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Beijing Academy of Artificial Intelligence 666

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Beyond Glitter and Doom New Perspectives of the Weimar Republic Home Programme Beyond Glitter and Doom: New Perspectives of the Weimar Republic An international conference at the Institute of Germanic & Romance Studies, School of Advanced Study, University of London Thursday, 30 September – Friday, 1 October 2010 Co-Ordinators: Jochen Hung (IGRS, London), Katherine Tubb (Glasgow) and Godela Weiss-Sussex (IGRS, London) The Weimar Republic has received more attention in popular culture and academic research than almost any other phase in German history. But despite the plethora of books, films, exhibitions, and articles on the period, its prevailing image remains, in the Anglo-American world especially, surprisingly simplistic. It is often viewed as an era of accelerated socio-cultural progress on the one hand and extreme politico-economic unrest on the other. This dichotomy has been central to almost every major treatment of the Weimar Republic since its implosion in 1933. Christopher Isherwood’s 1939 novel Goodbye to Berlin, with its flighty flappers, fey gents and Nazi thugs, set the tone, its subsequent adaptations for musical theatre and film cementing the place this stock cast held in the popular imagination over the following decades. Many historians too consider a politico-cultural divergence as ‘typical’ of (Kolb, 1988), even ‘integral’ to (Peukert, 1992), the Weimar period. Over forty years ago, however, Hermand and Trommler pointed out that such dichotomous interpretations were frequently driven by contemporary agendas – social, historical, and political. During the Cold War, for instance, western scholars turned the Bauhaus into an emblem of artistic freedom by conflating its aesthetic modernity with liberal democracy. The Berlin Wall fell twenty years ago, but current works on the Republic – often of good quality – still bear titles that encourage dichotomous analyses: Promise and Tragedy (Weitz, 2007), Glitter and Doom (Metropolitan Museum, 2006), Utopia and Despair (West, 2000). A reassessment of this important period in German history, without ulterior agendas, is now overdue. This conference will focus, therefore, on the experiences of the Weimar Republic’s contemporaries, rather than on the demands of its successors. It will provide a flexible forum where points of intersection and divergence between public and personal histories in all aspects of both the period itself and of its historiography can be examined, in order to begin the work of replacing those dichotomies that continue to mark the Republic’s reception to date with a more nuanced image of the era. Keynote speakers: Moritz Foellmer (Leeds), Gustav Frank (Munich), Debbie Lewer (Glasgow), Anthony McElligott (Limerick), David Midgley (Cambridge). German History Society Under the auspices of Institute of Germanic & Romance Studies University of Glasgow – History of Art department Create a free website or blog at WordPress.com. Beyond Glitter and Doom Blog at WordPress.com. Post to

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You are here: Home> About Us> Faculty> Location UNSW Arts & Social Sciences is situated in Kensington, in the Eastern Suburbs of Sydney. We are within easy reach of the city’s commercial and cultural centre (7kms) and even closer to Sydney’s best beaches, Bondi and Coogee. The campus is easily accessible by public transport from the CBD and nearby suburbs. The Faculty acknowledges and pays respect to the Bedegal People that are the Traditional Custodians of the Land, of Elders past and present on whose ancestral land the UNSW campus is built. The Faculty is housed in several buildings across the campus: The Morven Brown Building on upper campus houses the School of Humanities and Languages, the School of Social Sciences, the Global Irish Studies Centre, the Refugee Research Centre, the Centre for Gender Related Violence Studies and the UNSW Confucius Institute. The Morven Brown building is also the location of the Faculty Student Centre, Dean’s Unit and Research Office. Upper campus (C20). The John Goodsell Building houses our School of Education, the Social Policy Research Centre and the National Centre for HIV Social Research. Upper Campus (D15). The Sir Robert Webster Building is home to the School of the Arts and Media, the Journalism and Media Research Centre and the Centre for Modernism Studies in Australia. Mid campus (G17) Our purpose built performance studios, IO Myers and Studio 1, and the Creative Practice Lab, are located on lower campus. Lower Campus (D9). Please visit the UNSW website for detailed maps of our campus. Page last updated: Friday, 13th Feb 2015 (This page is dynamically generated)

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Steve Prosser, 60; Berklee ear training teacher inspired students, faculty - The Boston Globe Steve Prosser, 60; led Berklee’s ear-training department Steve Prosser taught his students at Berklee College of Music to sight-read and transcribe what they hear. While hiking in the woods, Steve Prosser listened intently to the warbling songs of birds.An ear training professor at Berklee College of Music, he absorbed the intricate harmonies and transcribed them into musical compositions, a process his brother, Mark, said was remarkable to watch. “It was almost like an orchestra conductor pointing to his musicians in the woods,” Mark said.Dr. Prosser, who along with teaching at Berklee was a studio vocalist, composer, jazz pianist, and lawyer, had undergone gall bladder surgery and died Oct. 10 in his home in the Back Bay, apparently of complications from a fall. He was 60. “My teaching style is consciously Socratic rather than didactic,” he wrote for his Berklee faculty webpage. “I musically demonstrate the materials and techniques myself, in order to demonstrate mastery, and then ask the students pointedly related questions.” Alongside his students, he wrote, “we come to an understanding of the methods of study, the meaning of the material, and the desired musical results. I choose this style because students need to understand the ‘why’ of the music — not just the ‘what.’ I also discover something new about music from every class of students.”His brother, who lives in Radford, Va., said Dr. Prosser was a master teacher who never acted as though he were better than his students. “He wasn’t above his class,” Mark said. “He was with his class.”Hired to teach at Berklee upon graduating from the school in 1979, Dr. Prosser was an associate professor until 1992. From 1992 to 1998, he was assistant chairman of the ear training department, which teaches students to sight-read music and transcribe what they hear. From 1998 to 2008, Dr. Prosser was chairman of the department.He stayed on as a professor in the department until his death, and also led Berklee’s jazz choir from 1979 to 1990.In 1981, he met Kris Adams while she was a student at Berklee. Adams later became a professor at the school, and they married on Jan. 2, 1987. They divorced in 2006, and remained close friends.Adams, who lives in Holliston, cared for Dr. Prosser during his last few months. He was full of life, she said, and had a sharp wit.“He had a very big personality,” Adams said.Born in 1952, he grew up in Altoona, Pa. His father, William, served as mayor of Altoona, and his mother, Elizabeth, had been a nurse during World War II.His parents were young when they died, and Dr. Prosser turned to music to cope with the loss, his brother said.“Music was his thing that helped him survive a lot of this stress and pain,” Mark said. “He was gifted.”Mark said that when Dr. Prosser was about 5, he began playing the organ and other keyboards. He started playing drums in middle school and then joined a band in high school.After graduating from Altoona Area High School in 1970, Dr. Prosser toured the country before deciding to attend Berklee.Dr. Prosser also graduated from Suffolk University in 1989 with a master’s in educational administration. In 1992, he received a doctorate from Boston College in curriculum, instruction, and administration in higher education.He graduated from Suffolk University Law School in 1998 and was admitted to the Massachusetts Bar the following year.Paul Stiller, a Berklee professor who studied under Dr. Prosser in the late 1980s, said he thrived most when he was in class.A tough professor, Dr. Prosser could also use his sense of humor to keep his students on their toes “with a zinger in two seconds.”“He had a way of joking around with the class,” Stiller said, but treated all his students with respect and cared deeply about their success.“He wanted everybody to be excellent, he didn’t want you to be an A-minus,” Stiller said. “That wasn’t good enough.”Dr. Prosser also could be quirky, Stiller added, and would take his cat, Coda, for walks in a stroller.Services will be held in the spring for Dr. Prosser, who also wrote two books: “Essential Ear Training for Today’s Musician” and “Intervallic Ear Training for Musicians.” He was a member of the Associated Grant Makers of Boston, which promotes effective and responsible philanthropy, and the American Federation of Television and Radio Artists, a performers’ union.Dr. Prosser hired 20 to 25 of the 35 people in the ear training department, Stiller said, and many of them knew him when they had attended Berklee as students.Stiller added that he was inspired to become a professor at Berklee by Dr. Prosser.“He was a mentor in a lot of ways,” Stiller said. “He’s someone you’d want to emulate.”In his Berklee biography, Mr. Prosser wrote that teaching was his passion because of the strong relationships he had with students and colleagues.“I have learned an important truth during my 30 years at Berklee: No thing or person can alter the passionate musical bond between our diverse student body and our tremendously talented faculty,” he wrote.Roberta Radley, the ear training department’s assistant chair, said Dr. Prosser was an extremely honest and passionate teacher who remains one of Berklee’s legendary figures.“He had kind of two sides to him,” she said. “He was extremely powerful and had strong opinions and was quite an intellectual leader here at the college, and definitely campaigned for quality in education.”Dr. Prosser also “had quite the sense of humor, and if he were your friend, he would go to bat for you to the end.”Katherine Landergan can be reached at [email protected].

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1997 Release: CIDR Enter word(s) to search Español Research Funding Current Grants Education and Training Funding Extramural Research News Features Funding Divisions Funding Opportunities Funded Programs and Projects Grant Information NIH RePORTER Research at NHGRI DIR Calendar DIR News Features NHGRI Affiliated Centers Online NHGRI Research Resources Publications, Books and Resources Research Investigators For Patients and the Public Community Engagement & Community Health Resources Family History Initiative Finding Reliable Health Information Online Genetic and Genomic Science and Research Genetic & Rare Diseases Information Center (GARD) Genomic Medicine and Health Care Online Health Resources Competency & Curricular Resources Genetics 101 Genomic Medicine and Health Care Genomic Medicine Working Group New Horizons and Research Patient Management Policy and Ethics Issues Quick Links for Patient Care All About the Human Genome Project Genetic Education Resources for Teachers Genomic Careers National DNA Day Online Education Kit Online Genetics Education Resources Smithsonian NHGRI Genome Exhibition Talking Glossary: English Talking Glossary: Español Coverage & Reimbursement of Genetic Tests Genomics and Health Disparities Genetic Discrimination Human Subjects Research Informed Consent for Genomics Research Online Bioethics Resources Privacy in Genomics Regulation of Genetic Tests Statute and Legislation Database Current News Releases Image Gallery GenomeTV Media Contacts NHGRI-Related News Journal Articles from NHGRI Health Professional Education Intramural Training Office Online Careers & Training Resources Training Programs: Funding Training Programs: Intramural Working at NHGRI Budget and Financial Information Institute Advisors Long-Range Planning Minority and Special Populations NHGRI History of Genomics Program News Release Archives 1994-2015 News Release Archives 1997 & 1998 1997 Release: Breast Cancer Risk Study 1997 Release: Health Insurance in the Age of Genetics 1998 Release: Complete Animal's Genome Sequence NIH and Johns Hopkins Establish a New Center to Study Genetic and Environmental Origins of Common Disorders January 1997 BETHESDA, Md. - In a creative government-university partnership, components of the National Institutes of Health (NIH) and the Johns Hopkins University (JHU) School of Medicine have established a new research center to analyze common disorders caused by the actions of multiple genes and interactions with the environment. The new Center for Inherited Disease Research (CIDR, pronounced SY-der) will give scientists a powerful new approach to understanding common but poorly understood modern-day disorders such as cancer, heart disease, diabetes, arthritis, and neurologic and psychiatric disorders. Operating under a $21.8 million NIH contract over the next five years, CIDR is housed in a 14,000 square-foot facility at the Johns Hopkins Bayview Medical Center in Baltimore. Expected to be fully operational in the spring of 1997, the Center will employ a staff of about 25. CIDR represents a partnership among eight components of the National Institutes of Health, the federal government's largest biomedical research institution, and Hopkins, which is home to a world-renowned medical genetics program. The eight NIH participants are: the National Center for Human Genome Research (NHGRI), which serves as the lead component, the National Cancer Institute (NCI), the National Institute of Child Health and Human Development (NICHHD), the National Institute on Deafness and Communication Disorders (NIDCD), the National Institute on Drug Abuse (NIDA), the National Institute on Environmental Health Sciences (NIEHS), the National Institute of Mental Health (NIMH), and the National Institute of Neurological Disorders and Stroke (NINDS). The interest of so many of the NIH institutes in pursuing the genetic basis of today's most common and confounding diseases signals a significant transition in our approach to understanding disease and opens the door to exciting new strategies for treatments and prevention, says Harold Varmus, M.D., Director of NIH. "Hopkins' commitment to molecular medicine and gene research is reflected in and strengthened by this Center," said William R. Brody, M.D., Ph.D., president of Johns Hopkins University (JHU). So far, scientists have been quick to apply new gene-finding tools developed by the Human Genome Project (HGP) to uncover disease genes. These tools now make it possible for an investigator looking for a single gene to isolate it in a matter of months instead of years or even decades. And indeed, the number of single disease genes identified using these tools has increased dramatically over the past few years. Understanding the inheritance of single-gene disorders -- the so-called Mendelian disorders -- is relatively straightforward because their hereditary patterns were well established a century ago and are still reliable today. But most diseases of modern life -- cancer, heart disease, diabetes, arthritis and a host of neuro-psychiatric disorders -- seem to result from the activities of several genes and the interplay between a human body and its environment. The direct causes of these disorders have been hard to elucidate because they appear to be intertwined in complicated ways that have so far resisted the tools of modern science. Several genes seem to contribute to such disorders, but the effect of each gene is rather weak, making it much more difficult to understand why some members of a family develop chronic disorders while others do not. New technologies now give us the power to go after the genetic origins of ordinary diseases that are caused by multiple genes, says Robert Nussbaum, M.D., who came to NHGRI three years ago with the aim of developing a center for studying the genetics of complex disorders. As the CIDR mastermind, he will oversee the contract from the NIH side. David Valle, M.D., Hopkins professor of pediatrics, serves as acting director of CIDR while a search is underway to fill the post. CIDR will specialize in a technique known as genotyping -- sorting through the entire genetic complement, or genome, of disease-prone family members to search for not one, but many gene regions associated with that disease. A person's genotype refers to his or her own arrangement of the DNA letters, A, T, C or G, in a particular region of their genome and may be different from one person to the next. Differences in genotype may point scientists toward DNA regions that are involved in a disease. Whole-genome analysis allows researchers to find lots of possible disease-related changes in a person's DNA. Though focusing on genotyping, CIDR research will take place across five main components: 1) Statistical Genetics, which applies the power of statistics to the hereditary patterns of genes to determine modes of inheritance from parents to their children; 2) Genetic Epidemiology, which applies genetic analysis gathered from disease-prone families to the general population to determine if the genetic patterns of the research families hold in large, diverse populations; 3) Medical Informatics and Database Management, which uses computer programs to store, manipulate and analyze the research data; 4) Genotyping using state-of-the-art technology to rapidly scan whole genomes for multiple gene regions associated with a particular disorder; and 5) Technology Development, which continues to refine existing and generate new ways to perform high-capacity genotyping efficiently and cost effectively. Scientists estimate that determining the genotypes at 300 to 400 locations in DNA will give them dense enough sampling to identify places likely to contain disease genes. In studies of large groups, hundreds of thousands of genotypes must be performed to find all the regions that contain genes related to a particular disease. Under full capacity, CIDR researchers expect to analyze the genetics of six to nine complex disorders per year. CIDR will charge investigators funded by a participating NIH institute a reduced rate of $1.00 per genotype; investigators funded by non-participating sources will pay $3.50 per genotype. To use CIDR, scientists in academic labs, NIH, and industry will submit research proposals to a panel of scientists. The scientists will make recommendations to a CIDR governing board made up of directors of the NIH institutes that fund the center. Top of page Last Reviewed: September 2006 Get Email Updates Advancing human health through genomics research

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From Our CEO Nelson Books W Publishing Leadership Network Next Zondervan Academic Sellos Editoriales en Español HarperCollins Mexico Thomas Nelson Brasil Harper360 BookLook Bloggers Church Source Faith Gateway Study Gateway Ministries/ Churches Licensing & Rights Author Centric HarperCollins Christian Publishing, Inc. is a world leading Christian content provider. Our parent company, HarperCollins Publishers, is the second-largest consumer book publisher in the world and is a subsidiary of News Corp. Though the Company formed in 2012, its heritage dates back to the late eighteenth century. Thomas Nelson and Zondervan, two highly sought-after Christian inspirational brands, are the keystone publishing programs. In 1798, Thomas Nelson founded his first publishing house in Edinburgh, Scotland, determined to make books, particularly Christian classics, affordable to the common man. In 1931, Pat and Bernie Zondervan began their publishing journey in Grand Rapids, Michigan, where they began buying and selling books and Bibles. HarperCollins Publishers acquired Zondervan Publishers in the 1980s and Thomas Nelson in 2012, integrating the two similar, yet uniquely different, publishing groups under one leadership. Today, the strength of these great names—Thomas Nelson and Zondervan—continue to represent the highest quality in Christian publishing, creating the Company’s foundation. With more than 300 years of combined publishing expertise, HarperCollins Christian Publishing has proven its ability to produce internationally known, bestselling content specializing in Bibles, spiritual growth, memoir, apologetics, business, cookbooks, children’s books, biographical, reference, academic, study resources, church curriculum, commercial and literary fiction, historical, romance, suspense, app development and new media. HarperCollins Christian Publishing also recognizes the importance of being at the forefront of innovation and technology, constantly creating unique experiences for its consumers. Currently the company operates two publisher-neutral websites that provide biblical resources for the everyday Bible reader, general congregant, theologian and the academy: BibleGateway.com and Olive Tree Bible Software. Bible Gateway, the world’s largest Christian website, offers free access to the Bible in more than 80 languages and 170 different translations. Olive Tree is also a direct-to-consumer website that offers unique Bible study software that appeals to church leaders, Christian educators, pastors, theologians, and the academy. Its “follow-along” study app pairs itself with users’ e-books to create an in-depth biblical study that pulls from a variety of published resources found in the Olive Tree e-store. Using published content from Thomas Nelson and Zondervan, HarperCollins Christian Publishing has engaged in digital outreach through its original online communities: BookLook Bloggers, Church Source, FaithGateway and Study Gateway. Each has its own specific purpose within the Company and publishing industry. Offering a variety of robust experiences allows readers to connect with their authors, discover new content, and be part of the overall HarperCollins Christian Publishing mission to inspire the world by meeting the needs of people with content that promotes biblical principles and honors Jesus Christ. From bestsellers that have sold more than 40 million copies to authors whose words have started Christian movements around the world, HarperCollins Christian Publishing is committed to providing content for readers in any format and truly inspiring the world for a greater purpose. Headquartered in Nashville, TN, HarperCollins Christian Publishing has additional offices in Grand Rapids, MI; Spokane, WA; Mexico City; Mexico; and Rio de Janeiro, Brazil. About HarperCollins Christian Publishing, Inc. is a world leading Christian content provider. With nearly three-hundred years of publishing expertise, the company produces bestselling Bibles, inspirational books, academic resources, and curriculum in both traditional and digital formats. Its two foundational publishing groups, Thomas Nelson and Zondervan, house the works of the world’s most renowned Christian leaders. The company is home to Olive Tree Bible Software, an innovative biblical resource that makes studying God’s Word accessible anywhere, and Bible Gateway, the world’s largest Christian website. HarperCollins Christian Publishing is headquartered in Nashville, TN with additional offices in Grand Rapids, MI, Spokane, WA, and international operations in Mexico City, Mexico, and Rio De Janeiro, Brazil. Learn More Contact HarperCollins Christian Publishing (800) 251-4000 (8:00 AM to 5:00 PM Central) Grand Rapids Office: 3900 Sparks Drive SE Twitter Tweets by @HCChristianPub © Copyright 2016 by HarperCollins Christian Publishing | Privacy Policy | Terms and Conditions

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Five African Americans Taking on New Administrative Duties in Higher Education Filed in Appointments on August 26, 2016 Kelli V. Randall was appointed associate vice president for academic affairs at Livingstone College in Salisbury, North Carolina. She has been serving as dean of the Division of Liberal Arts & Humanities and will continue to hold that post. A native of Chicago, Dr. Randall has been on the faculty at the college since 2011. She holds a Ph.D. in English from Emory University in Atlanta. Angela Jones was named chief of staff in the office of the president at Eastern Washington University in Cheney. She is the former director of employment and conciliation services for the public school district in Spokane, Washington. Jones is a graduate of Washington State University, where she majored in English and language arts. She holds a master’s degree in communication studies from Eastern Washington University and a law degree from Gonzaga University in Spokane. W. Tramaine Rausaw was appointed assistant dean for student life at Central Arizona College in Coolidge. He was the director of student life at Odessa College in Texas. Dr. Rausaw is a graduate of Trinity University in San Antonio, Texas. He holds a master’s degree and a doctorate in higher education leadership from Northcentral University. Cheryl L. Johnson was appointed vice chancellor for human resources at the University of Pittsburgh. She was vice president for human capital services at Kansas State University. Johnson is a graduate of Oakland University in Rochester, Michigan. She holds a master’s degree in labor and industrial relations from Michigan State University. Darryl A. Pope was appointed director of athletics at Fort Valley State University in Georgia. He was director of athletics at The Lincoln University in Pennsylvania. Earlier, Dr. Pope was director of athletics and physical activity at the College of Lake County in Grayslake, Illinois. Dr. Pope is a graduate of Howard University in Washington, D.C., where he majored in communication management and business administration. He holds a master’s degree from Grambling State University in Louisiana and an educational doctorate from Temple University in Philadelphia. EmailTweet Related: Central Arizona College • Eastern Washington University • Fort Valley State University • Livingstone College • University of Pittsburgh

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/ College of Arts + Sciences LTU places sixth in Intelligent Ground Vehicle Challenge Robotic vehicle iWheels represented LTU at the Intelligent Ground Vehicle Competition. Team members Jonathan Nabozny and Ryan Matthews are on the right, and alumni advisors Jonathan Ruszala and Christopher Kawatsu are on the left. Professor CJ Chung was the faculty advisor and project manager. Lawrence Technological University’s robotic vehicle, iWheels, finished sixth in the Auto-Nav Challenge, the main event at the 21th annual Intelligent Ground Vehicle Competition held at Oakland University June 7-10. More than 50 teams from around the country and as far away as India and Japan entered the prestigious competition. IGVC promotes the development of automated and intelligent vehicles that can have both civilian and military applications. Sponsors include the Joint Project Office for Robotic Systems of the U.S. Army, the Joint Ground Robotics Enterprise of the Department of Defense, TARDEC, and the Michigan chapter of the National Defense Industrial Association, and the Association for Unmanned Vehicle Systems International (both the foundation and the Great Lakes chapter). Corporate sponsors include Lockheed Martin, Continental, Valeo, Magna, and Takata. Computer science undergraduate students Jonathan Nabozny and Ryan Matthews competed for LTU. Professor CJ Chung was the faculty advisor. Two former IGVC participants Jonathan Ruszala and Christopher Kawatsu, who received master’s degrees in computer science at LTU in 2012, also served as technical advisors. Chung said the iWheels robotic vehicle could be used in the development of intelligent wheelchairs for paralyzed people. The sixth-place finish earned LTU a $1,000 prize.

