the spring with then JMU student Jim Warren as Henry in a warehouse-like space fixed up to look like a traditional Elizabethan yard. The production used fifteen actors, equal to the greatest number of characters on stage at one time. And whether or not it was a hit, the cast had a great time, leading Warren to suggest to Cohen that they start a traveling company.
Cohen agreed. He felt he had to, he says, on principle. "If I said no, I would be denying that this stuff would work." Thus was born the Shenandoah | 教育 |
2014-52/2855/en_head.json.gz/14826 | New SAT Numbers Reflect Gap in Education August 31, 2004 A record number of college-bound high school graduates took the SAT last year. The College Board said average scores for math and reading either dropped very slightly or were the same as 2002. The board said the scores also again highlighted unequal access to quality education for blacks and Latinos, with whites and Asians more likely to have access to rigorous college prep courses. NPR's Claudio Sanchez reports.
Terri Schiavo Law Tested in State's High Court August 31, 2004 The Florida Supreme Court hears arguments over the constitutionality of a law meant to keep a brain-damaged woman alive. The law, known as Terri's Law, was passed last fall by the Florida legislature. Terri Schiavo has been at the heart of a legal battle over whether her husband has the right to remove the feeding tube that keeps her alive. NPR's Debbie Elliott reports.
Taking Stock of Convention Protesters in New York August 31, 2004 The Republican convention has drawn protesters from around the country to New York. From protesting drummers to Minnesota folk musicians and political organizers, the GOP has plenty of people to talk to. NPR's Margot Adler reports. | 教育 |
2014-52/2855/en_head.json.gz/14845 | / Leadership & University Administration
/ Office of the President
Richard Foley
Vice Chancellor for Strategic Planning
Foley is widely regarded as one of the leading thinkers in epistemology. His latest book, When Is True Belief Knowledge?, was published by Princeton University Press in 2012. His previous books include Intellectual Trust in Oneself and Others (Cambridge University Press, 2001), Working Without a Net (Oxford University Press, 1993), and The Theory of Epistemic Rationality (Harvard University Press, 1987). He has published numerous articles in philosophy journals and has lectured widely nationally and internationally.
He is currently Professor of Philosophy at New York University and Vice Chancellor for Strategic Planning. Prior to becoming Vice Chancellor, Richard Foley served as Dean of the Faculty of Arts and Science at NYU from 2000-2009. He came to NYU from Rutgers University, where he was the Executive Dean of Arts and Sciences and Dean of the Graduate School from 1996 to 2000. From 1992 to 1996, he was the Dean of Arts and Sciences at Rutgers, and from 1990 to 1992, he chaired its Department of Philosophy. Before Rutgers, he chaired the Philosophy Department at the University of Notre Dame from 1983-1990. Foley's honors include Brown University's Distinguished Graduate Alumni Award, Notre Dame's Presidential Award for University Service, Notre Dame's Sheedy Award for Outstanding Teaching in the College of Arts and Science, and Notre Dame's Madden Award for Outstanding Teaching of First Year Students, as well as multiple fellowships from the National Endowment for the Humanities. He has a B.A. and an M.A. from Miami University and a Ph.D. from Brown University.
John Sexton
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Rich Baum
Chief of Staff to the President [email protected]
David W. McLaughlin
Office of the Executive Vice President
Marty Dorph - Alison Leary
Office of the Executive Vice President for Health
Bob Berne
University Development and Alumni Relations
Debra LaMorte
University Relations and Public Affairs
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Office of the Deputy President
Diane Yu
Bonnie Brier | 教育 |
2014-52/2855/en_head.json.gz/14846 | NYU's Global Network Academic Programs Schools & Colleges Undergraduate Research Advising Undergraduate Research
Educating and preparing future leaders is central to the mission of the university. Through student research experiences, we seek to cultivate a spirit of inquiry, creativity, and independent ambition.