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Browse our press release archive 28 May 2003 Sophos CEO says: "I won't hire virus writing students" Dr Jan Hruska, CEO of Sophos, one of the world's leading developers of anti-virus software, sent out a strong message today to students considering getting involved in virus writing. "Don't bother applying for a job at Sophos if you have written viruses because you will be turned away," said Dr Jan Hruska, joint CEO of Sophos Anti-Virus. "You are of no use to us. The skills required to write good anti-virus software are far removed from those needed to write a virus. With 80,000 viruses in existence there can be no excuse for teaching students on how to create more." Hruska was reacting to the news that the University of Calgary in Canada has confirmed it will be running a virus writing course for students later this year. "The university's justification for this course is entirely misguided," continued Hruska. "There is no need to make code self-replicating to test new vulnerabilities or features which could appear in future viruses. The essential component that makes it a virus - self-replication - can be left out. We hope the university comes to its senses quickly." Sophos stresses that it does not have an issue with people wishing to study computer security or the techniques which viruses and malicious software can use. However, it does not believe that writing new viruses is a useful way to learn more about the subject. The University of Calgary has so far declined to comment on whether it believes it would be financially or legally responsible if any of the viruses written on its course were to break out and infect innocent users. More than 100 million users in 150 countries rely on Sophos as the best protection against complex threats and data loss. Sophos is committed to providing complete security solutions that are simple to deploy, manage, and use and that deliver the industry's lowest total cost of ownership. Sophos offers award-winning encryption, endpoint security, web, email, mobile and network security solutions backed by SophosLabs - a global network of threat intelligence centers. Sophos is headquartered in Boston, US and Oxford, UK. More information is available at www.sophos.com. May April October September

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UNICEF Bangladesh - Media centre - Taking the lead: Adolescents of Bangladesh promote HIV/AIDS Home Overview The children Our work Partners Media centre Kids' space Knowledge centre Media centre Stories by subject Stories by title [A-Z] Stories on UNICEF global Shakib Al Hasan Jewel Aich Arifa Zaman Moushumi Taking the lead: Adolescents of Bangladesh promote HIV/AIDS By Casey McCarthy DHAKA, 08 December 2008. The voices of more than 10,000 adolescent boys and girls were heard loud and clear as they marched across Bangladesh last week. Chanting “We are the leaders; we will stop AIDS” and wearing special T-shirts, their message resonated across the country. In one area of Dhaka, the capital city, police closed a major road to give them room for their demonstration, which attracted the curiosity of bystanders. Leading by example, the adolescents rallied together to promote HIV and AIDS awareness to mark World AIDS Day, truly embodying the 2008 theme “Lead – Empower – Deliver”. Although Bangladesh is still considered to be a low prevalence country for HIV-AIDS (with a prevalence rate of less than 1 per cent), prevention efforts are crucial to prevent the epidemic to spread among vulnerable groups, especially young people. According to the recent Children and AIDS, Third Stocktaking Report 2008 published by four UN agencies, only 16 per cent of girls aged between 15 and 24 have a comprehensive knowledge of HIV. Yet, as in many countries, young Bangladeshis are at risk of HIV. More than 40 per cent of HIV infections globally occur among young people. But young people can also play a critical role in raising awareness and promoting safe behaviour. This is one of the objectives of UNICEF's Adolescent Empowerment project, ‘Kichori Abhijan’: to inform adolescents on HIV-AIDS and safe behaviours. Supported by the European Commission, the project encourages adolescents to become actively involved in the prevention drive. Under the project, peer leaders receive life skills training that equips them to tackle issues of HIV-AIDs among others. Adolescents become agents of change by encouraging conversations within communities and breaking some of the taboos surrounding reproductive health. This year, thousands of adolescents involved in the project, which is implemented in collaboration with NGOs BRAC and CMES, helped coordinate rallies and other awareness raising activities, disseminate information and encourage dialogue about HIV and AIDS. Trained Peer Leaders, such as Shati (17) and Rokon (17) who live in Mirpur in the north-west of, Dhaka, have been working together with their friends to plan for World AIDS Day. Shati and Rokon developed rally slogans and scripts for theater plays on HIV-AIDS and helped organise a girls’ soccer match at the community ground. – a novelty in a country where girls playing football is unusual. After the match, adolescents from the local centre staged a play highlighting key messages on HIV. “HIV is very dangerous. I want people to know about it so I joined the rally. In Bangladesh HIV/ AIDS is a problem that is difficult to discuss it in our society. People think that it’s not a risk because we don’t live a western style of life, but everyone needs to know about these things to protect themselves,” Shati said. “When I joined the adolescent centre,” says Rokon, “I spoke to my male and female friends and at school. I also discussed the topic of HIV-AIDS with my family. It is important for us, as adolescents, to know about HIV and AIDS, but it is also important for everyone – young and old.” UNICEF Child Protection Officer Mads Sorensen said World AIDS Day activities organized by adolescents across Bangladesh aimed at encouraging group discussion sessions with parents and community leaders. “By building understanding and awareness on HIV and AIDS among families and communities, we will contribute to further strengthen the protective environment surrounding children and adolescents,” Mads said. “Adolescents, especially girls, also need the support of their communities to take active roles and participate positively in their communities. Their active participation here in Dhaka today demonstrates that this is possible if they are empowered”. World AIDS Day rallies and awareness raising activities were held in Panchagor, Nilphamari, Nowgaon, Rajshahi, Chapai, Jamalpur, Sherpur, Cox's Bazar, Dhaka, Kushtia, Sylhet, Chandpur, Comilla, Joypurhat and Gainanda (coordinated by BRAC) and in Chittagong, Barguna, Rangpur and Chapai (coordinated by CMES). Why is World AIDS Day important? World AIDS Day is an opportunity for individuals and organisations from around the world to come together to focus attention on the global AIDS epidemic. According to UNAIDS, today, 5.5 million young p[eople aged 15-24 are estimated to be living with HIV. 45 percent of all new cases in 2007 were found among those 15-24 years old. On average, about 30% of males and 19 per cent of females aged 15-24 in developing countires have comprehensive and coorect knowledge about HIV and how to avoid transmission. These knowledge levels are far below the goal of comprehensive HIV knowledge of 95 per cent among young people by 2010, as set by the UN General Assembly Special Sessions 9on HIV-AIDS (UNGASS) in 2001. Donor: Español Français JobsSupplyDonateRSS FeedsSitemap

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Mildred Dresselhaus to give 72nd Steinmetz Lecture May 1 The series commemorates world-renowed engineer Charles Proteus Steinmetz Current StudentsParentsFaculty & StaffAlumni About Union in the Media Union College Magazine Mildred Dresselhaus to give 72nd Steinmetz Lecture May 1 Union College HomeNews & EventsMildred Dresselhaus to give 72nd Steinmetz Lecture May 1 Print Mildred Dresselhaus, one of the country’s top experts in physics and a leading advocate for women in science and engineering, will give Union’s 72nd Steinmetz Memorial Lecture Tuesday, May 1, at 7:30 p.m. in the Nott Memorial. Her talk, “The Promise of Nanomaterials for Thermoelectric Applications,” is free and open to the public. Once dubbed the “Queen of Carbon Science” for her widely recognized research on carbon science and carbon nanostructures, Dresselhaus has spent more than 40 years at the Massachusetts Institute of Technology (MIT), where she became the first woman to receive the title of Institute Professor, the highest faculty honor. She also has been honored for her work in nanoscience and nanotechnology, and is credited as one of the researchers whose work on low dimensional thermoelectricity in the early 1990s led to the resurgence of the thermoelectrics field. Growing up poor in the Bronx, Dresselhaus attended Hunter College in the city, where she began as a math major with the hope of becoming an elementary school teacher. While at Hunter, she met her mentor, Nobel Prize-winning nuclear physicist Rosalyn Yalow, who encouraged her to study science. Dresselhaus eventually received a Fulbright Fellowship to study at Cambridge University’s Cavendish Laboratory. She earned her master’s degree at Radcliffe and her Ph.D. at the University of Chicago. The author or co-author of more than 1,300 publications including books, book chapters, invited review articles and peer reviewed journal articles, Dresselhaus is the co-inventor on five U.S. patents. Dresselhaus has received numerous awards, including the National Medal of Science and 25 honorary doctorates worldwide. In 2009, the National Science Board presented her with its Vannevar Bush Award “for her leadership through public service in science and engineering, her perseverance and advocacy in increasing opportunities for women in science, and for her extraordinary contributions in the field of condensed-matter physics and nanoscience.” In 2010, Union awarded her an honorary doctorate of science at Commencement. The Steinmetz Memorial Lecture series commemorates world-renowned engineer Charles Proteus Steinmetz (1865-1923), professor of electrical engineering at Union from 1902 to 1913 and former president of the American Institute of Electrical Engineers. Created in 1925, the series has brought dozens of eminent scientists, engineers and innovators to campus. For more information, click here. Union College This page maintained by The Office of Communications & Marketing | Privacy Policy © 2016 Trustees of Union College

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Wofford In The News Wofford's Mungo Center cultivates entrepreneurs Program gives its students support to succeed Wofford College's Mungo Center offers programs that provide students with in-depth training in consulting and project management skills. Shown here are Kerry Woods, left, and Kaci Brasher. By Trevor AndersonThe Spartanburg [email protected]: Saturday, February 16, 2013On a lime green wall in Scott Cochran's office, the dean of Wofford College's Mungo Center for Professional Excellence uses a dry erase marker to draw a picture.The image he depicts is that of a square.To the casual observer, it might appear to be an average quadrangle, with congruent sides and four right angles. But in Cochran's entrepreneurial-centric world, it carries significant meaning.The interior of the box is a metaphor for what he calls “the space.” It's a place where interdisciplinary studies, curiosity, hard work and preparation converge and come into focus.Outside of the box, those concepts become vague and peripheral. Within the box, anything is possible.And that is what he's aiming for within the walls of the Mungo Center.Cochran said it's a space where students can launch their business ideas through mentoring, networking, project-based experience, and consulting and project management — a step up from the job listing and resume editing services traditionally offered by college career offices.“This is where higher education needs to go,” Cochran said. “I really believe that we are staking out new territory. We are on the tip of the spear.”Cochran, a 1988 graduate of Wofford and father of three, stepped away from a lucrative career in finance to teach. He developed and founded the Mungo Center in 2010, starting in a small office in the Campus Life building.“I was out there (in the corporate world) interviewing people, and I noticed that many of them just seemed to be missing x or y,” Cochran said. “We developed these programs around those x's and y's to make our students better prepared when they leave college.”Last year, the center took up residence in the college's new, three-story Michael S. Brown Village Center. Completed in the fall of 2011, the U.S. Green Building Council's LEED Silver certified building houses 80 students in four-bedroom apartments on the top two floors. The building includes office and meeting spaces, classrooms, a market and a café.The Mungo Center's wing is on the ground floor. The facility is clean and contemporary. Students huddle at round tables, drinking coffee and talking. They have access to technology and other amenities. The walls are painted with whiteboard paint, and the students are encouraged to write their ideas on them.“This was the perfect fit for us,” Cochran said. “It gives us more visibility, and allows us to do a lot of things. The students really like it. It's a great place for them to do what they need to do. It feels like a place where anything can get done.”On Saturday, the center hosted a gala where it unveiled what Cochran referred to as “The Mungo Center 3.0,” which encompassed the launch of its new “The Space” brand and programs designed to give more students an opportunity to participate.A crowd that included local business leaders, alumni, donors, potential investors and others were able to take a look at 14 student-led companies competing in the center's business plan competition. It also featured dozens of exhibits from the 60 students involved in its Success Initiative, a program open to students of all majors that emphasizes innovation and creative problem solvingCopyright © 2013 GoUpstate.com — All rights reserved. Restricted use only. Used with permission. wofford

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Published on Antiochian Orthodox Christian Archdiocese (http://antiochian.org) Statement Issued by Metropolitan's Office Regarding Placement of Antiochian Seminarians From the Office of Metropolitan PHILIP:Unfortunately, there has been much speculation and incorrect information on the Internet and elsewhere regarding our recent decision to send our incoming seminarians to Holy Cross Greek Orthodox School of Theology. This decision effected two students. The third new student was already planning to attend Holy Cross. Over the years we have tried to keep a balance between the distribution of our seminarians to various Orthodox seminaries here and abroad, especially St. Vladimir’s, St. Tikhon’s and Holy Cross. In fact, this year, we will have 10 students at St. Vladimir’s, 9 students at St. Tikhon’s and 6 students at Holy Cross. It has been our primary concern over the years to insure a strong priestly formation for our future priests. While all three schools have helped us in accomplishing this task for generations of clergymen, we feel Holy Cross most closely mirrors the practices and customs of the Patriarchate of Antioch in general and the Antiochian Orthodox Archdiocese of North America in particular. This is true for a variety of reasons, first and foremost being the common Syro-Byzantine liturgical and musical tradition that we share. Given the changing demographics of the majority of our seminarians and the reality that many of them are not rooted in this Syro-Byzantine expression of our one Orthodox faith from birth, we feel it is vital to immerse them in this tradition in a more complete way. It is our hope to have our own seminary in the future. In fact, much of the foundational work has already been done. Nevertheless, since we do not have our own seminary at this point in time, we feel Holy Cross is best suited to accomplish the task at hand. At the same time, however, we will and have always assessed the common needs and concerns of both the seminarians and the Archdiocese and therefore leave all doors open for the future with regard to their placement. Source URL: http://antiochian.org/node/20271

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Archived Posts May 2008 | Acton PowerBlog Intellectual Foundations of Evangelicalism Friday, May 30, 2008By Jordan J. Ballor In an interview promoting his recent book Faith in the Halls of Power: How Evangelicals Joined the American Elite, D. Michael Lindsay, describes what he sees to be the intellectual sources of evangelicalism: And the interesting thing is that the Presbyterian tradition, the Reformed tradition, has provided some of the intellectual gravitas for evangelical ascendancy. And it’s being promulgated in lots of creative ways so that you have the idea of Kuyper or a cultural commission of cultural engagement is being promulgated by Chuck Colson, who is a Baptist. So Presbyterians are – if I had to say what are the two main intellectual influences on the evangelical ascendancy – it’s Roman Catholicism, conservative Catholicism, embodied by, let’s say, Richard John Neuhaus in First Things. And it’s going to be Reformed theology coming out of places like the philosophy department at Calvin College. In 2002, a conference was held at Calvin College as part of recognition of the hundredth anniversary of Abraham Kuyper’s Stone Lectures at Princeton. The proceedings of the conference, “A Century of Christian Social Teaching: The Legacy of Leo XIII and Abraham Kuyper,” were published in the Journal of Markets & Morality, and included closing comments from Chuck Colson that illuminates a connection between the two sources of evangelical intellectualism that Lindsay identifies. Since 1992, I have been involved in an organization called Evangelicals and Catholics Together (ECT). (And I have the scars to show for what has often been a controversial undertaking.) Working for accord between people of goodwill from both communities is something I believe in very deeply, and I see this conference advancing that cause. The thoughts that I want to share with you tonight are inspired by that great Dutch theologian and statesman, Abraham Kuyper, and I do so, noting with particular pride that this is the one-hundredth anniversary of his famous Stone Lectures at Princeton University. Dr. Kuyper’s influence on my life has been profound. I was introduced to him by people here at Calvin. Another influence in my life is that of John Paul II. I suspect that our Catholic brethren here tonight would agree with me that someday he will be known not just as Pope John Paul II but as John Paul the Great—one of the most significant figures of the twentieth century. And while Kuyper rightly deserves credit for being one of the leading influences on American evangelicalism, so too does his contemporary Herman Bavinck warrant greater appreciation. Two notable publications this year testify to this. First, the fourth and final volume of the translation of Bavinck’s Reformed Dogmatics is newly available, Holy Spirit, Church, and New Creation. And secondly, a collection of articles and treatises by Bavinck on various topics has been translated in Essays on Religion, Science, and Society. The latter volume includes essays “On Inequality,” “Classical Education,” and “Ethics and Politics” that will be of special interest to PowerBlog readers. Update: See also, “The Roots of American Evangelicalism,” in five parts. Looking for Happiness, Finding Faith Thursday, May 29, 2008By Jonathan Spalink Dr. Arthur C. Brooks spoke about “happiness” at an Acton Lecture Series event last week. Dr. Brooks, a professor of Business and Government Policy at Syracuse University and a visiting scholar with the American Enterprise Institute, presented evidence which suggests that religion is the greatest factor in general human happiness in the United States. Religion, argues Dr. Brooks, is essential to human flourishing in the United States and public secularism should be strongly guarded against by everyone – religious or not. He is the author of, most recently, Gross National Happiness (2008) and Who Really Cares? (2006) published by Basic Books. We were able to interview Dr. Brooks about happiness – watch it now and see what you think! This video requires the Flash video plugin Dr. Brooks’ lecture on happiness is also available for your viewing pleasure. European foreign aid caught between dishonesty and incompetence Wednesday, May 28, 2008By Bernd Bergmann International aid groups have criticized the EU and many of its member states for falling behind their promises to step up foreign aid to 0.5 per cent of GDP by 2010 and 0.7 per cent by 2015. On the one hand, these groups are right to expose the accounting tricks governments use in order to promote themselves as saviors of Africa. On the other hand, the aid groups should consider very carefully whether their focus on state aid is really the key towards future development in poor countries. The problem that they indicate is that the EU and its members classify some expenses as aid although these are only indirectly related to development. This includes debt restructuring and payments to cover housing of refugee claimants in Europe. The aid groups say that in 2007, EU nations spent around €8 billion in such non-aid items. They conclude that “on current trends, the EU will have given €75 billion less between 2005 and 2010 than was promised.” This kind of creative accounting should not be very surprising since politicians like to claim that they are helping the poorest countries in the world but also know that it is more difficult to tell taxpayers that they have to foot the bill. In such circumstances the most convenient thing to do is to artificially inflate the aid budget with non-aid expenses. The question remains: Is state-to-state aid the most effective way to promote development? Prof. Philip Booth explained at a recent conference organized by the Acton Institute in Rome that government aid has failed on countless occasions and has even entrenched underdevelopment on some occasions. Booth made clear that “at the empirical level, there appears to be a negative relationship between aid and growth. This does not imply cause and effect of course, but it should make us pause for thought. After the late 1970s, aid to Africa grew rapidly yet GDP growth collapsed and was close to zero or negative for over a decade from 1984. GDP growth in Africa did not start to pick up again until aid fell in the early-to-mid 1990s. In East Asia, South Asia and the Pacific, one also finds that, as aid reduced, national income increased rapidly.” It is important to note that Booth criticized government-to-government aid and not charity in general. Whereas transfers between governments have often resulted in rent-seeking and the strengthening of dubious regimes, private initiatives do not suffer from the same problems: “None of the points I have made relate to the exercise of charity. It is important to point out that we should not wait for a just ordering of the world or good governance in recipient countries before supporting charitable relief.” Aid groups such as Oxfam and Christian Aid would do well to turn their focus away from pressuring governments to spend more on aid and instead strengthen their efforts to encourage private initiatives. Book Review: Carl Anderson’s A Civilization of Love Tuesday, May 27, 2008By Michael Severance On March 29, Carl Anderson’s A Civilization of Love (HarperOne, 2008) first appeared on the New York Times Best Seller list as one of hottest-selling books in America among the “Hard Cover Advice” category. Since then the author has been on an energetic European and American tour to promote his book. In just 200 pages, Anderson writes convincingly to elaborate a treatise to dispel dominant secular ideologies whose ethical frameworks falsely aim at human fulfillment and forming good and just societies. The author is Supreme Knight of the Knights of Columbus, the world’s largest Catholic fraternal society, and CEO of its top-rated life insurance company. Anderson brings to his writing a vast amount of practical experience tactfully combined with the rudiments of Catholic philosophy and theology to elucidate his philosophy of love and goodness. Anderson’s first task is to enlighten his readers on the very meaning of love. He author dedicates his first few chapters to explain that a culture of love is not simply about encouraging romance; and in no way does a culture of love echo the loose liberal ideas behind the hedonistic behavior so vigorously idealized in Western society since the late 1960s. A culture of love is, rather, about self-responsibility, self-denial, hard work, unconditional generosity and steadfast dedication. And yet, there is something more to love, at least in the Christian sense: Anderson’s primary axiom is that a civilization characterized by love is, above all, one which is rooted in the love of God and is ultimately other-directed. To make his point clear, Anderson spins Descartes’ fundamental existential premise “I think therefore I am” to reveal a deeper insight about man and his relationships: “‘I love therefore I am.’ Or perhaps even more profoundly: ‘I have been first loved, therefore I am.’” Anderson goes on to say that “Divine love implies an other…. Love involves (at least) two persons, two selves.” (chap. 3 “Craftsman of a New Humanity”, pp.35, 37). Anderson’s second point is that love is marked by the freedom to act and to give; yet it involves a personal liberty which often challenges our spontaneous preferences and natural inclinations for comfort, company and security. “[Freedom] cannot be lived in isolation, that is, unhinged from other values such as equality and human dignity.” (chap. 1, “The Power of Christ to Transform Culture”, p. 10). Carl Anderson colorfully speaks of Mother Teresa’s little known struggles while experiencing her own “dark night of the soul” in caring for lepers, drug addicts and AIDS victims in the streets of Calcutta.. Certainly not every day, he explains, was Mother Teresa rewarded with the joy of having improved the well-being of India’s most destitute citizens. Many days were, in fact, quite routine and so physically exerting on her body, that it would be very wrong to speak of any “good feelings” that resulted from her unconditional acts of charity. And yet “throughout her ministry she persevered and did not begrudge her work.” (chap. 4 “A Dignity That Brings Demands, p. 61) Anderson believes that promoting human responsibility, based on personal acts self-giving and firmly rooted in imitating God’s law and love for his creatures, is the only way to make a culture a civilized one. The end result – as Anderson hopes – will be that human society bows ever the less to man-made social agendas and their accompanying large impersonal governmental agencies. As he writes: “Social engineering, even if well-intended, cannot in itself create a just society. Just society must arise out of the hearts and minds of those that live in it. If the precepts that Leo [XIII] proposed [in the 1891 social encyclical Rerum Novarum] – which are, after all, specific applications of natural law – were voluntarily obeyed by all people, the need for complicated laws and governments would be greatly reduced.” (chap. 6 “Globalization and the Gospel of Work”, p. 91.) Carl Anderson gives good reasons to not rely on state welfare as a norm to provide loving care for the nation’s poor. He cites the millions of volunteer hours and financial support which Americans still give to private charities, including impressive contributions from his own Knights of Columbus councils. Yet, despite the inspiring statistics, Anderson warns his readers of seeking the opposite solution to welfare provision with the words of Benedict XVI: “If men have nothing more to expect than what the world offers them, and if they may and must demand all this from the state, they destroy their own selves and every human society.” (p. chap. 1 “The Power of Christ to Transform Culture”, p. 10). Lastly, Carl Anderson gives perhaps his best example of how modern society may end up, by recounting the personal experiences of Czech playwright and former president, Vaclav Havel. After undergoing decades of forced social engineering, where the very fundamentals of human love and trust all but vanished from Czech society, Havel confesses: “The worst thing is that we lived in a contaminated environment….We learned not to believe anything, to ignore each other, to care only for ourselves. Concepts such as love, compassion, humility, and forgiveness lost their depths and dimensions. The previous regime…reduced man to a force of production and nature to a tool of production.” (chap 7, Ethics in the Marketplace, p. 109). Carl Anderson’s book brings to light many pressing social issues affecting most modern nations. But unlike many philosophical works, Anderson provides a cause and a solution sustained by real-life examples and their consequences. I would highly recommend reading A Civilization of Love to reinforce many of the same principles promoted by the Acton Institute. Dealing with Rising Gas Prices Tuesday, May 27, 2008By Kevin Schmiesing As the Drudge Report today hails the coming of the fuel-efficient Smart car, it might be worth pointing out other ways in which people are adapting to deal with higher fuel prices. I don’t mean to minimize any of the pain associated with skyrocketing energy costs, whether personal (I feel it, too) or economy-wide, but it is interesting to observe the myriad and often unexpected effects of price changes. It’s the market working. Or, to put it another way, it’s the human mind working to adapt creatively to the challenge of scarce resources. The search for fuel-efficiency has, for example,… …hurt the trucking industry, but given new life to long-suffering railroads. …convinced growing numbers of urbanites to use mass transit. …been a boon for bicycle shops. …hurt many parts of the auto industry, but has also spurred a sharp advance in hybrid auto sales. Memorial Day: John Gillespie Magee Jr. & ‘High Flight’ Friday, May 23, 2008By Ray Nothstine John Gillespie Magee, Jr. is remembered fondly by American aviators who defended and sacrificed for this nation in World War II to the present day. He is remembered for his touching poem High Flight, which he penned in 1941. Magee was born to an American father and British mother in Shanghai, China in 1922. His parents were Christian missionaries in the country. Well educated in China, England, and the United States, Magee received a scholarship to Yale University, where his father was then serving as a chaplain. With the outbreak of World War II, and the British Isles under German threat, Magee postponed college and joined the Royal Canadian Air Force. The United States had not yet entered the war, and hundreds of Americans served as combat aviators with the Canadian Air Force. Magee received his pilot wings in June of 1941. He served in the defense of the British homeland against the Luftwaffe. In August of 1941, Magee was test flying the new Spitfire MK I at high altitude. The inspiration of the flight led him to write High Flight, which came to him in the sky, and he completed the poem on paper soon after landing. He sent a copy to his parents, and his father reprinted it in church publications. Sadly, Magee died just a few months later in a mid-air collision with another airplane in December of 1941. An English farmer said he saw Magee struggle to open the canopy, and was finally able to bail out, but by then he was too low to the ground for his parachute to open. Magee was only 19 years old. The poem would however continue to gain praise as the war continued. The Library of Congress featured the work in an exhibit titled ‘Faith and Freedom’ in 1942, and it was published in the New York Times. Also, several biographies were written about Magee as the popularity of the poem skyrocketed. It is a poem that is loved and cherished by many aviators everywhere, especially those who have defended this nation in the sky. Cadets at the United States Air Force Academy memorize the poem. American pilots shot down and tortured in North Vietnamese prison camps during that war drew inspiration from Magee’s words. Lines from the poem are quoted on the headstones of many military pilots buried at Arlington National Cemetery. It gained still further fame when President Ronald Reagan quoted the first and last lines of the poem in his moving words of tribute to the American astronauts who perished in the Challenger Space Shuttle tragedy in 1986. “The crew of the space shuttle Challenger honored us by the manner in which they lived their lives. We will never forget them, nor the last time we saw them, this morning, as they prepared for their journey and waved good-bye and slipped the surly bonds of earth to touch the face of God,” Reagan said. Dedicated to those who have given their life in defense of the nation, High Flight is printed in its entirety below: High Flight Oh! I have slipped the surly bonds of Earth And danced the skies on laughter-silvered wings; Sunward I’ve climbed, and joined the tumbling mirth Of sun-split clouds, — and done a hundred things You have not dreamed of — wheeled and soared and swung High in the sunlit silence. Hov’ring there, I’ve chased the shouting wind along, and flung My eager craft through footless halls of air. . . . Up, up the long, delirious burning blue I’ve topped the wind-swept heights with easy grace Where never lark, or ever eagle flew — And, while with silent, lifting mind I’ve trod The high untrespassed sanctity of space, Put out my hand, and touched the face of God. Did Maxine Waters Just Suggest That She Might Try To Nationalize The US Oil Industry? Thursday, May 22, 2008By Marc Vander Maas Why yes, yes she did: Link: sevenload.com Via Hot Air.