The largest independent research university in the United States, NYU has a long tradition of innovation that extends back to its founding in the early 1800s, when telegraph inventor Samuel Morse operated a laboratory in NYU’s original Gothic-style building (now the location of the Silver Center for Arts and Science).
Every day, our students and faculty are contributing to the advancement of the sciences, arts, humanities, and professional areas in a wide variety of fields.
NYU physicists have been working on the team making discoveries about the Higgs boson sub-atomic particle, thought to be the building block of the universe.
Thomas Sargent, a professor in both the College of Arts and Science and the Stern School of Business, recently won the Nobel Prize for his research in economics.
Dispersal patterns of spider monkeys in Belize, questions of free will in The Iliad, and glucose regulation in diabetes, were just a few of the more than 200 topics on which students presented at the annual Undergraduate Research Conference.
You will be encouraged to participate in NYU’s groundbreaking research by working in tandem with your professors and by conducting individual inquiries, supervised by a faculty mentor. In addition, each spring you will have the opportunity to present your research projects at the Undergraduate Research Conference and have your findings published in NYU’s annual undergraduate research journal, Inquiry. | 教育 |
2014-52/2855/en_head.json.gz/14924 | The meaning and origin of the expression: What part of no don't you understand?
Home > Phrase Dictionary - Meanings and Origins >
What part of no don't you understand?
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Meanings and Origins
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Browse phrases beginning with: A B C D E F G H I J K L M N O P Q R S T UV W XYZ - Full List
I am plainly saying no, and I mean just that.
The phrase 'won't take no for an answer' has been in the language since at least the mid-19th century. It's included in Thomas Haliburton's exhaustively titled Sam Slick's wise saws and modern instances; or, what he said, did, or invented, 1853: "You first of all force yourself into my cabin, won't take no for an answer, and then complain of oncivility."
(Note: Oncivility doesn't seem to be a real word - I don't know where Haliburton dug that up from.)
'What part of no don't you understand' is a modern-day rejoinder to that. It's an American phrase and the first printed reference to it I can find is in the California newspaper The Mountain Democrat, October 1988:
'He wouldn't take no for an answer,' which gave meaning to the T-shirt Jim presented Carl printed with 'What part of No don't you understand?'
The context there suggested that this was already an understood phrase and so probably dates from before 1988.
It is an example of the many phrases of a mildly confrontational nature that emerged in the USA in the late 1980s and 1990s; for example, 'talk to the hand', 'so sue me', etc.
There are many variants on the phrase and it has mutated into the generic 'what part of [insert topic here] don't you understand?'. Whatever the source, this phrase, and its variations, have become T-shirt slogan favourites.
The phrase got a wider audience when it was used as the title of a popular country music song, written by Wayne Perry and Gerald Smith, and recorded by Lorrie Morgan:
To put it plain and simple
I'm not into one night stands
I'll be glad to explain it
If it's too hard to comprehend
So tell me what part of no
Don't you understand? Phrasefinder is also on & About the author... Copyright © Gary Martin, 1996 - 2014 | 教育 |
2014-52/2855/en_head.json.gz/15184 | Hernando County schools spend nearly $2 million to meet class-size caps
Tony Marrero, Times Staff Writer
TONY MARREROTampa Bay TimesFriday, September 24, 2010 7:48pm
BROOKSVILLE — It's taking a lot of work and hundreds of thousands of dollars, but the Hernando County School District is closing in on class size targets. Related News/Archive
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As of Friday, the district added 15 teacher allocations and 16 long-term substitutes to help bring class sizes into compliance with the 2002 constitutional amendment, said Heather Martin, executive director of business services. Those numbers can fluctuate based on changes to enrollment as students enroll, leave the county or transfer between schools, Martin said.
But the tally so far offers an idea of the cost to shrink class sizes. Adding those staffers will cost roughly $1.2 million. The district has also approved about $300,000 in supplemental pay for teachers who take on additional classes, and that figure is expected to double in the coming weeks. That would bring the cost to about $1.7 million. Although the deadline to meet the requirements is Oct. 15, the district must be in compliance all year or face stiff financial penalties. There is $4 million set aside in the 2010-11 budget to meet class size requirements. "I think we're going to be close to $2 million pretty soon," Martin said.