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College of Music (62) School of Music (19) Department of Instrumetal Studies (1) Department of Music (1) Department of Music History, Theory, and Ethnomusicology (1) Division of Music History, Theory, and Ethnomusicology (1) Master's (57) Doctoral (28) Search Inside the UNT Theses and Dissertations | Text | Image | Sound | Thesis or Dissertation More fulltext Remove Degree Discipline: Musicology Collection: UNT Theses and Dissertations Date Created (Newest) Date Created (Oldest) Date Added (Newest) Date Added (Oldest) Accessibility and Authenticity in Julia Smith's Cynthia Parker Creator: Buehner, Katie R. Description: In 1939, composer Julia Smith's first opera Cynthia Parker dramatized the story of a Texas legend. Smith manipulated music, text, and visual images to make the opera accessible for the audience in accordance with compositional and institutional practices in American opera of the 1930s. Transparent musical themes and common Native Americans stereotypes are used to define characters. Folk music is presented as diegetic, creating a sense of authenticity that places the audience into the opera's Western setting. The opera is codified for the audience using popular idioms, resulting in initial but not lasting success. Anton Bruckner's Treatment of the Credo Text in His Last Three Masses Creator: Lee, Namjai Description: In order to investigate the stylistic transformation that occured before Bruckner abandoned the composition of Masses, this paper analyzes the Credo settings in his last three great Masses, with special attention to the treatment of the text. The relationship between the text and specific musical techniques is also considered. The trends found in these three works, especially in the last setting in F minor, confirm the assumption that Bruckner's Mass composition served as a transition to the composition of his symphonies. The "Beethoven Folksong Project" in the Reception of Beethoven and His Music Creator: Lee, Hee Seung Description: Beethoven's folksong arrangements and variations have been coldly received in recent scholarship. Their melodic and harmonic simplicity, fusion of highbrow and lowbrow styles, seemingly diminished emphasis on originality, and the assorted nationalities of the tunes have caused them to be viewed as musical rubble within the heritage of Western art music. The canonic composer's relationship with the Scottish amateur folksong collector and publisher George Thomson, as well as with his audience, amateur music lovers, has been largely downplayed in the reception of Beethoven. I define Beethoven's engagement with folksongs and their audience as the "Beethoven Folksong Project," evaluating it in the history of Beethoven reception as well as within the cultural and ideological contexts of the British Isles and German-speaking lands at the turn of the nineteenth century. I broaden the image of Beethoven during his lifetime by demonstrating that he served as an ideal not only for highly educated listeners and performers but also for amateur music lovers in search of cultivation through music. I explore the repertory under consideration in relation to the idea of Bildung ("formation" or "education" of the self or of selves as a nation) that pervaded contemporary culture, manifesting itself in music as the ... "Being" a Stickist: A Phenomenological Consideration of "Dwelling" in a Virtual Music Scene Creator: Hodges, Jeff Description: Musical instruments are not static, unchanging objects. They are, instead, things that materially evolve in symmetry with human practices. Alterations to an instrument's design often attend to its ergonomic or expressive capacity, but sometimes an innovator causes an entirely new instrument to arise. One such instrument is the Chapman Stick. This instrument's history is closely intertwined with global currents that have evolved into virtual, online scenes. Virtuality obfuscates embodiment, but the Stick's world, like any instrument's, is optimally related in intercorporeal exchanges. Stickists circumvent real and virtual obstacles to engage the Stick world. Using an organology informed by the work of Heidegger and Merleau-Ponty, this study examines how the Chapman Stick, as a material "thing," speaks in and through a virtual, representational environment. Belle Musique and Fin' Amour: Thibaut de Champagne, Gace Brulé, and an Aristocratic Trouvére Tradition Creator: Bly, Emily Description: Many consider Gace Brulé (c1160-c1213) and Thibaut IV, Count of Champagne, (1201-1253) to have been the greatest trouvères. Writers on this subject have not adequately examined this assumption, having focused their energies on such issues as tracking melodic variants of individual works as preserved in different song-books (or chansonniers), the interpretation of rhythm in performance, and creation of modern editions of these songs. This thesis examines the esteem enjoyed by Gace and Thibaut in both medieval and modern times which derives from their exemplarity of, rather than difference from their noble contemporaries. Beyond the Human Voice: Francis Poulenc's Psychological Drama La Voix humaine (1958) Creator: Beard, Cynthia C. Description: Francis Poulenc's one-character opera La Voix humaine (1958), a setting of the homonymous play by Jean Cocteau, explores the psychological complexities of an unnamed woman as she experiences the end of a romantic relationship. During the forty-minute work, she sings in a declamatory manner into a telephone, which serves as a sign of the unrevealed man at the other end. Poulenc uses musical motives to underscore the woman's changing emotional states as she recalls her past relationship. The musical dramaturgy in this work resignifies Debussy's impressionist symbolism by collapsing devices used in Pelléas et Mélisande in a language that shifts between octatonicism, chromaticism, harmonic and melodic whole tone passages, and diatonicism. This late work recontextualizes elements in Poulenc's Dialogues des Carmélites (1953-56), and the end of the opera provides a theme for his Sonate pour Clarinet et Piano(1962), as Poulenc reflects on his youthful encounters with Cocteau, Erik Satie, and Les Six. Beyond the "Year of Song": Text and Music in the Song Cycles of Robert Schumann after 1848 Creator: Ringer, Rebecca Scharlene Description: In recent years scholars have begun to re-evaluate the works, writings, and life of Robert Schumann (1810-1856). One of the primary issues in this ongoing re-evaluation is a reassessment of the composer's late works (roughly defined as those written after 1845). Until recently, the last eight years of Schumann's creative life and the works he composed at that time either have been ignored or critiqued under an image of an illness that had caused periodic breakdowns. Schumann's late works show how his culture and the artists communicating within that culture were transformed from the beginning to the middle of the nineteenth century. These late works, therefore, should be viewed in the context of Schumann's output as a whole and in regard to their contributions to nineteenth-century society. Schumann's contributions, specifically to the genre of the song cycle from 1849 to 1852, are among his late compositional works that still await full reconsideration. A topical study, focusing on three themes of selections from his twenty-three late cycles, will provide a critical evaluation of Schumann's compositional output in the genre of the song cycle. First, Schumann's political voice will be examined. The political events that led to the mid-nineteenth-century revolutions inspired crucial ... Busoni's Doktor Faust Creator: Harrison, Charles Scott Description: It is the intent of this thesis to shed a new investigative light upon a musician whose importance as a creative personality and aesthetician has been sorely underestimated or at least unappreciated by fellow musicians and audiences of his own and succeeding generations, a musician who formulated a new musical aesthetic which involved the utilization of compositional techniques diametrically opposed to those which had held dominant influence over the musical world for more than half a century, a musician who attempted to fuse the Italian sense of form and clarity with Teutonic profundity, complexity, and symbolism. This musician was Ferruccio Busoni. This thesis will concentrate on the history of the Faust legend and Busoni's final work, his opera Doktor Faust (c. 1924), the creative problems opera imposed upon Busoni, and his attempt to solve them vis-a-vis his own personal aesthetic. Cadential Syntax and Mode in the Sixteenth-Century Motet: a Theory of Compositional Process and Structure from Gallus Dressler's Praecepta Musicae Poeticae Creator: Hamrick, David (David Russell) Description: Though cadences have long been recognized as an aspect of modality, Gallus Dressler's treatise Praecepta musicae poeticae (1563) offers a new understanding of their relationship to mode and structure. Dressler's comments suggest that the cadences in the exordium and at articulations of the text are "principal" to the mode, shaping the tonal structure of the work. First, it is necessary to determine which cadences indicate which modes. A survey of sixteenth-century theorists uncovered a striking difference between Pietro Aron and his followers and many lesser-known theorists, including Dressier. The latter held that the repercussae of each mode were "principal cadences," contrary to Aron's expansive lists. Dressler's syntactical theory of cadence usage was tested by examining seventeen motets by Dressler and seventy-two motets by various early sixteenth-century composers. In approximately three-fourths of the motets in each group, cadences appeared on only two different pitches (with only infrequent exceptions) in their exordia and at text articulations. These pairs are the principal cadences of Dressler's list, and identify the mode of the motets. Observations and conclusions are offered regarding the ambiguities of individual modes, and the cadence-tone usage of individual composers. Carlo Milanuzzi's Quarto Scherzo and the Climate of Venetian Popular Music in the 1620s Creator: Gavito, Cory Michael Description: Although music publishing in Italy was on the decline around the turn of the seventeenth century, Venice emerged as one of the most prolific publishing centers of secular song in Italy throughout the first three decades of the 1600s. Many Venetian song collections were printed with alfabeto, a chordal tablature designed to facilitate even the most untrained of musicians with the necessary tools for accompanying singers on the fashionable five-course Spanish guitar. Carlo Milanuzzi's Quarto Scherzo (1624) stands out among its contemporary Venetian song collections with alfabeto as an anthology of Venetian secular songs, including compositions by Miniscalchi, Berti, and Claudio and Francesco Monteverdi. Issues surrounding its publication, instrumentation, and musical and poetic style not only contribute to the understanding of Venetian Baroque monody, but also help to construe a repertory of vocal music with defining characteristics usually associated with popular music of the 19th, 20th, and 21st centuries. Caught Between Jazz and Pop: The Contested Origins, Criticism, Performance Practice, and Reception of Smooth Jazz. Creator: West, Aaron J. Description: In Caught Between Jazz and Pop, I challenge the prevalent marginalization and malignment of smooth jazz in the standard jazz narrative. Furthermore, I question the assumption that smooth jazz is an unfortunate and unwelcomed evolutionary outcome of the jazz-fusion era. Instead, I argue that smooth jazz is a long-lived musical style that merits multi-disciplinary analyses of its origins, critical dialogues, performance practice, and reception. Chapter 1 begins with an examination of current misconceptions about the origins of smooth jazz. In many jazz histories, the origins of smooth jazz are defined as a product of the jazz-fusion era. I suggest that smooth jazz is a distinct jazz style that is not a direct outgrowth of any mainstream jazz style, but a hybrid of various popular and jazz styles. Chapters 2 through 4 contain eight case studies examining the performers of crossover jazz and smooth jazz. These performers have conceived and maintained distinct communicative connections between themselves and their audiences. In the following chapter, the unfair treatment of popular jazz styles is examined. Many early and influential jazz critics sought to elevate jazz to the status of art music by discrediting popular jazz styles. These critics used specific criteria and emphasized notions ... The Christmas Cantatas of Christoph Graupner (1683-1760) Creator: Schmidt, René R. Description: An assessment of the contributions of Christoph Graupner's 1,418 extant church cantatas is enhanced by a study of his fifty-five surviving Christmas cantatas, written for the feasts of Christmas, St. Stephen's, St. John's, and the Sunday after Christmas. Graupner's training in Kirchberg, Reichenbach and at the Thomas School in Leipzig is recounted as well as his subsequent tenures in Hamburg and Darmstadt. A Comparison of the Use of Music in the Holy Eucharist of the Roman Catholic Church and the Sabbath Morning Service of the Jewish Synagogue in the Middle Ages Creator: Simmons, Sandra K. (Sandra Kay) Description: The problem with which this investigation is concerned is that of comparing the medieval musical traditions of two of the world's most influential religions. The similarities are discussed in two major categories: the comparison of liturgical texts and ritual, and the comparison of the music appearing in each ritual. This study has one main purpose. That purpose is to demonstrate how, through musical traditions, each religion has developed through the influence of the other. Samples of the liturgies from the musical portions of the services were obtained from prayer books and references dealing with those religions. Investigations of English translations from the Latin and Hebrew revealed a close identity between the two, not only in scriptural uses, but also in prayers and responses. Musical examples demonstrating similar elements in Hebrew and Christian worship were found in the extensive research of A. Z. Idelsohn and Eric Werner. Due to the dispersal of world Jewry, the best examples of Hebrew medieval music were obtained from the most isolated Jewish communities, such as those of Yemen, Musical similarities included modes, melodic formulas, and hymns and songs. This report concludes that the musical portions of the services of Christianity and Judaism in the Middle ... Composing Symbolism's Musicality of Language in fin-de-siècle France Creator: Varvir Coe, Megan E Description: In this dissertation, I explore the musical prosody of the literary symbolists and the influence of this prosody on fin-de-siècle French music. Contrary to previous categorizations of music as symbolist based on a characteristic "sound," I argue that symbolist aesthetics demonstrably influenced musical construction and reception. My scholarship reveals that symbolist musical works across genres share an approach to composition rooted in the symbolist concept of musicality of language, a concept that shapes this music on sonic, structural, and conceptual levels. I investigate the musical responses of four different composers to a single symbolist text, Oscar Wilde's one-act play Salomé, written in French in 1891, as case studies in order to elucidate how a symbolist musicality of language informed their creation, performance, and critical reception. The musical works evaluated as case studies are Antoine Mariotte's Salomé, Richard Strauss's Salomé, Aleksandr Glazunov's Introduction et La Danse de Salomée, and Florent Schmitt's La Tragédie de Salomé. Recognition of symbolist influence on composition, and, in the case of works for the stage, on production and performance expands the repertory of music we can view critically through the lens of symbolism, developing not only our understanding of music's role in this difficult and often ... Criticism of Beethoven's Pastoral Symphony in London and Boston, 1819-1874: A Forum for Public Discussion of Musical Topics Creator: Cooper, Amy Nicole Description: Critics who discuss Beethoven’s Pastoral Symphony often write about aspects that run counter to their conception of what a symphony should be, such as this symphony’s static nature and its programmatic elements. In nineteenth-century Boston and London, criticism of the Pastoral Symphony reflects the opinions of a wide range of listeners, as critics variably adopted the views of the intellectual elite and general audience members. As a group, these critics acted as intermediaries between various realms of opinion regarding this piece. Their writing serves as a lens through which we can observe audiences’ acceptance of ideas common in contemporaneous musical thought, including the integrity of the artwork, the glorification of genius, and ideas about meaning in music. Don Gillis's Symphony No 5½: Music for the People Creator: Morrison, Sean Description: Don Gillis wrote Symphony No. 5½ (1947) in order to reconcile the American public with modern art music. By synthesizing jazz (as well as other American folk idioms), singable melodies, and humor, and then couching them into symphonic language, Gillis produced a work that lay listeners could process and enjoy. The piece was an immediate success and was played by orchestras across the globe, but it did not retain this popularity and it eventually faded from relevancy. This study focuses on elements that contributed to the initial efficacy and ultimate decline of the work. Due to its pervasive popular influences, Symphony No. 5½ is a crystallized representation of time in which it was written, and it soon became dated. Don Gillis did not harbor the idea that Symphony No. 5½ would grant him great wealth or musical immortality; he had a more pragmatic goal in mind. He used every musical element at his disposal to write a symphonic work that would communicate directly with the American people via a musical language they would understand. He was successful in this regard, but the dialogue ended soon after mid-century. Dramatic Expression in Thirty Musical Settings of Goethe's "Der Erlkonig" Creator: McDaniel, Mary Eileen Description: This study is an investigation of the dramatic expression in thirty musical settings of Goethe's "Erlkonig," to attempt to determine why the works by Franz Schubert and Carl Loewe have achieved such popularity. An Edition of Verse and Solo Anthems by William Boyce Creator: Fansler, Terry L. Description: The English musician William Boyce was known as an organist for the cathedral as well as the Chapel Royal, a composer of both secular and sacred music, a director of large choral festivals, and the editor of Cathedral Music, the finest eighteenth-century edition of English Church music. Among Boyce's compositions for the church are many examples of verse and solo anthems. Part II of this thesis consists of an edition of one verse and three solo anthems selected from British Museum manuscript Additional 40497, transcribed into modern notation, and provided with a realization for organ continuo. Material prefatory to the edition itself, including a biography, a history of the verse and solo anthem from the English Reformation to the middle of the eighteenth century, a discussion .of the characteristics of Boyce's verse and solo anthems, and editorial notes constitute Part I. Educating American Audiences: Claire Reis and the Development of Modern Music Institutions, 1912-1930 Creator: Freeman, Cole Description: The creation of institutions devoted to promoting and supporting modern music in the United States during the 1920s made it possible for American composers to develop an identity distinct from that of European modernists. These institutions were thus a critical part of the process of modernization that began in the United States during the early decades of the twentieth century. There is substantial scholarship on these musical institutions of modern music, such as the International Composers’ Guild and the League of Composers; but little to no work has been done on the progressive musical institutions of the 1910s, such as the Music League of the People’s Music Institute of New York, which was founded by Claire Reis. This thesis addresses the questions of how and why American musical modernism came to be as it was in the 1920s through an examination of the various stages of Reis’s career. The first chapter is an extensive study of primary source material gathered from the League of Composers/ISCM Records collection at the New York Public Library, which relates to Reis’s work with the PML in the 1910s. The second chapter uses the conclusions of the first chapter to shine new light on an ... Eighteenth-Century French Oboes: A Comparative Study Creator: Cleveland, Susannah Description: The oboe, which first came into being in the middle of the seventeenth century in France, underwent a number of changes throughout the following century. French instruments were influenced both by local practices and by the introduction of influences from other parts of Europe. The background of the makers of these instruments as well as the physical properties of the oboes help to illuminate the development of the instrument during this period. The examination of measurements, technical drawings, photographs, and biographical data clarify the development and dissemination of practices in oboe building throughout eighteenth-century France. This clarification provides new insight into a critical period of oboe development which has hitherto not been exclusively addressed. Elements of Shamanic Mythology in E. T. A. Hoffman's Romantic Conception of Music Creator: Miller, Harry A. W. (Harry Alfred Werner) Description: The musicians in E. T. A. Hoffmann's tales and essays demonstrate traits remarkably similar to those of shamans. Hoffmann uses the same imagery to describe the journey of the composer into the "realm of dreams," where he receives inspiration, as the shaman uses to describe the spirit world to which he journeys via music. Hoffmann was a major force in changing the 18th-century view of music as an "innocent luxury" to the 19th-century idea of music as a higher art. As a German Romantic,author, he subscribed to the idea championed by the Schlegels that true poetry is based on myth. In this thesis, Hoffmann's writings are compared with shamanic mythology to demonstrate a similarity beyond mere coincidence, without drawing conclusions about influence. English Devotional Song of the Seventeenth Century in Printed Collections from 1638 to 1693: A Study of Music and Culture Creator: Treacy, Susan Description: Seventeenth-century England witnessed profound historical, theological, and musical changes. A king was overthrown and executed; religion was practiced fervently and disputed hotly; and English musicians fell under the influence of the Italian stile nuovo. Many devotional songs were printed, among them those which reveal influences of this style. These English-texted sacred songs for one to three solo voices with continuo--not based upon a previously- composed hymn or psalm tune—are emphasized in this dissertation. Chapter One treats definitions, past neglect of the genre by scholars, and the problem of ambiguous terminology. Chapter Two is an examination of how religion and politics affected musical life, the hiatus from liturgical music from 1644 to 1660 causing composers to contribute to the flourishing of devotional music for home worship and recreation. Different modes of seventeenth-century devotional life are discussed in Chapter Three. Chapter Four provides documentation for use of devotional music, diaries and memoirs of the period revealing the use of several publications considered in this study. Baroque musical aesthetics applied to devotional song and its raising of the affections towards God are discussed in Chapter Five. Chapter Six traces the influence of Italian monody and sacred concerto on English devotional song. The earliest ... he Essercizii musici: A Study of the Late Baroque Sonata Creator: Volcansek, Frederick Wallace Description: Telemann's Essercizii musici is a seminal publication of the 1730's representative of the state of the sonata in Germany at that time. Telemann's music has been largely viewed in negative terms, presumably because of its lack of originality, with the result that the collection's content has been treated in a perfunctory manner. This thesis presents a reappraisal of the Essercizii musici based on criteria presented in Quantz's Versuch. A major source of the period, the Versuch provides an analytical framework for a deeper understanding of the sonatas that comprise Telemann's last publication. A comparison of contemporary publications of similarly titled collections establishes an historical framework for assessing the importance of the Essercizii musici as part of a tradition of publications with didactic objectives that may be traced to the late 17th century. Expanded Perceptions of Identity in Benjamin Britten's Nocturne, Op. 60 Creator: Perkins, Anna Grace Description: A concentrated reading of Benjamin Britten's Nocturne through details of the composer's biography can lead to new perspectives on the composer's identity. The method employed broadens current understandings of Britten's personality and its relationship to the music. After creating a context for this kind of work within Britten scholarship, each chapter explores a specific aspect of Britten's identity through the individual songs of the Nocturne. Chapter 2 focuses on how Britten used genres in a pastoral style to create his own British identity. Chapter 3 concentrates on the complex relationship between Britten's homosexuality and his pacifism. Chapter 4 aims to achieve a deeper understanding of Britten's idealization of innocence. The various aspects of Britten's personality are related to one another in the Conclusion.

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Larousse Gastronomique by Jinmyo Thu Aug 10 2000 at 16:08:51 The first edition of Larousse Gastronomique was published in 1938. A monumental encyclopaedia of culinary information compiled by Prosper Montagné, it is a never-ending source of inspiration to those who regard cooking and the preparation of food as something more than a necessity. It details the origins of a vast number of foods and wines, provides thousands of recipes, definitions of culinary terms, cooking methods, stories, and some etymology. If you like food or cooking, you will find Larousse Gastronomique fascinating reading. My rather tattered copy contains 1098 pages in small biblical print. Georges Auguste Escoffier wrote the preface to Larousse Gastronomique after reading the first draft, though he died three years before the book was finally published. Escoffier is often referred to as the “king of cooks and the cook of kings”. I like it! by avjewe Tue Sep 17 2002 at 18:08:45 The World Authority The Encyclopedia of Food, Wine and Cookery Prosper Montagné introduction by A. Escoffier and Ph. Gilbert Charlotte Turgeon and Nina Froud 1000 Illustrations Including many in full color Copyright 1961 by Crown Publishers Inc. Library of Congress Catalogue Card Number: 61-15788 from the book jacket : This is the internationally famous bible of cooking, the encyclopedia-cookbook which, because of its 8,500 recipes and the full information it gives on all culinary matters, has been accepted as the world authority. Ask any chef, ask any cooking expert. You will find a copy of Larousse Gastronomique in the kitchen of any superior restaurant anywhere in the world. It is a prized possession of every gourmet who knows French. But until now it has been available only in the French language. Because of the complexities of variations in terms and measurements, it has never before been translated into English. Now, after three years of intensive work by a staff of twenty experts headed by two famous editors, it has been converted for American usage. Larousse Gastronomique contains in its 1,100 large pages 8,500 recipes from all over the world and 1,000 illustrations, many in full color. Also, there are descriptions of cooking processes; full details about all foods, their nature and quality, and how to cure, treat, and preserve them; the history of food and cooking; articles on table service, banquets, food values, and diet -- in fact, just about every topic of culinary interest is covered. Though Larousse Gastronomique is the prime reference book of chefs, gourmets, and experts, it is equally useful and convenient for the home cook. All recipes except for banquet specialties are on a small-group basis, stated in simple terms for convenience in the home For this American edition, all entries have been brought up to date, notably in the articles on the preservation of food. Entries are in alphabetical order and are fully cross-referenced under both English and French names. The illustrations in color, black-and-white photographs, and line drawings, many of which were made expressly for the American edition, show not only the appearance of the cooked dish but in many cases the intermediate steps of preparation as well. In Larousse Gastronomique you will find clear information on almost any culinary subject, an excellent recipe for almost any dish you may want. All in all, it is a champion book, the number-one cookery book for anyone who cares about good food and the fine art of preparing it. Crown Publishers, Inc. New York 16, N.Y. printed in the U.S.A. Tragically, the copyright on this work was indeed renewed in 1989 (28 years after the original copyright), and therefore it won't be out of copyright until the year 2056 (95 years after the original copyright). Every entry cries out to be noded, but it cries in vain. Entries noded under fair use : others as I fail to resist This book was on the shelf in the house where I grew up. I remember it clearly, because it has a distinctive spine; however, I do not remember it ever being opened. The copy I own is a different one, which I bought used in 1992 or thereabouts. It has a sticker inside the front cover saying ex libris Joseph P. Kaczorowski : Joe, whoever you are, I've got your book. I've always wanted a copy of the mythical Gastronomicon. This is as close as I'm likely to get. by elaine Wed Sep 18 2002 at 4:02:45 I'm pleased to say that the 1988 English translation of 1985 French Larousse has no mention of cat as a comestible. It is a wonderful and exhaustively complete reference to (cat free) cooking. The recipes are not recorded in instructive detail, as such it is not the place to learn the fundamental or advanced techniques of cooking. (Consider Mastering the Art of French Cooking volumes I and II by Julia Child. Again, there is no mention of cat or chat. Cast iron is followed by catalane, chasseur by chateau. No cat. I'm glad, I like my Larousse, I would not want to have to toss it. Georges Auguste Escoffier Gastronomicon tartare sauce nouvelle cuisine Stuffed Tomatoes with Herbs and Mushrooms Prosper Montagne British food seaweeds Michelin restaurant rating Soubise sauce sauté Two Nightshades in a Sherry Reduction Bellota-Bellota

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Nonfiction Monday: Pet Rabbits Up Close by Jeni Wittrock This is one of five titles in the "Pet __ up close" series, part of the Pebble Plus family from Capstone. In the past, I've really not liked these titles - too expensive for the extremely limited amount of text, uninspired photographs, etc. but they're offering new titles and what looks like a makeover of the covers, so I thought I'd give it another chance. This title keeps the same oversized rectangle layout, but has a more colorful, attractive cover. There is a note to parents and teachers that this supports various curriculum standards and a table of contents before the book begins. The first chunk of text introduces the reader to rabbits and explains that this book will examine their different body parts. Each spread features a different part of the rabbit with a caption and an average of 3 sentences on the left, in a bold, large font. On the right is a large color photograph, which is spread across the gutter and bordered with a blue and white design. The subjects include ears, eyes, nose, teeth, whiskers, feet, fur, and tails. Tails doesn't quite fit in with the rest of the pages, since all the other ones focus on how the body part helps the rabbit survive and thrive and tails just says "Short, round, and fluffy, bunnies' tails never get in their way." The back matter includes a short glossary, 3 titles for further reading (one of which must be an error because it's about cats) and a link to Capstone's curated websites, FactHound. There is also a short index. Verdict: Still not impressed. I don't like the way the photographs are split across the gutter. I like the new ABDO titles better - they seem aimed at a more picture book audience while these are still being pushed as easy readers although the layout is all wrong for that age group. Easy readers should be vertical rectangles, everyone knows that! I can see that these would be useful in a curriculum context, but I can't justify the cost of these and the paperbacks are too flimsy. If it's a subject I really need and these are the only option I'll go with them, but there are plenty of better books about pets. ISBN: 9781491405840; Published 2015 by Pebble Plus/Capstone; Borrowed from another library in my consortium easy nonfiction,

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Unions necessary on campus Letter to the Editor | Tuesday, September 30, 2008 On Sept. 2, a group of one hundred students, workers, faculty and community members gathered at Notre Dame to celebrate the labor rights enumerated in the Universal Declaration of Human Rights (UDHR). While UDHR is cause for celebration, the speeches at this event offered a critical eye, demanding a collective voice for Notre Dame’s workers. Last May, a need for this voice became obvious when three building service workers presented a petition to Staff Advisory Council, signed by 216 workers around campus, and were told that they needed 2000 for the petition to mean anything. The subject of the petition was a vacation policy, changed several years ago without meaningful consultation with the workers whom it affects. The petition called for a new policy that would make it easier for workers to plan their vacations: a simple request, rejected flatly. No existing body on campus represents the concerns of workers. How, then, can labor rights be achieved? UDHR offers some guidance in Article 23(4): “Everyone has the right to form and join trade unions for the protection of his interests.” Catholic Social Tradition unambiguously supports trade unions. For example, Pope John Paul II, in Laborem Exercens (20), calls trade unions an “indispensable elements of social life”. In the past, Notre Dame has claimed to uphold this right, while arguing that unions are unnecessary. On April 20, 2006, John Affleck-Graves, the Executive Vice President, said, “there is nothing a union can accomplish for them that cannot be accomplished through an open and honest relationship such as has traditionally prevailed between the University and its employees.” The vacation policy issue demonstrates that this relationship is neither open nor honest. The University’s handling of this issue is emblematic of its suppression of a movement that has been fighting, issue by issue, for over three years now, to address working conditions. Unions are necessary at Notre Dame to realize these goals: to provide all its workers with just wages, fair treatment, and most importantly, a collective voice. Nick Krafft Stanford Hall Unions a necessity For decades, collective bargaining has been one of the most basic tools that workers... Forum finds role for unions in economy America’s need for unions Unions provide a voice

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Guided Tours & Workshops About the ZKM Institutes & Departments ZKM as Event Location Museum and Exhibition Technical Services Institute for Music and Acoustics Institute for Visual Media Institute for Media, Education and Economics Laboratory for AntiquatedVideo Systems ZKM Apps Online Brochures Press Press Download Media Cooperations : ZKM :: Projects :: youtubeplay: zur deutschen Version A Biennial of Creative Video → youtube.com/play YouTube Play. A Biennial of Creative Video aims to discover and showcase the most exceptional talent working in the ever-expanding realm of online video. Developed by YouTube and the Guggenheim Museum in collaboration with HP, YouTube Play hopes to attract innovative, original, and surprising videos from around the world, regardless of genre, technique, background, or budget. As an affiliate, the ZKM is participating in this project, together with roundabout 25 cultural and educational institutions from 12 countries. This global online initiative is not a search for what's "now," but a search for what's next. Visit youtube.com/play to learn more and submit a video. Submission deadline: July 31st, 2010. About YouTube Play In the last two decades, there has been a paradigm shift in visual culture. The moving image has been fully absorbed into critical contemporary-art practices, and now we are witnessing the power of the Internet to catalyze and disseminate new forms of digital media, including online video. With video now available for anyone to produce and watch, almost anytime and anywhere—be it on cell phones, digital cameras, computers, or tablets—it has become the medium of choice for many aspiring artists. YouTube Play will recognize the current effect of new technologies on creativity by showcasing exceptional talent working in the ever-expanding realm of digital media. It is the goal of YouTube Play to reach the widest possible audience, inviting each and every individual with access to the Internet to submit a video for consideration. The end result will hopefully be the ultimate YouTube playlist: a selection of the most unique, innovative, groundbreaking video work being created and distributed online during the past two years. How to Participate Now through July 31, 2010, participants are invited to submit new or existing videos created within the last two years at youtube.com/play. Submissions may include any form of creative video, including animation, motion graphics, narrative, non-narrative, or documentary work, music videos, and entirely new art forms. Selection Process After the submission period closes, the Guggenheim Museum will identify up to 200 videos for online viewing at youtube.com/play. From this group, up to 20 videos will be selected by a jury of experts, comprised of distinguished artists, filmmakers, graphic designers, and musicians, to be presented at the Guggenheim Museum in New York during a special event on October 21, 2010, on view to the public October 22–24, with simultaneous presentations at the Guggenheim museums in Berlin, Bilbao, and Venice. For more information please visit youtube.com/play

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This webpage reproduces the Introduction to Isis and Osiris published in Vol. V Loeb Classical Library edition, This page has been carefully proofread and I believe it to be free of errors. If you find a mistake though, please let me know! (Vol. V) Plutarch, Moralia Translator's Introduction Plutarch's knowledge of Egyptology was not profound. It is true that he once visited Egypt,1 but how long he stayed and how much he learned we have no means of knowing. It is most likely that his treatise represents the knowledge current in his day, derived, no doubt, from two sources: books and priests. The gods of Egypt had early found a welcome in other lands, in Syria and Asia Minor, and later in Greece and Rome. That the worship of Isis had been introduced into Greece before 330 B.C. is certain from an inscription found in the Peiraeus (I.G. II.1 168, or II.2 337; Dittenberger, Sylloge3, 280, or 5512), in which the merchants from Citium ask permission to found a shrine of Aphrodite on the same terms as those on which the Egyptians had founded a shrine of Isis. In Delos there was a shrine of the Egyptian gods, and in Plutarch's own town they must have been honoured, for there have been found two dedications to Serapis, Isis, and Anubis,2 as well as numerous inscriptions recording the manumission of slaves, which in Greece was commonly accomplished by dedicating them to a god, who, in these inscriptions, is Serapis (Sarapis). An idea of the widespread p4worship of Egyptian gods in Greek lands may be obtained from Roscher, Ausführliches Lexikon der griechischen und römischen Mythologie, vol. II pp379‑92, where the cults of Isis are listed. Another source of information available to Plutarch was books. Herodotus in the fifth century B.C. had visited Egypt, and he devoted a large part of the second book of his History to the manners and customs of the Egyptians. Plutarch, however, draws but little from him. Some of the information that Plutarch gives us may be found also in Diodorus Siculus, principally in the first book, but a little also in the second. Aelian and, to a less extent, other writers mentioned in the notes on the text, have isolated fragments of information which usually agree with Plutarch and Diodorus. All this points to the existence of one or more books, now lost, which contained this information, possibly in a systematic form. As a result, Plutarch has many things right and some wrong. Those who are interested in these matters may consult Erman-Grapow, Wörterbuch der ägyptischen Sprache (Leipzig, 1925‑1929), and G. Parthey's edition of the Isis and Osiris (Berlin, 1850). One matter which will seem very unscientific to the modern reader is Plutarch's attempts to explain the derivation of various words, especially his attempt to derive Egyptian words for Greek roots; but in this respect he sins no more than Plato, who has given us some most atrocious derivations of Greek words, especially in the Cratylus; nor is it more disastrous than Herodotus's industrious attempts (in Book II) to derive all manner of Greek customs, ritual, and theology from Egypt. In spite of minor errors contained in the Isis and p5Osiris, no other work by a Greek writer is more frequently referred to by Egyptologists except, possibly, Herodotus. Connected information may, of course, be found in histories of Egypt, such as those of Breasted and Baikie.3 The work is dedicated to Clea, a cultured and intelligent woman, priestess at Delphi, to whom Plutarch dedicated also his book on the Bravery of Women (Moralia, 242E-263C, contained in vol. III of L. C. L. pp473‑581). It is, no doubt, owing to this that the author, after he has unburdened himself of his information on Egyptology, goes on to make some very sane remarks on the subject of religion and the proper attitude in which to approach it. This part of the essay ranks with the best of Plutarch's writing. The MS. tradition of the essay is bad, as may be seen from the variations found in the few passages quoted by later writers such as Eusebius and Stobaeus; yet much has been done by acute scholars to make the text more intelligible. It may not be invidious to mention among those who have made special contributions to the study of this work W. Baxter, who translated it (1684), and S. Squire, who edited it (1744). Many other names will be found in the critical notes. The essay is No. 118 in Lamprias's list of Plutarch's works, where the title is given as an account of Isis and Serapis. The Editor's Notes: Moralia, 678C. Cf. Collitz, Sammlung der griechischen Dialektinschriften, vol. I pp149‑155. All the Greek and Roman sources for the religion of the Egyptians will be found conveniently collected in Hopfner, Fontes Historiae Religionis Aegyptiacae, Parts I. and II. (Bonn, 1922‑1923). Isis & Osiris

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/ Research / A winning illustration of corruption that Canadians can understand A winning illustration of corruption that Canadians can understand Posted on Wednesday, April 10, 2013 Xenia Kurguzova will head to Victoria this summer to present her work with the other winners of the SSHRC competition. / Photo courtesy of Xenia Kurguzova. Grad student Xenia Kurguzova wins SSHRC prize for visual depiction of research By Tamarah Feder Earlier this year, the Social Sciences and Humanities Research Council (SSHRC) launched Research for a Better Life: The Storytellers, a competition encouraging Canadian post-secondary students to find innovative ways of communicating how funded research projects about people, behaviour, human thought and culture are beneficial to Canadians – and beyond. The SSHRC rules? “Make it creative, compelling and clear.” The prize? $3,000 and the chance to compete for a featured presentation at the next World Social Sciences Forum. This was a challenge Faculty of Education student Xenia Kurguzova could not resist. As a graduate student at the Faculty’s School of Information Studies, finding ways to manage, simplify and deliver challenging data is what she does. The competition presented an ideal opportunity to draw on a McGill-based research project to showcase a combination of her theoretical education and creativity. The competition also appealed to Kurguzova because of her focus in digital humanities, which she describes as “interdisciplinary studies that wed social science and humanities with the newest technological tools that allow us to go deeper into research and do, among many things, text mining and data visualization.” While other competitors chose to represent their own research, Kurguzova chose to make the most of her expertise to benefit someone else. “It made sense to apply my training in translating someone else’s research into a format that could allow someone to immediately take in the subject matter and, perhaps, pique their interest into learning more,” she explained. She delved into current SSHRC-funded research projects taking place at McGill, and was immediately drawn to the work of political science Professor Maria Popova that examines how the judiciary addresses the prosecution of high-level political corruption in Eastern Europe. Making funded research relevant to Canadians is an important aspect of the competition. “It’s interesting to examine our perceptions of corruption when it happens elsewhere, but it’s taking place right here – in Quebec. The challenge for me was to make a link between how these seemingly ephemeral projects are beneficial to us all. This is taxpayer’s money, so I wanted to show how Professor Popova’s work ties in to Quebec and Canada,” said Kurzugova. From Popova’s perspective, learning how political corruption gets prosecuted in Eastern Europe is “extremely relevant for Quebec – and elsewhere. The theoretical conclusions drawn in my research will help us have a better grasp of the conditions under which the judiciary works to curb corruption – or avoids tackling it.” She makes the case that we could learn a lesson from a region comprised of so-called new democracies, arguing “More may be going on to address political corruption in Eastern Europe than right here in Quebec.” In addition to the challenge of identifying the research project she wanted to convey, Kurzugova has to quickly absorb the material well enough to condense it into a visual representation. That required her to take on a self-taught crash course on locating and learning open source info-graphic software. She also had to meet the strict requirements of communicating thousands of words and hours of research into no more than 300 well-placed, visually appealing words that get to the heart of the matter, without “dumbing down” the subject matter. Entering unchartered territory and finding her way quickly is not new to Kurguzova, who came on her own to Canada from Russia just 11 years ago. Xenia Kurguzova's winning entry. Landing in Trois-Rivières, she learned French by immersing herself into life there and earning a Bachelor’s in Quebec History followed by a Master’s in History, before coming to McGill for her second Master’s, this time in Library and Information Studies. That desire to understand the complicated has been paying off. Kurguzova’s final – and winning – entry in the SSHRC competition is a concise series of easy-to-follow images and carefully chosen words that draw the viewer into Popova’s research and its value, long-term goals, and the beneficiaries. Popova appreciates incorporating a visual approach in relaying complex research to lay and academic audiences, “It’s a very useful medium, and it’s probably the future of how we will be presenting a lot of our research in the social sciences. It can be even more helpful once I have concrete results.” But in the meantime, she’s keen to put Kurguzova’s info-graphic to immediate use by using it to recruit research assistants and posting it to the research project’s public website so that anyone can learn more about the research. Kurguzova heads to Victoria this summer to present her work with the other winners from across Canada, and to compete for a chance to address an international audience of social science academics this October in Montreal. So, from now until then, she’s focusing on her presentation skills. However things turn out over the next while, Kurguzova feels she has come out on top by taking on a tough task in short time, and learning an invaluable amount that will serve her longer-term academic goals. Category: Research

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SA SCHOOLS | SCHOOL PROFILES Daniël Pienaar of Uitenhage is the oldest technical school in South Africa - a big school of great achievement, and the achievements include rugby football. Uitenhage takes its name from the Batavian governor Jacob Abraham Uitenhage de Mist who was responsible for the founding of the town, now touted as a garden town but also an important part of Eastern Cape industry as the centre of the motor business. Uitenhage is about 25 km north of Port Elizabeth at the foothills of the Winterhoek Mountains, an important railway centre now but especially in the days when the railways held greater importance. Situated on the Swartkops River, it is not far from the sea and not far from the Addo Elephant park with the densest elephant population in the world. Hoer Tegniese Skool Daniël Pienaar is the oldest technical school in South Africa and has hits roots back in 1893 when Dr Andrew Murray of the NG Kerk proposed the founding of a trade school to educate "poor whites". Dominee DJ Pienaar of Uitenhage thought it a good idea., bought ground on the banks of the Swartkops and opened the school in 1895. It was then called Uitenhage Trade Skool which offered classes, mostly taken by the first principal F Doëge, in shoemaking, wagon building, welding and clothes making. The medium of instruction was English. In 1917 the school went dual medium In 1915 the school acquired new buildings and expanded the next year to include a boarding hostel for 120 boys. In 1945 it acquired new buildings and more land for sportsfields. In 1969 it was rebuilt on its present site. In 1975 there were again new buildings and again in 1995, the centenary year. In 1922 the school became a high school, changed its name to HTS Daniël Pienaar THS in 1956 in honour of its founder and in 1959 had its first matriculants. In 2000 an Old Boys' Union was formed. The school now has 970 pupils of whom 27 are girls. Daniël Pienaar has 18 teams - four Under-14, four Under-15, three Under-16 and seven Under-19 teams. The first team coach for the last 14 years is Moolman Olivier.

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New teachers approved for ARL Mar 19, 2008 | 1269 views | 0 | 35 | | Albert R. Lyman Middle School in Blanding will be getting more instructors as the result of board action at the March 12 meeting of the San Juan School board.By a 4-1 vote, the school board lowered the student teacher ratio at the school from 22:1 to 20:1. Under current enrollment figures, the change will increase the number of teachers at the school by 1.2.The northern high schools have a 20:1 ratio and southern high schools at 18:1. Area elementary schools have a higher student teacher ratio, with southern schools set roughly at 20:1 and northern schools at 22:1.“Since I have been on the board, I have never understood why ARL had a different student teacher ratio than the other secondary schools,” said board president Merri Shumway.The Blanding school is the only middle school in the sprawling district. Seventh and eighth grade students in Monticello, Montezuma Creek and Monument Valley attend classes at the local high schools.While requesting that the change be made at ARL, Principal Chas DeWitt explained that 76 percent of the core classes at ARL are larger than the 22:1 student teacher ratio. He added that a change in the student teacher ratio, in addition to other curriculum adjustments, will allow ARL to drop the number of core class that are too large from 76 percent to 35 percent.Using the ARL criteria, 75 percent of middle school-age classes in Monticello are too large, 70 percent in Monument Valley and 40 percent in Montezuma Creek.In addition, the change will allow ARL to establish the only middle school honors courses in the district, in addition to adding a number of additional non-core classes, such as character ed, math and study skills and an additional journalism course. ARL already offers nearly a dozen non-core classes that are not available to middle school age students in other areas of the district.“I look at these non-core classes at ARL and begin salivating for my seventh and eighth graders (in Monticello)” said board member Bill Boyle, who opposed the action. “I would love for them to have these types of opportunities.”“If people really want their kids to have these types of opportunities, you come to school in Blanding,” said Shumway.After nearly running out of cash reserves in 1994, the school board set rigid student teacher ratios. Retaining fiscal discipline by sticking to the ratios has helped put the school district in a stronger financial position.In other actions at the March 12 board meeting, the board spent several hours in a painstaking process to determine how to handle budget cuts caused by the possible loss of a number of federal grants, including at-risk and heritage language programs.In other school matters, the school district has removed the controversial book Thick from the Young Adult Choices (YAC) program in the San Juan High School library. San Juan Record writer Terri Winder expressed her concerns about the book, which has elicited a storm of controversy.School supervisor Ron Nielson reports that a committee set up to review the YAC books found that it was not appropriate for use in the school library. The school district instituted a review process for the YAC books after a parent complaint in 2007. There will be no new books coming to the school district through the current YAC program.