Here is where Amendment 8 comes in.
The cap that takes effect next month sets class sizes at 18 students in kindergarten through third grade; 22 students in fourth through eighth; and 25 students in ninth through 12th.
Amendment 8 on the Nov. 2 ballot would allow three more students in first- through third-grade classrooms and five more in the higher grades while requiring the existing limits to be met on a school average basis.
If voters approve the amendment, that could mean that some of the long-term substitutes could be relieved, Martin said. "Some of temporary solutions we put in place, those may go away," she said. But if voters reject the amendment, the district will have to hire more permanent teachers for next school year. A teacher costs the district on average about $57,000 a year in salaries and benefits, compared with $20,000 for a long-term substitute. The prospects for flexibility don't look good. According to a Mason-Dixon poll released Thursday, only 35 percent of respondents who identified themselves as likely voters said they'll support Amendment 8. It takes 60 percent of the vote to amend the Florida Constitution. A majority of voters, 53 percent, oppose changing the class-size limitations.
Principals, guidance counselors, data entry specialists and other staffers deserve plenty of credit for getting the district to this point, Hernando superintendent Bryan Blavatt said. The task of preparing master class schedules this year was tough enough after the delayed Florida Comprehensive Assessment Test results and the School Board's decision to change school bell times. Shifting students and changing schedules to equalize class numbers and minimize the need for more teachers added another degree of difficulty. Students and parents also deserve praise for being patient during these first few weeks of school, Blavatt said. That's especially true at the high school level, where balancing class sizes creates a domino effect on student schedules. At Central High School in Brooksville, about a half-dozen classes were still over the limit this week, principal Joe Clifford said. The school had more than 1,615 students as of Thursday — 170 more than projected — and got three additional teacher allocations to help ease the burden in algebra, geometry and Spanish. "That really takes some of the pressure off," Clifford said. In some cases students are being asked to change classes, and if there are no volunteers, students are selected randomly. But they represent a fraction of the total student population, he said. "We're not talking mass changes here," Clifford said. "We're talking a few kids."
Ken Pritz, principal at Hernando High, said he and his staff tried not to cut electives to meet class size. The school is using long-term subs in Advanced Placement and honors classes.
"We didn't want to eliminate them, and we said we'll do what we have to do," Pritz said. In some cases, staffers asked if some students wanted to enroll in the district's online school.
"You can usually get one volunteer," Pritz said. At Parrott Middle School in Brooksville, principal Leechelle Booker got two long-term substitutes, one for science and one for exceptional student education. School officials aren't permitted to lobby voters to take a stance on political issues like Amendment 8, but Blavatt doesn't shy away from offering his philosophy on class size caps. "I would much prefer the flexibility of keeping the spirit of the class size amendment and keeping the numbers down, but looking at it on a more global perspective," he said.
Fast facts Smaller classes, bigger expensesIt will cost nearly $2 million for the district to comply with the 2002 constitutional amendment cap, which sets class sizes at 18 students in kindergarten through third grade; 22 students in fourth through eighth; and 25 students in ninth through 12th. Hernando County schools spend nearly $2 million to meet class-size caps 09/24/10
[Last modified: Friday, September 24, 2010 8:57pm] | 教育 |
2014-52/2855/en_head.json.gz/15274 | From the March, 2002 issue of Touchstone A Guide to the Lord’s Table by Patrick Henry Reardon
A Guide to the Lord’s Table
Catholics and the Eucharist: A Scriptural Introduction
by Stephen B. Clark
Ann Arbor, Michigan: Servant Publications, 2000
(274 pages; $11.99, paper)
reviewed by Patrick Henry Reardon
Near the end of Catholics and the Eucharist, Stephen Clark justly comments: “Contemporary scholarly writings on the liturgy and the Eucharist contain much that is valuable, but they do not provide much helpful introductory material.” It was apparently this deficiency that Clark intended to address, and he has done so in abundance, providing what this reviewer regards as the finest effort of its kind.