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Skip to Site Search Skip to Utility Nav Skip to Top Nav Skip to Content . Search Directories NewsNews Releases2016UNG to host game design workshop UNG to host game design workshop (June 10, 2016) - On June 20, dozens of students from fifth through 12th grades will converge at the University of North Georgia's (UNG) Dahlonega Campus to see if they can take their love of video games to the next level in a workshop teaching video game design. "This workshop will teach students the basic steps of coding," said Dr. Joshua Cuevas, an assistant professor of education at UNG who helped organize the workshop. "Students, particularly middle school students, spend a great deal of time on personal devices and social media, and we want to provide them with a more productive outlet — in this case, the National STEM Video Game Challenge. After this workshop, they will be able to go online and work on these games while building math and science skills, helping academic learning transcend the school walls into their home and social networks." There are still some slots open for the workshop, which is free and open to all students in grades 5-12: to register, parents and students can visit https://www.eventbrite.com/e/national-stem-video-game-design-workshop-tickets-25689617337#tickets. The workshop is sponsored by the national Institute of Museum & Library Sciences and will be led by game industry professionals from E-Line Media and the Joan Ganz Cooney Center at Sesame Workshop, also presenters of the National STEM Video Game Challenge. The workshop will be co-facilitated by Mote Ed, LLC, a local company that provides support for innovational educational experiences. "We hope this workshop will further stimulate interest in students wishing to pursue technological pathways both at the middle school and high school level," said Chris Froggatt, principal of Lumpkin County Middle School. "Last year, we added a series of connections classes that allow students to experiment with coding, robotics and other branches of technology. They can take a different class each year in middle school with the ultimate goal of providing a foundation in computer programming and hands-on applications. This foundation will encourage more students to select technological pathways in high school and broaden general interest in technology and its applications." The event also falls during the National Week of Making, an initiative from The White House that invites "libraries, museums, rec centers, schools, universities and community spaces to support and grow the number of our citizen-makers by hosting events, committing to take action, and highlighting new innovations." The initiative encourages events that celebrate ingenuity and inspire creative problem-solving. According to Cuevas, ingenuity will be a major theme of the workshop, which aims to interest students in coding through a medium that they find enjoyable — video games. He added that students from rural areas often do not get opportunities like this, and that part of the longer-term vision for this event is to keep the students engaged over the summer and encourage coding during the next school year as part of a STEAM (Science, Technology, Engineering, Art and Mathematics) program. The immediate goal is to get students interested in the national challenge and help them submit their final projects by the August 15 deadline. "This collaborative effort has resulted in the first National STEM Video Game Challenge workshop to be held in Georgia," said Chad Mote, founder of Mote Ed, who helped bring the workshop to north Georgia. "This level of support illustrates the tremendous interest of the people at these organizations to bring educational innovation to young people and their community, and the event will highlight the benefits that video game making through computer programming and design principles offer young people. Historically, students from rural areas in our state have not been exposed to these types of events." The workshop will be held on Monday, June 20 from 3-5:30 p.m. in the Library Technology Center on UNG's Dahlonega Campus. Michael MarshallCommunications [email protected] Tweets by @UNG_News

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Hundreds of Complete Science Fair Projects for Students Search Browse Links From-our-Editor Books Help Tell-a-Friend Encyclopedia Copyright (c) 2004 All Science Fair Projects.com Any of the trademarks, service marks, or any other intellectual property or rights used or cited in the content of this website, including the Encyclopedia section, are the property of their respective owners. For the Encyclopedia in particular, this means that you cannot use these rights, other than for the same or a similar use as contemplated by the original authors of these articles under the GFDL licensing scheme. The content of each page in our Encyclopedia section originates from a corresponding webpage at Wikipedia.org and is licensed for use under the terms of the GNU Free Documentation Licence. The source webpage can be accessed by going to http://en.wikipedia.org/wiki/[heading of the relevant encyclopedia page]. 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-- Main Menu --AboutThesisComment PolicyContactArrant Pedantry Store Dec9 Tags: Allan Metcalf, decimate, Jan Freeman, John E. McIntyre, language change Recently, John McIntyre posted a video in which he defended the unetymological use of decimate to the Baltimore Sun’s Facebook page. When he shared it to his own Facebook page, a lively discussion ensued, including this comment: Putting aside all the straw men, the ad absurdums, the ad hominems and the just plain sillies, answer me two questions: 1. Why are we so determined that decimate, having once changed its meaning to a significant portion of the population, must be used to mean obliterate and must never be allowed to change again? 2. Is your defence of the status quo on the word not at odds with your determination that it is a living language? 3. If the word were to have been invented yesterday, do you really think “destroy” is the best meaning for it? …three questions! Putting aside all the straw men in these questions themselves, let’s get at what he’s really asking, which is, “If decimate changed once before from ‘reduce by one-tenth’ to ‘reduce drastically’, why can’t it change again to the better, more etymological meaning?” I’ve seen variations on this question pop up multiple times over the last few years when traditional rules have been challenged or debunked. It seems that the notions that language changes and that such change is normal have become accepted by many people, but some of those people then turn around and ask, “So if language changes, why can’t change it in the way I want?” For example, some may recognize that the that/which distinction is an invention that’s being forced on the language, but they may believe that this is a good change that increases clarity. On the surface, this seems like a reasonable question. If language is arbitrary and changeable, why can’t we all just decide to change it in a positive way? After all, this is essentially the rationale behind the movements that advocate bias-free or plain language. But whereas those movements are motivated by social or cognitive science and have measurable benefits, this argument in favor of old prescriptive rules is just a case of motivated reasoning. The bias-free and plain language movements are based on the premises that people deserve to be treated equally and that language should be accessible to its audience. Arguing that decimated really should mean “reduced by one-tenth” is based on a desire to hang on to rules that one was taught in one’s youth. It’s an entirely post hoc rationale, because it’s only employed to defend bad rules, not to determine the best meaning for or use of every word. For example, if we really thought that narrower etymological senses were always better, shouldn’t we insist that cupboard only be used to refer to a board on which one places cups? This argument is based in part on a misunderstanding of what the descriptivist/prescriptivist debate is all about. Nobody is insisting that decimate must mean “obliterate”, only observing that it is used in the broader sense far more often than the narrower etymological sense. Likewise, no one is insisting that the word must never be allowed to change again, only noting that it is unlikely that the “destroy one-tenth” sense will ever be the dominant sense. Arguing against a particular prescription is not the same as making the opposite prescription. But perhaps more importantly, this argument is based on a fundamental misunderstanding of how language change works. As Allan Metcalf said in a recent Lingua Franca post, “It seems a basic principle of language that if an expression is widely used, that must be because it is widely useful. People wouldn’t use a word if they didn’t find it useful.” And as Jan Freeman has said, “we don’t especially need a term that means ‘kill one in 10.’” That is, the “destroy one-tenth” sense is not dominant precisely because it is not useful. The language changed when people began using the word in a more useful way, or to put it more accurately, people changed the language by using the word in a more useful way. You can try to persuade them to change back by arguing that the narrow meaning is better, but this argument hasn’t gotten much traction in the 250 years since people started complaining about the broader sense. (The broader sense, unsurprisingly, dates back to the mid-1600s, meaning that English speakers were using it for a full two centuries before someone decided to be bothered by it.) But even if you succeed, all you’ll really accomplish is driving decimate out of use altogether. Just remember that death is also a kind of change. Share This PostClick to share on Twitter (Opens in new window)Click to share on Facebook (Opens in new window)Click to share on Google+ (Opens in new window)Click to share on Pinterest (Opens in new window)Click to share on LinkedIn (Opens in new window)Click to share on Tumblr (Opens in new window)Click to share on Reddit (Opens in new window)Click to email this to a friend (Opens in new window)Like this:Like Loading... Jun10 Do Usage Debates Make You Nauseous? Tags: ambiguity, Bryan Garner, Chicago Manual of Style, COCA, Kory Stamper, Merriam-Webster, nauseous Several days ago, the Twitter account for the Chicago Manual of Style tweeted, “If you’re feeling sick, use nauseated rather than nauseous. Despite common usage, whatever is nauseous induces nausea.” The relevant entry in Chicago reads, Whatever is nauseous induces a feeling of nausea—it makes us feel sick to our stomachs. To feel sick is to be nauseated. The use of nauseous to mean nauseated may be too common to be called error anymore, but strictly speaking it is poor usage. Because of the ambiguity of nauseous, the wisest course may be to stick to the participial adjectives nauseated and nauseating. Though it seems like a straightforward usage tip, it’s based on some dubious motives and one rather strange assumption about language. It’s true that nauseous once meant causing nausea and that it has more recently acquired the sense of having nausea, but causing nausea wasn’t even the word’s original meaning in English. The word was first recorded in the early 17th century in the sense of inclined to nausea or squeamish. So you were nauseous not if you felt sick at the moment but if you had a sensitive stomach. This sense became obsolete in the late 17th century, supplanted by the causing nausea sense. The latter sense is the one that purists cling to, but it too is going obsolete. I searched for nauseous in the Corpus of Contemporary American English and looked at the first 100 hits. Of those 100 hits, only one was used in the sense of causing nausea: “the nauseous tints and tinges of corruption.” The rest were all clearly used in the sense of having nausea—“I was nauseous” and “it might make you feel a little nauseous” and so on. Context is key: when nauseous is used with people, it means that they feel sick, but when it’s used with things, it means they’re sickening. And anyway, if nauseous is ambiguous, then every word with multiple meanings is ambiguous, including the word word, which has eleven main definitions as a noun in Merriam-Webster’s Collegiate. So where’s this ambiguity that Chicago warns of? The answer is that there really isn’t any. In this case it’s nothing more than a red herring. Perhaps it’s possible to concoct a sentence that, lacking sufficient context, is truly ambiguous. But the corpus search shows that it just isn’t a problem, and thus fear of ambiguity can’t be the real reason for avoiding nauseous. Warnings of ambiguity are often used not to call attention to a real problem but to signal that a word has at least two senses or uses and that the author does not like one of them. Bryan Garner (the author of the above entry from Chicago), in his Modern American Usage, frequently warns of such “skunked” words and usually recommends avoiding them altogether. This may seem like sensible advice, but it seems to me to be motivated by a sense of jealousy—if the word can’t mean what the advice-giver wants it to mean, then no one can use it. But the truly strange assumption is that words have meaning that is somehow independent of their usage. If 99 percent of the population uses nauseous in the sense of having nausea, then who’s to say that they’re wrong? Who has the authority to declare this sense “poor usage”? And yet Garner says, rather unequivocally, “Whatever is nauseous induces a feeling of nausea.” How does he know this is what nauseous means? It’s not as if there is some platonic form of words, some objective true meaning from which a word must never stray. After all, language changes, and an earlier form is not necessarily better or truer than a newer one. As Merriam-Webster editor Kory Stamper recently pointed out on Twitter, stew once meant “whorehouse”, and this sense dates to the 1300s. The food sense arose four hundred years later, in the 1700s. Is this poor usage because it’s a relative upstart supplanting an older established sense? Of course not. People stopped using nauseous to mean “inclined to nausea” several hundred years ago, and so it no longer means that. Similarly, most people no longer use nauseous to mean “causing nausea”, and so that meaning is waning. In another hundred years, it may be gone altogether. For now, it hangs on, but this doesn’t mean that the newer and overwhelmingly more common sense is poor usage. The new sense is only poor usage inasmuch as someone says it is. In other words, it all comes down to someone’s opinion. As I’ve said before, pronouncements on usage that are based simply on someone’s opinion are ultimately unreliable, and any standard that doesn’t take into account near-universal usage by educated speakers in edited writing is doomed to irrelevance. So go ahead and use nauseous. The “having nausea” sense is now thoroughly established, and it seems silly to avoid a perfectly good word just because a few peevers dislike it. Even if you stick to the more traditional “causing nausea” sense, you’re unlikely to confuse anyone, because context will make the meaning clear. Just be careful about people who make unsupported claims about language. Over Has Always Meant More Than. Get Over it. Tags: ACES, AP Stylebook, Grammar Girl, Mashable, Mignon Fogarty, more than, mumpsimus, over, Peter Sokolowski, shibboleth Last month, at the yearly conference of the American Copy Editors Society, the editors of the AP Stylebook announced that over in the sense of more than was now acceptable. For decades, newspaper copy editors had been changing constructions like over three hundred people to more than three hundred people; now, with a word from AP’s top editors, that rule was being abandoned. According to Merriam-Webster editor Peter Sokolowski, who was in attendance, the announcement was met with gasps. Editors quickly took to Twitter and to blogs to express their approval or dismay. Some saw it as part of the dumbing-down of the language or as a tacit admission that newspapers no longer have the resources to maintain their standards. Others saw it as the banishment of a baseless superstition that has wasted copy editors’ time without improving the text. The argument had been that over must refer to spatial relationships and that numerical relationships must use more than. But nobody objects to other figurative uses of over, such as over the weekend or get over it or in over your head or what’s come over you? The rule forbidding the use of over to mean more than was first codified in the 1800s, but over can be found in this sense going back a thousand years or more, in some of the earliest documents written in English. Not only that, but parallel uses can be found in other Germanic languages, including German, Dutch, and Swedish. (Despite all its borrowings from French, Latin, and elsewhere, English is considered a Germanic language.) There’s nothing wrong with the German Kinder über 14 Jahre (children over 14 years) (to borrow an example from the Collins German-English Dictionary) or the Swedish Över femhundra kom (over five hundred came). This means that this use of over actually predates English and must have been inherited from the common ancestor of all the Germanic languages, Proto-Germanic, some two thousand years ago. Mignon Fogarty, aka Grammar Girl, wrote that “no rationale exists for the ‘over can’t mean more than’ rule.” And in a post on the Merriam-Webster Unabridged blog, Sokolowski gave his own debunking, concluding that “we just don’t need artificial rules that do not promote the goal of clarity.” But none of this was good enough for some people. AP’s announcement caused a rift in the editing staff at Mashable, who debated the rule on the lifestyle blog. Alex Hazlett argued that the rule “was an arbitrary style decision that had nothing to do with grammar, defensible only by that rationale of last resort: tradition.” Megan Hess, though, took an emotional and hyperbolic tack, claiming that following rules like this prevents the world from slipping into “a Lord of the Flies-esque dystopia.” From there her argument quickly becomes circular: “The distinction is one that distinguishes clean, precise language and attention to detail — and serves as a hallmark of a proper journalism training.” In other words, editors should follow the rule because they’ve been trained to follow the rule, and the rule is simply a mark of clean copy. And how do you know the copy is clean? Because it follows rules like this. As Sokolowski says, this is nothing more than a shibboleth—the distinction serves no purpose other than to distinguish those in the know from everyone else. It’s also a perfect example of a mumpsimus. The story goes that an illiterate priest in the Middle Ages had learned to recite the Latin Eucharist wrong: instead of sumpsimus (Latin for “we have taken”), he said mumpsimus, which is not a Latin word at all. When someone finally told him that he’d been saying it wrong and that it should be sumpsimus, he responded that he would not trade his old mumpsimus for this person’s new sumpsimus. He didn’t just refuse to change—he refused to recognize that he was wrong and had always been wrong. But so what if everyone’s been using over this way for longer than the English language has existed? Just because everyone does it doesn’t mean it’s right, right? Well, technically, yes, but let’s flip the question around: what makes it wrong to use over to mean more than? The fact that the over-haters have had such an emotional reaction is telling. It’s surprisingly easy to talk yourself into hating a particular word or phrase and to start judging everyone who allegedly misuses it. And once you’ve developed a visceral reaction to a perceived misuse, it’s hard to be persuaded that your feelings aren’t justified. We editors take a lot of pride in our attention to language—which usually means our attention to the usage and grammar rules that we’ve been taught—so it can seem like a personal affront to be told that we were wrong and have always been wrong. Not only that, but it can shake our faith in other rules. If we were wrong about this, what else might we have been wrong about? But perhaps rather than priding ourselves on following the rules, we should pride ourselves on mastering them, which means learning how to tell the good rules from the bad. Learning that you were wrong simply means that now you’re right, and that can only be a good thing. Update: Parallel uses can also be found in cognates of over in other Indo-European languages. For instance, the Latin super could mean both “above” and “more than”, and so could the Ancient Greek ὑπέρ, or hyper. It’s possible that the development of sense from “above” to “more than” happened independently in Latin, Ancient Greek, and Proto-Germanic, but at the very least we can say that this sort of metaphorical extension of sense is very common and very old. There are no logical grounds for objecting to it. I also created this helpful (and slightly snarky) timeline of the usage of over and its etymons in English and its ancestor languages. Now on Visual Thesaurus: “Electrocution: A Shocking Misuse?” Tags: electrocute, electrocution, Visual Thesaurus I have a new post up on Visual Thesaurus about the use, misuse, and history of the word electrocute. Some usage commentators today insist that it be used only to refer to death by electric shock; that is, you can’t say you’ve been electrocuted if you lived to tell the tale. But the history, unsurprisingly, is more complicated: there have been disputes about the word since its birth. As always, the article is for subscribers only, but a subscription costs a paltry $2.95 a month or $19.95 (and would make a great gift for the word lover in your life). Check it out. Yes, Irregardless Is a Word Category: Sociolinguistics, Usage, Words Tags: Huffington Post, irregardless, metacommunication, sociolinguistics, Standard English My last post, “12 Mistakes Nearly Everyone Who Writes about Grammar Mistakes Makes”, drew a lot of comments, some supportive and some critical. But no point drew as much ire as my claim that irregardless is a word. Some stated flatly, “Irregardless is not a word.” One ignorantly demanded, “Show me a dictionary that actually contains that word.” (I could show him several.) Still others argued that it was a double negative, that it was logically and morphologically ill-formed and thus had no meaning. One commenter said that “with the negating preface [prefix] ‘ir-’ and the negating suffix ‘-less’, it is a double negative” and that “it is not a synonym with ‘regardless’.” Another was even cleverer, saying, “The prefix ir-, meaning not, changes the meaning of the word regardless, so not only is it not a standard word, but it’s also misused in nearly all cases.” But these arguments still miss the point: irregardless is indeed a word, and it means the same thing as regardless. In my last post I argued that there’s a clear difference between a word like irregardless and a nonword like flirgle. By any objective criterion, irregardless is a word. It has an established form and meaning, it’s used in speech and occasionally in writing, and it’s even found in reputable dictionaries, including Merriam-Webster’s Collegiate Dictionary and The Oxford English Dictionary (though it is, quite appropriately, labeled nonstandard). We can identify its part of speech (it’s an adverb) and describe how it’s used. By contrast, though, consider flirgle. You don’t know what its part of speech is or how to use it, and if I were to use it in a sentence, you wouldn’t know what it meant. This is because it’s just something I made up by stringing some sounds together. But when someone uses irregardless, you know exactly what it means, even if you want to pretend otherwise. This is because words get their wordhood not from etymology or logic or some cultural institution granting them official status, but by convention. It doesn’t matter that nice originally meant “ignorant” or that contact was originally only a noun or that television is formed from a blend of Greek and Latin roots; what matters is how people use these words now. This makes some people uncomfortable because it sounds like anarchy, but it’s more like the ultimate democracy or free market. We all want to understand one another and be understood, so it’s in our mutual interest to communicate in ways that are understandable. Language is a self-regulating system guided by the invisible hand of its users’ desire to communicate—not that this stops people from feeling the need for overt regulation. One commenter, the same who said, “Irregardless is not a word,” noted rather aptly, “There is absolutely no value to ‘irregardless’ except to recognize people who didn’t study.” Exactly. There is nothing wrong with its ability to communicate; it’s only the word’s metacommunication—that is, what it communicates about its user—that is problematic. To put it a different way, the problem with irregardless is entirely social: if you use it, you’ll be thought of as uneducated, even though everyone can understand you just fine. On Google Plus, my friend Rivka said, “Accepting it as a word is the first part of the slippery slope.” This seems like a valid fear, but I believe it is misplaced. First of all, we need to be clear about what it means to accept irregardless as a word. I accept that it’s a word, but this does not mean that I find the word acceptable. I can accept that people do all kinds of things that I don’t like. But the real problem isn’t what we mean by accept; it’s what we mean by word. When people say that something isn’t a word, they aren’t really making a testable claim about the objective linguistic status of the word; they’re making a sociolinguistic evaluation of the word. They may say that it’s not a word, but they really mean that it’s a word that’s not allowed in Standard English. This is because we think of Standard English as the only legitimate form of English. We think that the standard has words and grammar, while nonstandard dialects have nonwords and broken grammar, or no grammar at all. Yes, it’s important to recognize and teach the difference between Standard English and nonstandard forms, but it’s also important to be clear about the difference between facts about the language and our feelings about the language. But the irregardless-haters can also take heart: the word has been around for at least a century now, and although many other new words have been coined and become part of Standard English in that time, irregardless shows no signs of moving towards acceptability. Most people who write for publication are well aware of the stigma attached to it, and even if they aren’t, few copyeditors are willing to let it into print. It’s telling that of the Oxford English Dictionary’s eight citations of the word, two merely cite the word in other dictionaries, three more are mentions or citations in linguistics or literary journals, and one more appears to be using the word ironically. We talk about the word irregardless—mostly just to complain about it—far more than we actually use it. So yes, irregardless is a word, even though it’s nonstandard. You don’t have to like it, and you certainly don’t have to use it, but you also don’t have to worry about it becoming acceptable anytime soon. This post also appears on Huffington Post. Share This PostClick to share on Twitter (Opens in new window)Click to share on Facebook (Opens in new window)Click to share on Google+ (Opens in new window)Click to share on Pinterest (Opens in new window)Click to share on LinkedIn (Opens in new window)Click to share on Tumblr (Opens in new window)Click to share on Reddit (Opens in new window)Click to email this to a friend (Opens in new window)Like this:Like Loading... Nov23 Hanged and Hung Category: Grammar, Historical linguistics, Semantics, Usage, Words Tags: COCA, German, hang, hanged, hung, intransitive, Oxford English Dictionary, transitive The distinction between hanged and hung is one of the odder ones in the language. I remember learning in high school that people are hanged, pictures are hung. There was never any explanation of why it was so; it simply was. It was years before I learned the strange and complicated history of these two words. English has a few pairs of related verbs that are differentiated by their transitivity: lay/lie, rise/raise, and sit/set. Transitive verbs take objects; intransitive ones don’t. In each of these pairs, the intransitive verb is strong, and the transitive verb is weak. Strong verbs inflect for the preterite (simple past) and past participle forms by means of a vowel change, such as sing–sang–sung. Weak verbs add the -(e)d suffix (or sometimes just a -t or nothing at all if the word already ends in -t). So lie–lay–lain is a strong verb, and lay–laid–laid is weak. Note that the subject of one of the intransitive verbs becomes the object when you use its transitive counterpart. The book lay on the floor but I laid the book on the floor. Historically hang belonged with these pairs, and it ended up in its current state through the accidents of sound change and history. It was originally two separate verbs (the Oxford English Dictionary actually says it was three—two Old English verbs and one Old Norse verb—but I don’t want to go down that rabbit hole) that came to be pronounced identically in their present-tense forms. They still retained their own preterite and past participle forms, though, so at one point in Early Modern English hang–hung–hung existed alongside hang–hanged–hanged. Once the two verbs started to collapse together, the distinction started to become lost too. Just look at how much trouble we have keeping lay and lie separate, and they only overlap in the present lay and the past tense lay. With identical present tenses, hang/hang began to look like any other word with a choice between strong and weak past forms, like dived/dove or sneaked/snuck. The transitive/intransitive distinction between the two effectively disappeared, and hung won out as the preterite and past participle form. The weak transitive hanged didn’t completely vanish, though; it stuck around in legal writing, which tends to use a lot of archaisms. Because it was only used in legal writing in the sense of hanging someone to death (with the poor soul as the object of the verb), it picked up the new sense that we’re now familiar with, whether or not the verb is transitive. Similarly, hung is used for everything but people, whether or not the verb is intransitive. Interestingly, German has mostly hung on to the distinction. Though the German verbs both merged in the present tense into hängen, the past forms are still separate: hängen–hing–gehungen for intransitive forms and hängen–hängte–gehängt for transitive. Germans would say the equivalent of I hanged the picture on the wall and The picture hung on the wall—none of this nonsense about only using hanged when it’s a person hanging by the neck until dead. The surprising thing about the distinction in English is that it’s observed (at least in edited writing) so faithfully. Usually people aren’t so good at honoring fussy semantic distinctions, but here I think the collocates do a lot of the work of selecting one word or the other. Searching for collocates of both hanged and hung in COCA, we find the following words: hanged: convicted hung: The hanged words pretty clearly all hanging people, whether by suicide, as punishment for murder, or in effigy. (The collocations with burned were all about hanging and burning people or effigies.) The collocates for hung show no real pattern; it’s simply used for everything else. (The collocations with neck were not about hanging by the neck but about things being hung from or around the neck.) So despite what I said about this being one of the odder distinctions in the language, it seems to work. (Though I’d like to know to what extent, if any, the distinction is an artifact of the copy editing process.) Hung is the general-use word; hanged is used when a few very specific and closely related contexts call for it. Share This PostClick to share on Twitter (Opens in new window)Click to share on Facebook (Opens in new window)Click to share on Google+ (Opens in new window)Click to share on Pinterest (Opens in new window)Click to share on LinkedIn (Opens in new window)Click to share on Tumblr (Opens in new window)Click to share on Reddit (Opens in new window)Click to email this to a friend (Opens in new window)Like this:Like Loading... Nov20 The Enormity of a Usage Problem Category: Semantics, Usage, Words Tags: COCA, enormity, enormousness, Mark Allen, Merriam-Webster, MWDEU, OED, semantics, usage, words Recently on Twitter, Mark Allen wrote, “Despite once being synonyms, ‘enormity’ and ‘enormousness’ are different. Try to keep ‘enormity’ for something evil or outrageous.” I’ll admit right off that this usage problem interests me because I didn’t learn about the distinction until a few years ago. To me, they’re completely synonymous, and the idea of using enormity to mean “an outrageous, improper, vicious, or immoral act” and not “the quality or state of being huge”, as Merriam-Webster defines it, seems almost quaint. Of course, such usage advice presupposes that people are using the two words synonymously; if they weren’t, there’d be no reason to tell them to keep the words separate, so the assertion that they’re different is really an exhortation to make them different. Given that, I had to wonder how different they really are. I turned to Mark Davies Corpus of Contemporary American English to get an idea of how often enormity is used in the sense of great size rather than outrageousness or immorality. I looked at the first hundred results from the keyword-in-context option, which randomly samples the corpus, and tried to determine which of the four Merriam-Webster definitions was being used. For reference, here are the four definitions: 1 : an outrageous, improper, vicious, or immoral act <the enormities of state power — Susan Sontag> <other enormities too juvenile to mention — Richard Freedman> 2 : the quality or state of being immoderate, monstrous, or outrageous; especially : great wickedness <the enormity of the crimes committed during the Third Reich — G. A. Craig> 3 : the quality or state of being huge : immensity <the inconceivable enormity of the universe> 4 : a quality of momentous importance or impact <the enormity of the decision>> In some cases it was a tough call; for instance, when someone writes about the enormity of poverty in India, enormity has a negative connotation, but it doesn’t seem right to substitute a word like monstrousness or wickedness. It seems that the author simply means the size of the problem. I tried to use my best judgement based on the context the corpus provides, but in some cases I weaseled out by assigning a particular use to two definitions. Here’s my count: 2/3: 3 By far the most common use is in the sense of “enormousness”; the supposedly correct senses of great wickedness (definitions 1 and 2) are used just under a quarter of the time. So why did Mr. Allen say that enormity and enormousness were once synonyms? Even the Oxford English Dictionary marks the “enormousness” sense as obsolete and says, “Recent examples might perh. be found, but the use is now regarded as incorrect.” Perhaps? It’s clear from the evidence that it’s still quite common—about three times as common as the prescribed “monstrous wickedness” sense. It’s true that the sense of immoderateness or wickedness came along before the sense of great size. The first uses as recorded in the OED are in the sense of “a breach of law or morality” (1477), “deviation from moral or legal rectitude” (1480), “something that is abnormal” (a1513), and “divergence from a normal standard or type” (a1538). The sense of “excess in magnitude”—the one that the OED marks as obsolete and incorrect—didn’t come along until 1792. In all these senses the etymology is clear: the word comes from enorm, meaning “out of the norm”. As is to be expected, Merriam-Webster’s Dictionary of English Usage has an excellent entry on the topic. It notes that many of the uses of enormity considered objectionable carry shades of meaning or connotations not shown by enormousness: Quite often enormity will be used to suggest a size that is beyond normal bounds, a size that is unexpectedly great. Hence the notion of monstrousness may creep in, but without the notion of wickedness. . . . In many instances the notion of great size is colored by aspects of the first sense of enormity as defined in Webster’s Second. One common figurative use blends together notions of immoderateness, excess, and monstrousness to suggest a size that is daunting or overwhelming. Indeed, it’s the blending of senses that made it hard to categorize some of the uses that I came across in COCA. Enormousness does not seem to be a fitting replacement for those blended or intermediate senses, and, as MWDEU notes, it’s never been a popular word anyway. Interestingly, MWDEU also notes that “the reasons for stigmatizing the size sense of enormity are not known.” Perhaps it became rare in the 1800s, when the OED marked it obsolete, and the rule was created before the sense enjoyed a resurgence in the twentieth century. Whatever the reason, I don’t think it makes much sense to condemn the more widely used sense of a word just because it’s newer or was rare at some point in the past. MWDEU sensibly concludes, “We have seen that there is no clear basis for the ‘rule’ at all. We suggest that you follow the writers rather than the critics: writers use enormity with a richness and subtlety that the critics have failed to take account of. The stigmatized sense is entirely standard and has been for more than a century and a half.” Share This PostClick to share on Twitter (Opens in new window)Click to share on Facebook (Opens in new window)Click to share on Google+ (Opens in new window)Click to share on Pinterest (Opens in new window)Click to share on LinkedIn (Opens in new window)Click to share on Tumblr (Opens in new window)Click to share on Reddit (Opens in new window)Click to email this to a friend (Opens in new window)Like this:Like Loading... Oct1 Funner Grammar Category: Grammar, Usage, Words Tags: Andrea Altenburg, Ben Zimmer, COCA, COHA, Copyediting, fun, funner, funnest, grammar, Grammar Girl, Matt Gordon, MWDEU, Stan Carey, usage As I said in the addendum to my last post, maybe I’m not so ready to abandon the technical definition of grammar. In a recent post on Copyediting, Andrea Altenburg criticized the word funner in an ad for Chuck E. Cheese as “improper grammar”, and my first reaction was “That’s not grammar!” That’s not entirely accurate, of course, as Matt Gordon pointed out to me on Twitter. The objection to funner was originally grammatical, and the Copyediting post does make an appeal to grammar. The argument goes like this: fun is properly a noun, not an adjective, and as a noun, it can’t take comparative or superlative degrees—no funner or funnest. This seems like a fairly reasonable argument—if a word isn’t an adjective, it can’t inflect like one—but it isn’t the real argument. First of all, it’s not really true that fun was originally a noun. As Ben Zimmer explains in “Dear Apple: Stop the Funnification”, the noun fun arose in the late seventeenth century and was labeled by Samuel Johnson in the mid-1800s “as ‘a low cant word’ of the criminal underworld.” But the earliest citation for fun is as a verb, fourteen years earlier. As Merriam-Webster’s Dictionary of English Usage notes, “A couple [of usage commentators] who dislike it themselves still note how nouns have a way of turning into adjectives in English.” Indeed, this sort of functional shift—also called zero derivation or conversion by linguists because they change the part of speech without the means of prefixation or suffixation—is quite common in English. English lacks case endings and has little in the way of verbal endings, so it’s quite easy to change a word from one part of speech to another. The transformation of fun from a verb to a noun to an inflected adjective came slowly but surely. As this great article explains, shifts in function or meaning usually happen in small steps. Once fun was established as a noun, you could say things like We had fun. This is unambiguously a noun—fun is the object of the verb have. But then you get constructions like The party was fun. This is structurally ambiguous—both nouns and adjectives can go in the slot after was. This paves the way to analyze fun as an adjective. It then moved into attributive use, directly modifying a following noun, as in fun fair. Nouns can do this too, so once again the structure was ambiguous, but it was evidence that fun was moving further in the direction of becoming an adjective. In the twentieth century it started to be used in more unambiguously adjectival roles. MWDEU says that this accelerated after World War II, and Mark Davies COHA shows that it especially picked up in the last twenty years. Once fun was firmly established as an adjective, the inflected forms funner and funnest followed naturally. There are only a handful of hits for either in COCA, which attests to the fact that they’re still fairly new and relatively colloquial. But let’s get back to Altenburg’s post. She says that fun is defined as a noun and thus can’t be inflected for comparative or superlative forms, but then she admits that dictionaries also define fun as an adjective with the forms funner and funnest. But she waves away these definitions by saying, “However, dictionaries are starting to include more definitions for slang that are still not words to the true copyeditor.” What this means is that she really isn’t objecting to funner on grammatical grounds (at least not in the technical sense); her argument simply reduces to an assertion that funner isn’t a word. But as Stan Carey so excellently argued, “‘Not a word’ is not an argument”. And even the grammatical objections are eroding; many people now simply assert that funner is wrong, even if they accept fun as an adjective, as Grammar Girl says here: Yet, even people who accept that “fun” is an adjective are unlikely to embrace “funner” and “funnest.” It seems as if language mavens haven’t truly gotten over their irritation that “fun” has become an adjective, and they’ve decided to dig in their heels against “funner” and “funnest.” It brings to mind the objection against sentential hopefully. Even though there’s nothing wrong with sentence adverbs or with hopefully per se, it was a new usage that drew the ire of the mavens. The grammatical argument against it was essentially a post hoc justification for a ban on a word they didn’t like. The same thing has happened with funner. It’s perfectly grammatical in the sense that it’s a well-formed, meaningful word, but it’s fairly new and still highly informal and colloquial. (For the record, it’s not slang, either, but that’s a post for another day.) If you don’t want to use it, that’s your right, but stop saying that it’s not a word.