Clark’s approach to the subject, as indicated in the book’s subtitle, is entirely scriptural. While any number of theologians have spoken of the “liturgy of the Sacrament” in the context of the “liturgy of the Word,” this author goes much further into detail, carefully examining many biblical themes that lie at the heart of eucharistic theology, such as revelation, covenant, sacrifice, presence, resurrection, and worship. One may describe this work as a sort of “spelling out” of the implications of that Gospel scene of the two disciples walking with the Risen Jesus along the road to Emmaus. Countless passages of Holy Scripture are here interpreted through the light of the Christian Mystery, all of them coming to perfection when the Lord is known in the breaking of the Bread. For the richness and complexity of this treatment, nonetheless, Clark’s book is a masterpiece of pedagogical simplicity. I can easily recommend it to high-school students.
The significance of Clark’s achievement is perhaps more obvious if one contrasts his approach with the treatment of the Bible and the Eucharist in Roman Catholic theology that was standard for centuries, not only in the pre-Vatican II theological manuals used in seminaries, but even in such monumental works as St. Thomas Aquinas’s Summa Theologica. In all these examples of systematic theology, Holy Scripture was treated near the beginning, under the heading “Revelation,” whereas the Eucharist usually appeared only toward the end, in a section called “Sacraments.” Thus, although the Bible and the Eucharist were sometimes juxtaposed in ascetical works, such as Book IV of The Imitation of Christ, they were rarely studied together in courses of systematic theology. One may hope that Clark’s book, which bridges this unfortunate divide, thereby points to an interpretive path that other writers will feel disposed to follow.
With respect to style, Clark’s treatment of these biblical themes is supremely meditative, a feature that renders the book useful for lectio divina. He has obviously spent many prayerful hours being nourished by the pages of Holy Scripture, from Genesis to Revelation, and his work provides living models for how it may be done. Indeed, each chapter ends with an explicit biblical meditation.
Serving as an introduction, this book generally avoids matters of on-going controversy, so that the reader may have to examine Clark closely to discern where his sympathies lie regarding certain points of dispute. For example, with respect to the eucharistic “representing” of the sacrifice of Calvary, Clark is content to say, with St. Thomas Aquinas, that the Eucharist is a sacrament of the Lord’s passion “because it contains Christ himself who endured it.” Such a perspective, which seems identical to that of Pope John Paul II’s Dominicae Coenae, stops well short of the view (of Odo Casel, Anscar Vonier, and others) that the Eucharist renders sacramentally present the sacrificial action of Christ. Clark’s footnotes on this matter, nonetheless, demonstrate his ample familiarity with the implications of that question.
If it may be done without compromising my total approbation of this volume, I would like to qualify one small point made by the author. In his very fine last chapter, “Worship the Lord,” Clark presents a very compelling argument for the maintenance of the ancient Canonical Hours as an important component of daily piety. Indicating the strong biblical precedents for this practice, he goes on to contend that this is the foundation for the ascetical ideal of continual prayer.
Now, if Clark had been content to say only this much, I would have no quarrel, because I have always believed the matter to be so. When, however, he also contrasts this discipline of the Canonical Hours with the goal of “unceasing prayer or constant prayer, prayer that carries on every moment of our lives,” and especially when he suggests that the Scriptures “seem to teach something different” in this respect, I am less in accord. I believe that both disciplines are equally biblical, nor is it clear to me that the Bible’s exhortation to “pray without ceasing” is adequately covered simply by the maintenance of the regular Hours.