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By David-Hillel Ruben Edited by David-Hillel Ruben Explanation by David-Hillel Ruben The aim of this series is to bring together important recent writings in major areas of philosophical inquiry, selected from a variety of sources, mostly periodicals, which may not be convenienty available to the university student or the general reader. The editor of each volume contributes an introductory essay on the items chosen and on the questions with which they deal. A selective bibliography is appended as a guide to further reading. This volume presents a selection of the most important recent writings on the nature of explanation. It covers a broad range of topics from the philosophy of science to the central philosophical terrain of the theory of knowledge. This volume is suitable for advanced undergraduate and graduate students of philosophy taking courses on the theory of knowledge, and academics and students in the natural and social sciences who are investigating the philosophical foundations of their disciplines. Buy Explanation book by David-Hillel Ruben from Australia's Online Bookstore, Boomerang Books. Philosophy: epistemology & theory of knowledge Imprint: Oxford University Press Publisher: Oxford University Press Books By Author David-Hillel Ruben Explaining Explanation, Hardback (June 2012) Fully updated and expanded edition of the influential book on the philosophy of explanation, including ideas from Plato, Aristotle and JS Mill. Action and Its Explanation, Hardback (May 2003) Written from a point of view out of sympathy with the assumptions of much of contemporary philosophical action theory, this book draws its inspiration from philosophers as diverse as Aristotle, Berkeley, and Marx. Ruben's work is located in the tradition of the metaphysics of action. » View all books by David-Hillel Ruben » Have you read this book? We'd like to know what you think about it - write a review about Explanation book by David-Hillel Ruben and you'll earn 50c in Boomerang Bucks loyalty dollars (you must be a member - it's free to sign up!) Recent books by David-Hillel Ruben

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By David M. Jones Advertising and the Concept of Brands By (author) David M. Jones Jan S. Slater What's in a Name? by David M. Jones This is a completely rewritten and updated version of one of the true classic books in the field of marketing and advertising. What's in a Name? Advertising and the Concept of Brands analyzes brands from the point of view of modern marketing theory. It deals in detail with the role of advertising in creating, building, and maintaining strong brands - the lifeblood of any long-term marketing campaign. The work is empirically based and is supported by the best research from both the professional and academic fields. The authors describe the birth and maturity of brands and dissect the patterns of consumer purchasing of repeat-purchase goods. In addition to all new research findings and examples, this new edition of What's in a Name? includes first time coverage of the short-term, medium-term, and long-term effects of advertising on sales of brands. The book concludes with new recommendations on how to develop and disseminate better advertising. Buy What's in a Name? book by David M. Jones from Australia's Online Bookstore, Boomerang Books. Imprint: M.E. Sharpe Publisher: Taylor & Francis Inc Publish Date: 31-Dec-2002 Country of Publication: United States Other Editions... Books By Author David M. Jones Complete Illustrated History of the Aztec & Maya, Paperback (June 2015) A comprehensive history of the rise and fall of the many different empires of Central America and Mexico. Describes the civic, military and everyday world of the time - the politics, the wars and campaigns, the people and culture, the art, architecture and social history. Understanding Central Banking, Hardback (February 2014) Mythology of the American Nations, Paperback (November 2013) A reference guide to the mythology of the native North American, Maya, Aztec, Inca and earlier civilizations and cultures of the Americas. It includes more than 900 entries, arranged alphabetically and packed with information on the central mythical figures of each culture. It is fully cross-referenced and comprehensively indexed. Art & Architecture of the Incas, Paperback (August 2012) An illustrated history of arts, crafts and design of the first peoples of South America. » View all books by David M. Jones » Have you read this book? We'd like to know what you think about it - write a review about What's in a Name? book by David M. Jones and you'll earn 50c in Boomerang Bucks loyalty dollars (you must be a member - it's free to sign up!) Recent books by David M. Jones Recent books by Jan S. Slater » View all books by Jan S. Slater

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Bill Clinton: Arts programs help students succeed 02:22 PM, Tuesday, April 17 2012 | 3683 views | 1 | 8 | | Former President Bill Clinton on Tuesday praised school art programs for teaching discipline and creativity to students, crediting his music lessons as a child for his success as a politician."If I had not been in a school music program, I would never have been elected president," Clinton said as he delivered the keynote address at the Arkansas Arts Summit. "Because it taught me discipline and order. It made me listen better. And once I got into jazz, I realized you had to make some things up along the way, but while you were making them up, you had to stay in the right key and still play in tune."Clinton praised the arts as he addressed a group of art administrators gathered at his presidential library for the two-day conference presented by the John F. Kennedy Center for the Performing Arts and the DeVos Institute of Arts Management at the Kennedy Center. Organizers said the event was aimed at strengthening arts organizations.Clinton, who was in the chorus and played the saxophone as a student, said organizations must stress the importance of arts education despite economic pressures and budget cuts faced by many school districts."We do not all learn the same way. We now have actual pictures of the human brain that show that different brains respond to different stimuli and become interested in absorbing information by different approaches," Clinton said. "There are an enormous number of people, little children, who will learn about math and science and history and English if the arts are incorporated into the way they learn."Clinton said he hoped the summit would help groups learn how to "democratize" the arts and reach out to other areas."We live in a very rapidly changing, highly interdependent, increasingly complex world," he said. "We need the discipline and order of a rigorous adherence to the facts of life and the creativity we can only learn, young to old, from the arts." KevinT12 | Great to see high profile people backing Arts programs in schools. We knew all those years back when Clinton played the sax after being elected how important Arts was to him Reply

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Having trouble viewing this page? Spring, 2007, Volume 2, Number 2 GRADUATION Saturday, May 5, was a wonderful day for Covenant College, despite the overcast skies. Among the graduates participating in the 52nd annual Commencement Exercises were 61 undergraduate and graduate students who finished with their degrees in education: 17 students earned their B.A. degree in Early Childhood or Secondary Education 24 students received their B.S. in Early Childhood Education (BSECE) through our adult degree completion program 20 Master of Education students completed their studies in either Educational Leadership or Integrated Curriculum and Instruction. The Education Department has had a good relationship with the Association of Christian Schools International for a number of years, but we have never actually formalized that relationship through their Higher Education Department Program. This spring, a four-person ACSI team was on campus for four days to evaluate our various programs, and the committee recommended the Education Department for a ten year approval status. Among the positive comments in the final report were these words: “. . . the committee began to hear the same things, namely Covenant College’s strong commitment to an authentic Christian philosophy of education. . . a genuine consistency exists between its stated purposes and procedures and actual practice . . . [the committee commended the department for] a high level of cohesion in thought and practice among the faculty, centered on the conceptual framework of the department.” Among the immediate benefits of this ACSI program approval was the fact that all 61 of our graduates not only earned Georgia Professional Standards Commission certification, but also ACSI teacher or administrative certification. In the future, the department will also begin to offer ACSI certification in additional areas – music, Bible, art, P.E., and computers – through ACSI. SCHOOLS AS COMMUNITIES Our new book, Schools as Communities: Educational Leadership, Relationships, and the Eternal Value of Christian Schooling, came into print in February. Edited by Department Chair James Drexler, the Purposeful Design book includes 18 chapters, 11 of which are written by current or former Covenant faculty. If you haven’t already purchased your copy, you can find it at www.acsi.org/acsi/store. Once on that page, use the drop-down list at the top to go to “Leadership Resources” to order the book. FUTURE TEACHER SCHOLARSHIP This past fall, the Education Department offered for the first time a scholarship program for high school seniors. Called the “Future Teacher Scholarship,” the department was pleased to receive over 50 applications from high school students from around the world. After the initial screening process, over 30 of these high school seniors were invited to campus in January for two days of meetings, interviews, and other events. After all the evaluations were completed, the following students were selected: Timothy Blumenstein (see profile below) was our first annual Future Teacher Scholarship winner In addition, the following students received an Education Scholarship: Courtenay Barclay ( Texas), Julia Myers ( Missouri), Lauren Garrett ( Texas), Annie Brown ( Pennsylvania), Laura Main ( Florida), and Aubrey Brown ( Michigan). Congratulations to all those who were scholarship winners. Timothy Blumenstein, a recent graduate of Westminster Catawba Christian School in Rock Hill, South Carolina, plans to pursue a degree in Secondary Science Education. Tim says he feels called to a career in teaching “because God had given me a love for his creation and a desire to spread that passion to other people.” One of his sisters, Lynn, is a 2006 psychology graduate from Covenant College. In addition to being a strong student academically, Tim participated in three sports during high school and served as Student Council President, Chapel Worship Leader, Chaplain of the National Honor Society, and as a youth worship leader at his church. “My desire is to bring glory to God,” he noted, “by being a disciple who teaches the complexities and wonders of his glorious creation.” KUDOS TO STEPHEN FIKKERT This past February, Stephen Fikkert (B.A. History, Secondary Education, 1973; M.Ed., Integrated Curriculum and Instruction, 1995) was named Teacher of the Year by the Washington Federation of Independent Schools. Fikkert, a teacher and administrator at Mount Vernon Christian School, has served as an educator for nearly 35 years in Christian schools in Virginia, New Jersey, Pennsylvania, Florida, and for the past 15 years in Washington. At the celebration dinner, Fikkert said, “I am a blessed man. I thank you for this recognition. To God be the glory.” EDUCATORS CONFERENCE This past February, the Education Department welcomed Dr. Debra Pickering to campus for our third annual Educators Conference. Dr. Pickering, an author, lecturer, teacher, and administrator, has worked closely with Dr. Robert Marzano and a series of “What works in Schools” books published through ASCD. About 175 educators from around the region joined with Covenant faculty and students for a full day on “Classroom Assessment and Grading that Work.” Dr. Pickering followed Dr. Thomas Sergiovanni (2005) and Dr. Howard Gardner (2006) as Educators Conference speakers. The conference for 2008 is set for Thursday, February 28 and details about that program will be forthcoming. ATTENTION ALUMNI If you are a graduate from one of our Education Department programs, please keep us updated regarding your life and career. As many of you know, we post job openings and available teachers on our Teacher Placement File electronically, but we also like to stay in touch with our former teachers through e-mails, job changes, family changes, etc. Please send any updated information to Jim Drexler ([email protected]) or Jane Stewart ([email protected]). We also love receiving photos and hope to have a bulletin board devoted to our graduates in the new academic building that is being built across from Carter Hall. Our department plans to move into the third floor of that new building when it is completed during the spring of 2008. We are really looking forward to new offices, new classrooms, new work and reception areas, and a new curriculum lab for students. Send to a friend Click here to e-mail this newsletter to a friend. Unsubscribe Click here to unsubscribe from this newsletter. Covenant College Department of Education 14049 Scenic Highway Lookout Mountain, GA 30750 [email protected]

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Former Philly schools chief Arlene Ackerman dies at 66 By RON TODT, PHILADELPHIA (AP) -- Former Philadelphia schools superintendent Arlene Ackerman, who left abruptly a year and a half ago after clashing with local officials, died Saturday of pancreatic cancer, according to her son. She was 66. Anthony Antognoli said his mother died in Albuquerque, N.M., where she lived. He said she hadn't been ill long and "it was too short a battle." Superintendent William Hite Jr. said he expressed "deepest sympathies" to Ackerman's loved ones on behalf of the Philadelphia school district. "Dr. Ackerman devoted her life to children and public education, and in doing so, encouraged countless other individuals to commit their lives to teaching, learning and leading," Hite said in a statement. Mayor Michael Nutter praised her as "a truly committed educator who demonstrated a profound passion for students and in particular the most disadvantaged students in our city. "Through her leadership, Philadelphia took on the difficult, long-neglected task of turning around low-performing schools," he said in a statement. "Today, thousands of Philadelphia students are getting a better education thanks to her vision and advocacy. Her educational legacy will live on for many years through the initiatives that she championed." Ackerman came to the Philadelphia, the nation's eighth-largest school district, in 2008 after previously serving as superintendent in San Francisco and Washington, D.C. She was credited with continuing the district's rise in test scores as well as lowering class sizes in primary grades, creating a parent-outreach program and launching an initiative to transform chronically failing schools through staff overhauls or conversion to charter schools. Critics, however, called her polarizing and autocratic, and the district's huge budget gap -- due in part to massive reductions in state and federal aid -- led to thousands of pink slips and program cuts. She drew criticism over a no-bid contract for school surveillance cameras, the handling of racial violence at a high school and a dispute with a teacher over a district school turned into a charter. She also clashed with the teachers union after trying to protect certain staff from layoffs. "Arlene Ackerman was a dynamic personality whose passion for children is to be admired," Jerry Jordan, president of the Philadelphia Federation of Teachers, said in a statement. "While we may have disagreed about some educational issues, we always kept what's best for children as our focus. "We will always remember her as a staunch advocate for Philadelphia's school children who believed that every student should have equal access to a quality education." Ackerman, who grew up in St. Louis, told The Philadelphia Inquirer that her experience attending segregated schools affected her deeply. "While those were very difficult times, I think they helped shape who I am," Ackerman told the newspaper in 2008. "They helped me understand the importance of a quality education, why resources are important. All of those experiences have made me a better leader, a better educator." After leaving Philadelphia, she moved to Albuquerque to be near family and started an educational consulting business. She served on the board of the Southwest Women's Law Center and gave advice on how to get more girls involved in athletics, said executive director Pamelya Herndon. "New Mexico benefited from her insight on how to get girls out of poverty through sports," Herndon said. Ackerman was survived by sons Anthony and Matthew Antognoli, as well as siblings and granddaughters. Funeral arrangements are not yet complete. URL: http://www.delcotimes.com/general-news/20130202/former-philly-schools-chief-arlene-ackerman-dies-at-66

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Santa Clara University's School of Engineering to Launch New Scholar Program for Photovoltaic Research with $1.3 Million Gift SANTA CLARA, Calif. June 15, 2011—Santa Clara University’s School of Engineering will receive an anonymous gift of $1.3 million from an engineering alumnus and his wife from the San Francisco Bay Area to help create some of the country’s top students in the field of renewable energy. “This is the first substantial donation to our energy program following our successes in the 2007 and 2009 Solar Decathlon competitions,” says Godfrey Mungal, Santa Clara University School of Engineering dean. “It comes at a very exciting time for us as we begin celebrating our 100th anniversary and a century of engineering excellence here at Santa Clara University. Energy is a prime focus for us as we move into the next 100 years of educating leaders of integrity to solve the world’s most challenging problems and we are so appreciative of this gift that will, we hope, be just the start of more support for this important program.” The donation will help the school launch the Latimer Engineering Scholars Program in the 2011-12 academic year to support teaching and research in sustainable energy. Electrical Engineering Professor and Latimer Engineering Scholars Program Director Tim Healy will begin working with incoming freshman engineering students. He will select five students and assign them laboratory projects, provide education on renewable energy, focusing initially on photovoltaics and then expanding to other areas as the program grows. Each student will also receive stipends for working in the lab and on the projects. With each successive quarter, Healy says the students will receive new education, projects, and materials as long as they are successful. The projects will also become increasingly sophisticated after each year, and as the students move up in rank, they will be able to mentor the younger students. “The objective is to develop highly-educated undergraduate students in photovoltaics and renewable energy,” says Healy. “We hope to have among the best educated students in the country in this area.” Healy also envisions that the program will develop strong personal contacts with companies and create internship opportunities for the scholars during the summer. “After students spend a year or two in the program, they will be able to pursue internships in places such as the U.S. Department of Energy’s National Renewable Energy Laboratory in Colorado, solar technology companies like SunPower Corporation in San Jose, Calif., and perhaps one of the light-emitting-diode companies in the Silicon Valley,” says Healy. Healy and his colleague Professor Samiha Mourad co-founded the Latimer Engineering Lab at Santa Clara University in 2008 to teach undergraduate and graduate students about renewable energy. Faculty also use the lab for SCU’s annual Summer Engineering Seminars to give high school students a chance to explore engineering. The School of Engineering will celebrate its centennial starting this fall with a series of events, including a speaker series featuring industry leaders, panels, tours, and a look back at the school’s history and the many achievements from faculty and students. A full list of events will be available Sept. 1 on the school’s website. Connie Kim Coutain | [email protected] | 408-554-5126 O | 408-829-4836 C Posted by Connie Coutain Tags: $1.3 million, donation, gift, Latimer Engineering Laboratory, program, Santa Clara University, scholars, School of Engineering

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Really so mysterious? Mary Jo Ignoffo '78 reads an excerpt from Captive of the Labyrinth: Sarah L. Winchester, Heiress to the Rifle Fortune (University of Missouri Press). Since her death in 1922, Sarah Winchester has been perceived as a mysterious, haunted figure. But was she really as guilt-ridden and superstitious as history remembers her? Ignoffo unearths the truth about this notorious eccentric. Click the play button below to hear the reading: Photo courtesy of Mary Jo Ignoffo. Ignoffo is a historian committed to reaching beyond academia to present history to the public through exhibits, books, articles, lectures, and forums. The Chicago-born, Los Angeles–raised, longtime resident of the San Francisco Bay area has spent much of the last 20 years researching and writing about California and community history. Her work with museums includes the permanent outdoor Orchard Heritage Park Interpretive Exhibit in Sunnyvale, and permanent and changing exhibits at Heritage Park Museum, also in Sunnyvale. She has been curator for more than 10 installations at the California History Center at De Anza College in Cupertino and historian and author for the 2010 exhibit on Sarah Winchester at the Los Altos History Museum in Los Altos. Ignoffo teaches U.S. history and topics in California history at De Anza College in Cupertino. She resides in Santa Clara with her husband and two children. Summer 2011

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From left: Wendy McCrory Rotz, SU Alumni Association president; Jen Tofts, Joyce Scott Parker, Robert Ward, and President Bill Ruud. University presents awards at annual event A series of awards was presented recently as part of Shippensburg University's annual Alumni Days. The awards, presented by the SU Alumni Association, included the Exceptional Service Award, the Humanitarian Award and the Alumni Chapter Award. Recipients of the Exceptional Service Award are Bill Minsker '68-'73M and Robert Ward '77. The annual award from the association is presented to an individual or individuals who through personal effort or involvement have helped the university in a significant and exemplary way. It is the highest volunteer recognition presented by the association. Minsker, of Linglestown has been a steadfast volunteer at and vocal advocate for the university. He regularly participates with the Admissions Office volunteering at open house events on campus, as well as working at regional high school fairs. He helped coordinate and schedule visits to educational institutions in Poland which helped result in the recent signing of an agreement to begin an exchange program between Shippensburg and the Wroclaw University of Economics. Minsker volunteers with the Southcentral Pennsylvania Alumni Chapter, attends many regional events and has hosted incoming first-year students and their parents in his home as part of the Freshman Welcome Program. He spends half of the year in Pennsylvania and the other half in Wroclaw where he teaches English at the university. Ward, of Wilmington, Del., is an avid supporter of the university, in particular the John L. Grove College of Business. During the years, he has shared his professional experience and insights with students in such programs as the Business Career Expo and the Alpha Kappa Psi Etiquette for Success program. He is a member of the college's advisory board and has provided funds for scholarships. He is director of operations at the Delaware Valley Service Center of Computer Aid Inc. The Alumni Humanitarian Award was presented posthumously to John W. Scott. The award was established in 2003 to honor both an alumnus and a member of the campus community in recognition of his or her direct impact on diversity and cultural experiences of students on campus. Recipients exemplify a commitment to the growth of human understanding, beyond any professional responsibilities, and freely give of their time and effort to support the academic success and retention of multicultural students at Shippensburg University. Receiving the award on his behalf was his sister, Joyce Scott Parker. Scott, a 1960 graduate, was one of the best basketball players to ever play for Shippensburg and was inducted into the university's athletics Hall of Fame in 1986. After graduation, he taught at Chambersburg High School (where he was the first African American to teach there), in Colombia as a Peace Corps Volunteer, and at Cheyney University. He was a Fulbright Scholar at the University of Uruguay during the 1966-67 academic year. He also served as director of bilingual/bicultural growth for the Harrisburg School District and retired from there as the district's director of English as a Second Language. He died in February, 2008. The Alumni Chapter Award was presented to Jen Tofts of Haddon Heights, N.J. It is given to an alumnus in recognition of his or her direct impact on the success of a particular alumni chapter and its goal to help reconnect alumni with the university as members of active networks within the Shippensburg family. Tofts, a 1996 graduate, has been an integral member of the Philadelphia Alumni Chapter Planning Committee since its inception in 2002 and has served on the Alumni Association Board of Directors from 2005 to 2009. She is a fourth grade teacher in the Bellmawr School District. According to the nomination form, she is a vocal advocate for the association and an avid participant in its events. She has also served as a alumni admissions representative at college fairs and recruitment events in the New Jersey and Philadelphia regions. In addition, every summer she invites first-year Shippensburg students from her area to her home as part of the Freshman Welcome Program.

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By Melanie Lloyd on Nov 1, 2005 Seminary’s conference on end times explains conflicting viewpoints More than 150 students, faculty and guests turned out at Southwestern Seminary for a two-hour panel discussion concerning eschatology, or the study of the end times, Oct. 27.Sponsored by Southwestern Seminary’s School of Theology and the Theological Fellowship, a student organization, panel members for the event included Craig Blaising, Malcolm Yarnell III, and Paul Wolfe. David Allen, dean of the theology school at Southwestern, served as moderator.Blaising, executive vice president and provost of the seminary, is a noted author on the subject of eschatology. His book Progressive Dispensationalism is widely regarded as a seminal articulation and update on premillenial eschatology.During the discussion, Blaising spoke in support of progressive and classic dispensationalism. Blaising outlined support for a future thousand-year reign of Christ; whether the Old Testament discusses the idea of a millennium; and the use of “literal hermeneutics” in regard to Revelation 4:1. Concerning these topics, Blaising suggested reading the Scofield Bible, Things to Come by J. Dwight Pentecost, and Late, Great Planet Earth by Hal Lindsay.Yarnell, assistant dean for theological studies and director of the seminary’s Center for Theological Research, presented information on historic premillennialism. His discussion included the differences between the “day of the Lord,” the “rapture,” and the “second coming” in the historic premillenial position; and whether his interpretation that only Revelation 20 mentions the millennium could be wrong. Yarnell suggested reading George Ladd’s The Blessed Hope and The Lion and the Lamb by John Newport.Speaking on behalf of amillenialism and preterism, Wolfe, who pointed to Augustine as an influential author regarding these positions, spoke on the issue of Satan’s imprisonment for a thousand years and the seventieth week described in the book of Daniel. Wolfe is associate professor of New Testament and occupies the Huber L. Drumwright Jr. Chair of New Testament at Southwestern Seminary.“Preterists would say the seventieth week was fulfilled in the first century,” Wolfe said, noting that his articulation of the position did not indicate his belief in it. “Others would say the seventieth week is a culmination of all that God has promised.”During the last portion of the event, audience members were given the opportunity to ask questions of the panel members. One student asked whether Revelation should be read as a full narrative or in sections.All three panelists agreed the book of Revelation is not a straight chronology of events and, while the book can be read in one sitting or in sections, there seems to be divisions in the book.“I think the best way to read Revelation is at one time,” Yarnell said. “That allows you to gather the gist of the book before delving further into it.”Audio CDs or tapes for $3.79 each, VHS tapes for $7.85 each, or DVDs of the discussion for $10 each, plus $2 shipping and handling, are available through the Roberts Library Audio-Visual Learning Center, P.O. Box 22490, Fort Worth, Texas, 76122, or by calling Alexis Rowland at (817) 923-1921 ext. 2920 or 2921. News Releases Quick Takes Southwestern in the News Media Resources Southwestern News Magazine The Scroll Subscribe for Email Updates Campus Events Media Relations Southwestern Baptist Theological Seminary

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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.

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All NewsCampaign for TCCommencementCurriculumInternationalIn MemoriamMessagesNow Playing: TC VideoNYC SchoolsOpinionsPolicyThe President's CornerResearch / PublicationsTC CommunityTC EntrepreneursTC NewsMakersTC PeopleViews on the NewsPrincipals for SuccessPublished in 6/15/2007ImagesProfessor Craig RichardsSee alsoRelated story:For SPA's New Associate Director, It's About Channeling the Right Role Models.For anyone ever “sent downstairs” as a kid to tremble before the majesty of the throne, the group of future school leaders that Craig Richards was leading through exercises in Milbank Chapel one hot July morning last summer looked decidedly un-principal-like. “Listen to the space around the bell,” intoned Richards, Director of TC’s Summer Principals Academy (SPA), to the 40-odd young men and women sitting cross-legged on the floor with their eyes closed. Later, Richards made it clear that the exercise had been intended as more than just a relaxing warm-up.“Think carefully about the different self-awareness techniques we’ve used during the past weeks,” he says. “Choose one to commit to for practice.”Why is a program to prepare principals teaching self-awareness?The short answer, according to Richards, is that leaders need to be self-aware – that self-awareness has in fact been documented by researchers as a core leadership skill that underlies the ability to empathize, communicate, build teams and make decisions – and that the practice of “mindfulness” is a way to clear one’s thoughts and achieve the emotional detachment necessary to deal objectively with one’s own responses as well as those of angry, frustrated or hurt people.“Business schools teach this all the time,” Richards says.The longer answer is that, in general, SPA gears its students to work on the cutting edge. Staffed by nationally recognized TC faculty such as Ellie-Drago-Severson, an expert on professional development for educators; Jay Heubert, a leading authority on high-stakes testing; and Bob Monson, who has led school districts in New Jersey and Minnesota, it also draws upon the talents of 16 coaches who themselves are former principals and superintendents from innovator cities such as Boston and Allentown, Pennsylvania. It holds job fairs for organizations such as Edison, Urban Assembly and Achievement First. Courses offered during the two in-residence summers at TC (which, in turn, bracket a 450-hour internship at the schools where students are currently employed) include titles such as “Practicum in Conflict Resolution,” “Program Development: Teaching, Learning and Assessment” and “School Law and Ethics.” Students create electronic portfolios of their work that remain active for three years after they graduate.Above all, SPA envisions the principalship as a combination of chief curriculum shaper, instructional leader, community advocate, bridge builder and other roles that draw on knowledge of a lot more than how to track a budget. Consider Drago-Severson’s course, “School Leadership for Adult Development.” In it, Drago-Severson – author of Helping Teachers Learn: Principal Leadership for Adult Development (Corwin Press), which won the National Staff Development Council Award in 2004 – combines her own insights with those of the pioneering cognitive psychologist Jean Piaget and her own mentor, Harvard scholar and Piaget disciple Robert Kegan, into a nuts-and-bolts primer on how to guide not only teachers but also staff and parents through ongoing learning and growth.Among Drago-Severson’s premises are the belief that adults never stop growing and that true growth is an increase in one’s cognitive and emotional capacities, which influence how one relates to others and how one relates to oneself. She offers four key leadership practices for supporting adult growth: “teaming” (inviting adult learners to engage in situations where they can and must work together); providing them with opportunities to lead; ensuring that they engage in collegial inquiry – that is, a shared dialogue about their own and each other’s assumptions, convictions and beliefs; and mentoring. The ultimate result, she says, will be that adults grow through engagement in these practices and that, over time, they will become more “self-authoring” – that is, develop the ability to take a stance for their own beliefs; to engage in conflictual conversations to achieve better results for schools; and to take ownership of their work.“Most adults lack self-authorship, but it’s not their fault,” she says. “Research shows that developing them to grow and develop requires that we create environments and relationships that combine a high level of support with a high degree of challenge. Schools and school leaders can do this. And the practices that inform my Learning-Oriented model pave the way for this kind of support for adult development.”The course on “Data-based Decision Making,” co-taught by Richards and his former student, Brian Perkins, similarly blends the forward-looking with the pragmatic.“With the new accountability structure in education, principals and their schools are under greater pressure than ever to deliver results,” says Perkins, now a tenured professor and department chair at Southern Connecticut State University, and also President of the school board of New Haven, where his children go to school.But how to determine what programs are going to get results with your particular students?“Just like a doctor, you don’t want to make those decisions based on a snapshot. Yes, you respond to emergencies and other critical moments, but you also want to track the patient – and possible therapies – over time. You don’t want to prescribe Tylenol for lung cancer.”The course teaches students how to make sense of data both on students and interventions – say, different methods for boosting achievement in reading or math -- and to analyze the effectiveness of those methods for different types of students.“This is what a lot of superintendents say they wish their principals could do,” Perkins says. “In the past, it’s been the people in the central office making sense of this kind of information and then telling the building-level people what to do. That’s tended to result in a one-size-fits-all approach. Now we’re preparing people at the building level to do that analysis and then deal with the central office to get the resources they need.”“We’re trying to break the mould – and you can spell that word either way – that exists in school leadership today,” says Jon Drescher, hired in June as SPA’s Associate Director. “These are relatively young people who are still willing to say that business as usual isn’t acceptable.”Indeed, the graduating cohort from 2005-06 of 45 students (more than half of whom now hold school leadership positions) included an assistant principals from an alternative charter school in New Jersey; a teacher from New York City’s Harbor School, which organizes curriculum around water and will soon be situated on a former military base out in New York Harbor; a 27-year-old, soon-to-be-novice principal charged with fleshing out the mission of a girls’ school themed around criminal justice; a teacher from an impoverished public school district in the Mississippi Delta; and others from similarly diverse circumstances. All of them seemed to be smart, committed people who were eager to take what they’d learned back to their home communities.“Eighty-five percent of our students come from the 100 Broad Cities,” says Richards, referring to the 100 urban school systems deemed eligible to compete annually for the $1 million Prize in Urban Education offered by philanthropist Eli Broad. “So we aren’t simply serving New York – and it’s clear that the people we train are going to influence a much larger pool.” The program will double in size beginning in 2008, accepting 100 SPA fellows per year. All of which, Richards says, “is contributing to make us a very big player in the principal preparation field.”It’s clear that Richards is proud of SPA’s rapid growth during the brief period since its launch. But he’s prouder still of its potential. “I have great faith in our graduates’ ability to improve the lives of urban schoolchildren,” he says. “We’re truly reengaging urban schools in a meaningful way.”previous page

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Activity and adventure Gap year travel: A golden opportunity after A-levels Ucas has got it wrong: a gap year off after A-levels is about more than just bolstering your CV, says Charles Starmer-Smith. Image 1 of 2 You don't need to spend thousands of pounds to enjoy a gap year Image 1 of 2 Bear in mind that the gap year industry is now a big commercial business By Charles Starmer-Smith 12:03PM BST 19 Aug 2010 'The golden age of the gap year is over,” said Mary Curnock-Cook, the chief executive of the Universities and Colleges Admissions Service (Ucas), in an interview in last week’s Sunday Telegraph, taking the fizz out of the celebratory bubbly for thousands of A-level students who received their results this week. Considering a gap year? Get personal advice from our experts As if school leavers did not have enough to worry about: as many as 200,000 applicants are expected to have university doors slammed in their faces by the end of clearing next week; for those who do win a place, there are not only tuition fees to think about, but new graduate taxes and a job market that is more competitive than ever. And now, as if to stick the boot in, the traditional year off between school and university – a chance to draw breath after 14 consecutive years of education, to see a bit of the world and think about what you really want to do with your life – is considered by the head of admissions to be a hindrance, not a help. Ms Curnock-Cook said the only things that should now be on the gap year menu are ingredients that help bolster your CV and please university admissions tutors – a “bridging” year, she calls it. Related Articles Gap year live webchat Gap Year 100 directory More gap year holiday ideas The mother of all adventures: introduction The pitfalls of gap volunteering Filling the safety gap “The difficult task for admissions tutors is that every applicant is so similar. So many students have three As,” said Tom Griffiths, director of GapYear.com. “Now it is all about differentiating yourself, and a gap year, used correctly, can help achieve that.” And he is right, but it shouldn’t have to come to this. School-leavers have every right to feel angry. First, several universities, in an attempt to clear an application backlog, have reduced the numbers allowed to defer entry for a year, so fewer students are able to take a gap year with the peace of mind of a university place secured. And now, those who have chosen to take a gap year and apply next year (or have not received the offers/grades they hoped for and want to reapply) have been told they must spend every waking hour of that year bolstering their CV. Why? Because admissions tutors are unable to separate the wheat from the chaff, thanks to a flawed education system under which so much of the crop have ended up with the same grades. As with GCSEs, A-star grades are now to be awarded for A-levels to help the tutors make their decisions, but how long will it be before these are diluted to the point where A-stars become the norm for university applicants? Surely a gap year should be about looking at the bigger picture: taking the chance to do something that you are really passionate about or planning your future career – not spending 12 stressful months trying to bolster your CV as you flit from work experience stints to voluntary placements for fear of being left behind. The year 1997 marked the beginning of the end of the charmed life of university applicants: tuition fees were imposed. Two years later, Tony Blair declared that half of all school-leavers should be enrolled in higher education. With A-level results “miraculously” improving every year, competition between the rising number of university applicants became fierce. I was one of the lucky ones – the last of the &

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By Carla Valentine MyersFor The [email protected] Upper St. Clair approves agreement with bus drivers, attendants Upper St. Clair School District School Board approved an agreement with its bus drivers and attendants on April 8 that includes salary freezes in two of the four years of the bargain. The board also learned that district administrators are scrutinizing library, music and art positions for potential cuts for the 2013-14 budget. The board voted unanimously to accept a wage agreement with the USC Education Support Professionals that would give them a two percent wage increase in the first year and third years of the agreement, and a wage freeze in the second and fourth years. Superintendent Patrick O’Toole said the pair of wage freezes will save the district a total of $17,000. He said the bargaining unit represents about 43 district employees, and their membership agreed to the memorandum of understanding on April 3. Those employees accepted a wage freeze last year as well, so this will be three wages freezes in six years for the bargaining unit. O’Toole also discussed with the school board the fact that administrators are considering whether they can effectively cut positions in school libraries, music or art due to some of the 15 retirements that were previously announced. “Not that they are not important areas,” he said. “The other areas, it’s very difficult for us to recommend any cuts in.” O’Toole recognized though that, “the performing arts are valued here.” Board member Harry Kunselman said, “The arts are maybe sometimes a convenient place to cut in hard times,” but he said they should not sacrifice there. Kunselman also asked how the librarian position would be covered. O’Toole said they’d have to realign the staff, and they would not have a dedicated librarian for a full day in each building. Assistant Superintendent Sharon Suritsky said the district actually has two librarian openings right now – one middle school and one elementary school. Frosina Cordisco, director of business and finance, told the board that every teacher retirement that is not replaced would save the district about $72,583. The district is planning for the school board to approve a proposed final budget for 2013-14 at its April 22 meeting, and a final budget at the May 28 meeting. In other business, it was announced that a bond refinancing deal that will close on May 15 will save the district $1,328,074.02. Cordisco said the district will receive $982,183.94 in cash at the closing, and it will realize the remaining $345,183.94 in savings on debt service over the 30 year life of the bonds. The nearly $1 million the district will get in May must be used on capital projects over the next few years.