I limit my argument to one example. In the single place where this exhortation “to pray always” appears in the Gospels (Luke 18:1), it does not refer to the discipline of the regular Hours but rather to the sustained repetition of a short prayer formula. Specifically, this Lukan verse is immediately explicated by two parables and a historical event, all of them treating constant prayer as a ceaseless, untiring repetition: the story of the persistent widow, the narrative of the publican in the Temple, and the account of the blind man at Jericho. All three of these illustrations speak of a sustained repetition (Luke 18:5,13,39) as the path to constant prayer. The appearance of this theme in Luke is doubly significant, I think, inasmuch as Luke is also our chief New Testament witness to the early Church’s maintenance of the Canonical Hours (cf. Acts 2:42,46; 3:1; 10:9,30). Surely, then, both disciplines are equally biblical, nor is it surprising that those same ascetical sources that speak so clearly about the Canonical Hours (Basil, Cassian, Benedict) are the same sources that speak of constant prayer by the sustained repetition of short formulas of invocation.
Finally, Clark adds two helpful appendices, the first indicating the biblical and other ancient sources of his inspiration, the second an analytical list of more modern works on the subject. In case this review has failed to say so with sufficient clarity, Clark’s book is enthusiastically recommended.
Patrick Henry Reardon is pastor of All Saints Antiochian Orthodox Church in Chicago, Illinois. He is the author of Christ in the Psalms, Christ in His Saints, and The Trial of Job (all from Conciliar Press). He is a senior editor of Touchstone.
Subscribe to Touchstone today! “A Guide to the Lord’s Table” first appeared in the March 2002 issue of Touchstone. If you enjoyed this article, you'll find more of the same in every issue. An introductory subscription (six copies for one year) is only $29.95. This issue, as well as other issues, can be purchased at our online store. Read issues in digital format at the Touchstone digital archives! You can also subscribe to Touchstone at amazon.com to read on your Kindle. | 教育 |
2014-52/2855/en_head.json.gz/15321 | Board of Education to vote on Nashua North High principal
By BARBARA TAORMINAUnion Leader Correspondent
NASHUA — Interim Principal Marianne Busteed is hoping to become Nashua High School North’s next top administrator, and tonight the Board of Education will vote on a recommendation to hire her as the school’s principal at an annual salary of $103,000.“I feel like I couldn’t be more ready to take over a principalship,” Busteed told the BOE’s Human Resources Committee during a public interview last week. “I’m busting at the seams, ready to go.”Busteed left a job as a human resources specialist in the high tech industry to follow a new career in education. She taught family and consumer science at Nashua High School South for five years before stepping into the role of assistant principal there in 2008.Last September, she moved over to North as interim principal after former principal David Ryan left to accept a position as assistant superintendent for the Manchester School District.Busteed said one of the job’s biggest challenges will be to implement the district’s new competency-based grading system.She also said she hopes to foster a stronger sense of unity at North.“We need to come together more as a school,” Busteed said during her interview. “There’s part of the student body that we’re not connecting with. We need to bring in more students and help them feel like they belong to the school.”BOE members will also vote on a recommendation to establish an Air Force Junior ROTC program for Nashua high school students and whether to approve a $1 million grant application to the New Hampshire Department of Education to continue the 21st Century Extended Day programs for middle school students. The five-year grant would focus on boosting student achievement in language arts, math and science through after-school enrichment activities.During last week’s public hearing on the proposed 2015 school budget, Superintendent Mark Conrad announced the administration would be presenting a list of cuts in spending. The initial proposal was for $102 million, or a 5.2 percent increase over last year’s budget.Mayor Donnalee Lozeau has asked the school officials to find a way to keep this year’s increase in school spending to 2.1 percent, and members of the Board of Aldermen have already said cuts to the original $102 million proposal are inevitable.Conrad said the revised budget will call for an increase closer to 4 to 4.5 percent. Part of the reduction will come from a change in the request for a $1 million increase to the transportation account. The details of the new busing contract are expected to be announced at the BOE’s Finance and Operations Committee meeting on Tuesday.Although the BOE’s Budget Committee is scheduled to give a report to the full board at Monday night’s meeting, a detailed list of cuts may not be presented until Wednesday night when the board meets for another budget workshop.
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