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HomeFeaturesJames Holly's archive Response to week at Harvard Kennedy School of Government Submitted by James Holly on February 7, 2013 - 3:31pm From Jan. 27 through Feb. 1, 2013, I participated in an executive education program titled “Shaping Healthcare Delivery Policy” at the Harvard Kennedy School of Government in Boston, Mass. In more than 54 hours of case studies, presentations and dialogue, we examined creative approaches to solving complex healthcare problems, including ways of fulfilling the Institute of Healthcare Improvement’s Triple Aim: improving care, improving health and decreasing cost. We interacted with visionary leaders of healthcare including former Center for Medicare and Medicaid Services (CMS) administrator Dr. Don Berwick, who first defined the Triple Aim. On Friday afternoon, Feb. 1, Saturday morning and Sunday morning, I wrote responses to participations in this meeting. They included the following. Friday, I said: “Individually, and collectively, I have benefited from the generosity of your minds and spirits. Heraclitus of Ephesus (540-480 B.C.) reminded us that we can never traverse this same river again; neither will we ever be the same and neither will we forget. In Europe, the entrance into the lecture hall of an esteemed teacher elicited a vigorous stamping of the feet. The thunderous vibrations of the wooden floors were the professor’s richest reward. To our teachers, we offer the metaphorical stamping of our collective feet in honor of them. “Having enjoyed the week, I expected today (Feb. 1, the last day of the conference) to be anticlimactic and perhaps even superfluous. Nothing could be farther from the reality. Sheila’s (one of the two co-directors of the program and an adjunct lecturer at the Kennedy School) case study presentation was the crowning event of the week. Surely, I thought, Amitabh’s (Amitabh Chandra, Ph.D., professor of public policy and director of health policy research at the Kennedy School) “wrap up” will be perfunctory. My favorite medical articles are grand summaries that bring together the state of current knowledge. I did not expect such a summary for this meeting. “At the beginning of the last session, I was briefly distracted by patient care in Beaumont, but shortly after Amitabh’s summary began, my attention was captured and I was dazzled, literally, by his brilliant integration of our week-long experience. I was genuinely awed by his performance. Thank you, Sheila and Amitabh. In the midst of visionary leaders like Don Berwick and David Blumenthal, you shined through as the stars. “I would hope to join such a group again — it is too much to imagine the same group re-gathering — but if that is not to be, it will be my purpose to aggressively pursue the “moral test” – the care of those in the dawn of life, those in the twilight of life, the elderly and those in the shadows of life, the poor, the needy and the handicapped — the “Triple Aim” and the transformation of healthcare. It is that resolve and commitment which will honor the privilege of being “one of the forty-nine (the number of conference attendees).” “In the context of your values, blessings upon each of you. It was an extraordinary week — and it did not end with a weary whimper but with a triumphal crescendo. I am impressed and grateful. I will always carry these memories in my heart and mind.” On Saturday morning, after rounding at the hospital, I wrote a second note to the conference members. “On the four-hour flight home last night, I though more about our week together. I realized after experiencing the emotion of the group yesterday, that what had been happening all week was that a group of strangers were becoming a team. The critical step in healthcare transformation is that each transformative unit must become a team. We began that process this week. It has been interrupted and as a ‘group of the 49,’ we cannot continue, but we can take that experience with us to our respective organizations and continue it.” The experience brought to mind Peter Senge’s comment in his book “The Fifth Discipline”: “Most of us at one time or another have been part of a great ‘team,’ a group of people who functioned together in an extraordinary way – who trusted one another, who complemented each other others’ strengths and compensated for each others’ limitations, who had common goals that were larger than individual goals, and who produced extraordinary results. I have met many people who have experienced this sort of profound teamwork – in sports, or in the performing arts or in business. Many say that they have spent much of their life looking for that experience again. What they experienced was a learning organization. The team that became great didn’t start off great – it learned how to produce extraordinary results.” “That process began with our sharing personal histories and stories which communicated to others who, what and why we are. It continued with us tackling problems together. We began to learn and we experienced the fact that learning really has very little to do with taking in more information but it has everything to do with metanoia – “changing our mind” (Senge) about how we relate to other members of the healthcare team, and about why are relating and what our goals are.” In his book, Senge identifies five new “component technologies” that are gradually converging to innovate learning organizations: 1. “Systems Thinking – endeavors bound by invisible fabrics of interrelated actions, which often take years to fully play out their effects on each other. Systems thinking is a conceptual framework, a body of knowledge and tools that has been developed over the past fifty years, to make the full patterns clearer, and to help us see how to change them effectively. 2. “Personal Mastery – the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively – the learning organization’s spiritual foundation. 3. “Mental Models – deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we take action. (This) starts with turning the mirror inward; learning to unearth our internal pictures of the world, to bring them to the surface and hold them rigorously to scrutiny. It also includes the ability to carry on ‘learning-ful’ conversations that balance inquiry and advocacy, where people expose their own thinking effectively and make that thinking open in to the influence of others. 4. “Building Shared Vision – When there is a genuine vision (as opposed to the all-too-familiar ‘vision statement’), people excel and learn, not because they are told to, but because they want to…Given a choice most people opt for pursuing a lofty goal, not only in times of crisis but at all times. What has been lacking is a discipline for translating individual vision into shared vision – not a ‘cookbook’ but a set of principles and guiding practices. The practice of shared vision involves the skills of unearthing shared ‘pictures of the future’ that foster genuine commitment and enrollment rather than compliance. 5. “Team Learning – How can a team of committed managers with individual IQs above 120 have a collective IQ of 63? The discipline of team learning starts with ‘dialogue,’ the capacity of members of a team to suspend assumptions and enter into a genuine ‘thinking together.’ The discipline of dialogue also involves learning how to recognize the patterns of interaction in teams that undermine learning. The patters of defensiveness are often deeply engrained in how a team operates. “This is what we were experiencing in Boston, which is why we may have a hard time putting our finger upon an idea or a fact which we will ‘take home with us.’ What we experienced was parts or all of these five steps. The case studies that we ingested and then digested aided this process. … “Have you ever noticed that you have begun many things which you never finished, but that you have never finished something which you did not start? The key to success is to begin – that carries with it the risk of failure but it also brings the opportunity for success. Such a team has the ability to perform near miraculous transformation in the lives of those we serve. Have you ever seen a client or patient who threatened to kill someone? Listen in your heart to the following story: “Ultimately, it is in the collection of thousands and of millions of stories like this that we will know that we have transformed healthcare. The outcome is worth the difficulty of the process because whether it is the ‘moral test’ or the ‘triple aim,’ it is the result that is seen in the lives of those whom we serve that “As I finish this note, I realize there is another on in the offing. That note will contain my recommendations for future meetings both as to structure, content and ‘dynamic.’ But, I will save that for another day. Thank each of you for the gift of your sharing of your ideas.” Dr. James L. Holly is CEO of Southeast Texas Medical Associates, LLP (SETMA) in Beaumont. James Holly's archive

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Lamar jazz director, trombone professor dies at 65 Submitted by Kevin King on March 1, 2013 - 12:46pm J. Wayne Dyess, professor of trombone and director of jazz studies at Lamar University, died Wednesday, Feb. 27, at the Medical Center of Southeast Texas. He was 65. Colleagues, former students and friends paid tribute to him as a world-class musician who was an even better human being . . . an influential arranger . . . leader, founder, mentor and friend . . . as an inspirational teacher who made each student feel important . . . as one whose passion for music reached out to his audiences . . . as a great man full of humor and love of mankind. Funeral services for Dyess will be at 2 p.m. Monday at Hillcrest Baptist Church, 3324 Park Drive in Nederland, with a gathering of family and friends from 3 to 6 p.m. Sunday, also at the church, under the direction of Broussard’s Mortuary in Nederland. Dyess had been a member of the Lamar faculty since 1977, when he became assistant director of bands to now-President Jimmy Simmons. “The first thing that distinguished him was his spectacular ability to play the trombone. He was a world-class trombonist,” Simmons said. “Moving on, there was his ability to inspire those who worked with him and those he taught. And there’s probably not a high school student in the state of Texas and surrounding states who didn’t play an arrangement that Wayne wrote. He was a gentle, kind, sincere friend to all. He was just a terrific person.” Dyess was also the principal trombonist with the Symphony of Southeast Texas and performed regularly throughout the United States and internationally with several groups, including Keith Brion’s New Sousa Band and the Brass Band of Battle Creek (Michigan). From 1970 to 1974, Dyess was trombone soloist and section leader of the “World’s Finest” United States Navy Band. He led his own eight-piece band as well as an 18-piece rehearsal dance band. Since the inception of the Lamarissimo! Concert Series in 1990, Dyess has conducted Lamar jazz bands, attracting such notable guest artists as pianist Shelly Berg, arranger-bandleader Marion Evans, musician-conductor-composer Bill Holman, trombonist Dave Steinmeyer, trumpeters Bobby Shew, Dennis Dotson and Walter White, and Grammy-winning composer and saxophonist Don Rollins, a Lamar alumnus, among others. Dyess’ concerts paid tribute to jazz greats, from Glenn Miller (complete with music students performing as the Andrews Sisters) and Harry James to Count Basie and Frank Sinatra. “From his humble beginnings in East Texas to his performances with the Navy Band, no performance was ever too grand nor too small for his musical passion to reach the audience,” said Scott Deppe, Lamar’s director of bands. “He inspired and supported all who knew him to try harder, experience more and reach for the sky.” Dyess was the force behind the Night & Day Orchestra, whose website paid tribute to him as “our leader, founder, mentor and friend . . . one of the good guys.” The orchestra will continue to perform in his memory and will “continue to uphold his high standards of musicianship and celebration of one of America’s true art forms: Big Band dance, show and jazz music.” Dyess graduated with a Bachelor of Music from Stephen F. Austin State University in Nacogdoches, where he was selected as music alumnus of the year in 1990 and inducted into the School of Music Wall of Honor. He earned his Master of Music from The Catholic University in Washington, D.C., and Doctor of Education from the University of Houston, having also completed additional graduate work at the University of Texas at Austin. “Wayne had a tremendous effect on me personally and professionally,” said trombonist Travis Harris, director of bands and fine arts department chair in the Denton school district. “While I was a student at Lamar, he always made me feel important, not just a student in the program, but as a person. He genuinely cared about me, trombone or not. He wasn’t just a college professor, he was part of our family. When I would come home to visit, I would always check to see if he was playing somewhere so I could go and we could be together and share the many things he’d taught me. Every time, he would make me feel like ‘royalty,’ like a son he hadn’t seen in a long time. He took great joy in my success, and I loved the fact that I made him proud.” Betsy Hines, associate professor of keyboard studies and coordinator of class piano, fondly recalls working with Dyess. “We had fun through the years doing the LU-llaby (of Broadway) shows,” Hines said. “He was always able to write a great arrangement that highlighted the performer but was still fun for the band to play. There’s a real knack in knowing how to do that. One time during LU-llaby, he was on the West Coast performing, and we put the show together by email.” George Beverley, province governor of Phi Mu Alpha Sinfonia, described Dyess as “a great man, full of humor and love of mankind." “Wayne is so many things, wore so many hats, but to me he was a Lamar colleague, expert consultant in concert recording and my brother in Phi Mu Alpha Sinfonia,” said Beverley, who was station manager of KVLU public radio for many years. Others from near and far paid tribute to Dyess, via Facebook. “Rest in peace professor,” wrote Chelsea Tipton II, music director of the Symphony of Southeast Texas. From across the Atlantic Ocean, Frank Osborne of the ConChord Big Band in Sussex, England, wrote: “I have never been so saddened by the passing of someone I have never actually met face to face. I got to know Wayne via the Internet through our mutual interest in big band music. We exchanged arrangements, swapped stories and kept each other up to date with the daily tribulations, successes and disappointments in the running of our bands. It was very apparent, even at the distance of Texas to southern England, of the affection and respect Wayne received from all those who had the privilege to meet him.” Michelle Melancon of Nederland, who earned bachelor’s and master’s degrees in music from Lamar, wrote: “My heart is heavy to know that a great musician and friend passed yesterday. Wayne Dyess, thank you . . . for allowing me the many opportunities to perform with the Lamar Jazz Band, and adding me as a member of Night & Day Orchestra. Without you, I'd still be a lowly clarinet player who would have never, ever touched a saxophone or continued playing bass guitar. Thank you for believing in me and helping me through the years to become the musician I am today.” “He was an incredible musician and an even better human being,” wrote Scott Weiss, former Lamar director of bands, who performed with Dyess in the Lamar Brass Quintet. “I feel very fortunate to have had the honor of knowing him. To be sure, there are some amazing trumpet and trombone duets happening in heaven now.” On March 7, the Lamar Wind Ensemble will premiere an original composition in honor of Dyess as a featured work in the Lamarissimo! Concert Series. The program, sponsored by ExxonMobil, begins at 7:30 p.m. in the Julie Rogers Theatre. The Lamar chapter of Kappa Kappa Psi, national honorary band fraternity, commissioned Lamar music alumnus Joel Love to write the work, “A Cardinal’s Hymn.” “It will be extremely touching, and a real honor, for the Lamar Wind Ensemble to present the world premiere of ‘A Cardinal’s Hymn’ in tribute to Dr. Dyess,” said Deppe, the ensemble’s conductor. “This beautiful piece by Lamar alumnus Joel Love had already been commissioned in honor of Dr. Dyess, a beloved teacher and mentor in the music department at Lamar for many years,” said Russ Schultz, dean of the College of Fine Arts and Communication. “With his passing, it will now stand as a perfect musical tribute to Dr. Dyess, whose generous spirit and gracious teaching style lifted one student at a time. His memory will always bring harmony to the world.” Wayne Dyess

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Share this:FacebookTwitterGoogleRedditPinterestLinkedInMorePrintEmailTumblrStumbleUponPocket FIRE is proud to offer the only database of United States college speech policies, the Spotlight Database. FIRE rates over 400 of the nation’s top colleges and universities, so navigating the system can be difficult. With that in mind, we present the following guide to using our database. FIRE’s Speech Code Ratings Next to each school in our database, you will see a colored traffic light—red, yellow, green, or gray (for those universities not rated by FIRE, as explained in detail below). This is FIRE’s Speech Code Rating System, which informs you of FIRE’s opinion of the degree to which free speech is curtailed at a particular institution. The Speech Code Rating System applies equally to public and most private universities. While private institutions are not directly legally bound to uphold the Constitution, those that promise debate and freedom are morally bound—and may be contractually bound, depending on the circumstances—to uphold the fundamental principles of free speech and of academic freedom, principles that underlie the First Amendment. Read more on the distinction between public and private schools. A “red light” institution has at least one policy that both clearly and substantially restricts freedom of speech. A “clear” restriction is one that unambiguously infringes on what is or should be protected expression. In other words, the threat to free speech at a red light institution is obvious on the face of the policy and does not depend on how the policy is applied. When a university restricts access to its speech-related policies by requiring a login and password, it denies prospective students and their parents the ability to weigh this crucial information. At FIRE, we consider this action by a university to be deceptive and serious enough that it alone warrants a “red light” rating. A “yellow light” institution is one whose policies restrict a more limited amount of protected expression or, by virtue of their vague wording, could too easily be used to restrict protected expression. For example, a ban on “posters containing references to alcohol or drugs” violates the right to free speech because it unambiguously restricts speech on the basis of content and viewpoint, but its scope is very limited. Alternatively, a policy banning “verbal abuse” could be applied to prohibit a substantial amount of protected speech, but is not a clear violation because “abuse” might refer to unprotected speech, such as threats of violence or harassment as defined in the common law. In other words, the extent of the threat to free speech depends on how such a policy is applied. If a college or university’s policies do not seriously imperil speech, that college or university receives a “green light.” A green light does not indicate that a school actively supports free expression. It simply means that FIRE is not currently aware of any serious threats to students’ free speech rights in the policies on that campus. When a private university expresses its own values by stating both clearly and consistently that it holds a certain set of values above a commitment to freedom of speech, FIRE does not rate that university. Accessing a School’s Policies When you select an institution, you will be directed to the school page for that college or university. Underneath the school’s basic information, you will find tabs “Cases,” “Speech Codes,” “Media Coverage,” and “Commentary.” To see the school’s speech-related policies, click on the “Speech Codes” tab, and beneath that tab will display the institution’s policies concerning free speech. For each speech code, you will see a relevant excerpt of the policy in question, and a link below that to a PDF of the full policy. Clicking “Read More” will take you to the full policy. The policies are sorted by rating: red light policies first, then yellow, then green. If a school is “not rated” by FIRE, the school’s policies will also display as “not rated.” Policy Types Broadly speaking, there are two types of speech-related policies: advertised commitments to free expression and restrictions on expressive rights. FIRE further subdivides restrictions on expressive rights into the following categories: Policies on tolerance, respect, and civility Policies on ‘bias’ and ‘hate speech’ Bullying policies Protest and demonstration policies Internet usage policies Ready to get going? Great! Start by searching for your school in the Spotlight Database.

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News Wheeling's Comprehensive Plan Opinion Life Sports Sections Extras CU Customer Service Ads Classifieds Jobs Local Columns « We’re All Teachers, Really... Belmont County Is Facing Law...» Mardi Gras Event Back on Feb. 2 By JIM COCHRAN , Save | Post a comment | A Mardi Gras will be taking place locally on Feb. 2. This third annual event is being sponsored by the Moundsville Rotary Club and will be held at St. Jude Hall in Glen Dale. It will be catered by Chef James of Cafe Burress, with entertainment by Smoke Daddy and the Crawfish. Attire for the evening - the event will be from 5-11 p.m. - being business casual or costume. Proceeds will benefit the rotary's community projects, which include financial awards for graduating seniors, clothes closets at various schools, dictionaries for schools, the House of the Carpenter II, local soup kitchens, the Moundsville-Marshall County Library's Children's Department, along with other events. The Marshall County Chamber of Commerce-sponsored 2013 Home and Business Expo will be held March 8-9 at the Moundsville Center within the walls of the former West Virginia Penitentiary. The hours will be 4-8 p.m. on March 8, and 10 a.m. until 5 p.m. on March 9. The Chamber is accepting exhibit space applications. The registration deadline is Feb. 28. "Diamonds and Pearl" is the theme for the 30th annual varsity show to be presented by the Mount Olivet Lions Club. The event will be held Feb. 22-23 at Sherrard Middle School. There will be music from Hee Haw, Shrek, the '50s, '60s, '70s, and more. There will be drawings, candy bags for sale and refreshments will be available. Anyone wishing to purchase tickets or obtain additional information is asked to contact Paul Amrhein at 304-242-0911. Although the new Cameron High/Middle School has been open for two weeks, the auditorium/theater and fieldhouse have yet to be used. However, these two facilities may be utilized for the first time during the last week of the month. An awards program is scheduled for Jan. 29, and plans are to being made to hold the program in the auditorium/theater. As to the fieldhouse, the painting of the floor has yet to be completed, but hopefully this work will be completed in the next week and a half, which could mean that the first game could be played on Feb. 2. The home wrestling schedule has been completed and the grapplers will have to wait until the next school year before utilizing the new facility. As to a ribbon cutting/open house of the new school, an event is slated for Sunday, March 10. Principal Jack Cain said the students had no problems getting acclimated to the new school. The school is designed for high school students to be in one section, while the middle school classrooms are in the west section. Getting back to the auditorium, this is something new for students, as in the old school the gymnasium also served as the auditorium, and when events were held on the stage, chairs were set up on the gym floor. This will not be the case at the new school. Spoke with new athletics director/activities coordinator Tim Brown this past week, and he is excited to be back in the Ohio Valley. For the past 10 years he has been a teacher/football coach at a 1,800-student school in a Columbus, Ohio suburb, but is glad to be back "home." Brown, who graduated from Cameron High and later taught at the school, said he is very impressed with the new state-of-the-art facility For those of you who subscribe to the New-Register and/or The Intelligencer, this past Wednesday the "Journal" section had a new look. For the past 36 years there has been a section called, "The Journal of Valley News," which in addition to Marshall County, included news from Wetzel and Tyler counties. As to the name "Journal," it has been part of the newspaper business in Moundsville-Marshall County for more than 100 years. The Moundsville Journal began as a weekly paper in 1910, when editor R.J. Smith purchased the presses of the Moundsville Herald and set up shop in the old Snyder Hotel Building on Seventh Street. In the summer of that year the "Journal" went to a daily publication with a new building constructed at 605 Court Ave., the current home to Marshall County Bureau of the News-Register and The Intelligencer, and the Green Tab. The then-News Publishing Company of Wheeling purchased the Journal n 1928 and continued it's operations in Moundsville until a merger with the Wheeling News-Register daily evening paper in July 1946. Since that time a Marshall County Bureau of the two Wheeling papers has maintained offices in Moundsville, with the "locals" for the most part referring to the office as The Journal. Getting back to the "new" Journal, those wishing articles and photos printed in this section can call the office at 304-845-3603, or use the other forms getting information to the office, these of course being fax (304-845-3605), or email. Or just drop items off at the office. The deadline is noon on Monday of each week. Save | Post a comment | Subscribe to The Intelligencer / Wheeling News-Register Wheeling Weather Forecast, WV

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« Luther Wheeler Axiall Corp. Profit Rockets...» Students Creating A ‘Culture of Kindness’ By SARAH HARMON - Staff Writer , Save | Comments (3) | Post a comment | Even the smallest act of kindness can make the biggest difference in someone's life, a message students in Marshall County Schools are trying to promote. To spread this message not just school-wide but to the surrounding community, the school district will host representatives of Rachel's Challenge, a national non-profit organization that encourages teachers and students to cultivate a culture of kindness in schools to combat bullying and feelings of isolation among students. The organization commemorates Rachel Scott, the first student to be killed in the Columbine High School shooting who was known for being compassionate and willing to reach out to her fellow students. County students in grades 6-12 will hear a presentation on Rachel Scott and her legacy Nov. 20 in John Marshall High School's Performing Arts Center. In addition, any community member is invited to hear the program again at 6:30 p.m. that night at the center to learn more about the sometimes devastating effects of bullying. Article Photos Photo by Sarah HarmonSherrard Middle School students Melissa O’Kelley, left, and Jamie Emery link “acts of kindness” students have written witnessed and written down. The chain of kind acts will be displayed throughout the school as part of the school’s anti-bullying club. "It's very hard to watch the assembly, because it's so heartfelt," Sherrard Middle School Principal Cassandra Porter, who organized the event with Assistant Superintendent Corey Murphy, said. "It really makes you think about what happens when kids are bullied and picked on." Representatives from the program will also train about 20 kids from Moundsville and Sherrard Middle and Cameron and John Marshall High Schools to continue the Friends of Rachel Club in the schools. ''Rachel's Challenge is one of the most powerful student assemblies in the U.S.,'' Murphy said. ''It sends a strong message to students about how words and actions can affect people. We're hoping our students grasp the message and run with it in our schools.'' Students from Sherrard Middle School have already begun to spread the message of kindness through their own Rachel's Challenge Club. According to Porter, students have been writing down any acts of kindness they witness on pieces of paper, which they link together to make a chain. She said the paper chain is displayed around the school, noting it already spans a hallway after only a week of starting the project. The club also writes birthday cards for every students' birthday throughout the year and has as a welcoming committee for any new student who comes into school. ''Since we've had this program it's a completely different culture at the school,'' Porter said. ''Kids want to help kids now. Students will come up to us and say, 'We saw someone pick on this girl and we didn't like it.' It's made a big impact.'' © Copyright 2014 The Intelligencer / Wheeling News-Register. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

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Search AboutAnnual Reports Work for the SCA SCA Founder Liz Putnam You are hereHomeAbout Creating leaders for the environment: all in a day’s work. SCA’s mission is to build the next generation of conservation leaders and inspire lifelong stewardship of the environment and communities by engaging young people in hands-on service to the land. It’s Our Job, Every Day It happens every day, all over our great country. A 19-year-old in Louisville. A 20-year-old in Des Moines. A 16-year-old in Nome. Every day our youth want to do something important with their lives, and begin to ask, “Who am I?” and “Who do I want to become?” At the same time, every day our parks and natural resources fall into disrepair and are depleted. Today we stand at a critical point in time where the desire to do something can be met with the need to preserve and protect our environment. SCA is there. Every day SCA unites young people with hands-on environmental challenges. Every day we create future stewards of our land, healthier environments and—ultimately—a better world. Read more about Leadership SCA is led by a diverse group of Board Members ranging from leaders in both the public and private sectors who care deeply about the stewardship of our land and the empowerment of young people as conservation leaders. See List of Board members. SCA’s Executive Team is also comprised of leading experts in the field of conservation, partnership development, Philanthropy, marketing and corporate relations. Together, they mentor and guide a staff of 152 national employees. See Executive Team bios. SCA Founder, Liz Putnam Visionary is an accurate word to describe Liz Putnam. Launching an American conservation service powered exclusively by young people would be ambitious today, but considering that she conceived of the idea in 1957—at age 24—makes her all the more remarkable. While still attending Vassar College, Liz modeled SCA on the 1930s Civilian Conservation Corps. and enlisted student volunteers to assist with the upkeep of U.S. national parks and public spaces. Be motivated by Liz’s story. A group of extraordinary conservation leaders, the SCA National Council is comprised of leading figures from the conservation, youth, government, business, and philanthropic fields to provide advice and counsel to advance SCA’s mission and program. See National Council. SCA Positions Hours by State Before the Peace Corps. Before AmeriCorps. Long before most organizations even heard the term “sustainability,” we were creating sustainable solutions. Since 1957, more than 70,000 young people have joined the ranks of SCA and have provided more than 28 million hours of hands-on service yielding immediate and lasting effects on our environment. See our Timeline Sign up for email updates from SCA Work at SCA See the Top Ten Reasons to Work at SCA Read more about Current Openings See what SCA has to offer you. Read more about SCA Sandy Recovery

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Mountain Empire Children's Choral Academy has a busy year ahead January 10th, 2014 9:51 am by Amanda Marsh The Mountain Empire Children’s Choral Academy has a busy and song-filled year ahead.Between a special performance of “Carmina Burana” with Symphony of the Mountains, a cabaret fundraising event and trips to Chattanooga and Greece, artistic director Jane DeLoach Morison has a lot on her plate.“As a teacher, there could not a more ideal job,” she said. “I get to work with enthusiastic young people. It’s an absolute joy to do it.”Last semester, about 100 youth in grades 4 through 12, from across Northeast Tennessee and beyond, made up the MECCA roster. The choral academy is divided into two groups – The East Tennessee Children’s Choir for grades 4 through 8 and the Highlands Youth Ensemble for grades 9 through 12, plus changed male voices in eighth grade.Both groups practice every Monday at Central Baptist in Johnson City and cover a wide range of repertoire, including everything from Renaissance, classical, 1800s, early 20th century, songs originating in the Appalachians, and original works from local composers and MECCA members.“Any young person who really loves to sing, this is the place for you,” said Morison, who has directed at MECCA since 2007. “We really provide solid vocal training. Especially with younger voices, a choir is the best thing for them.”The young singers are taught how to perform all the vocal parts, as well as proper posture, diction and how to sing in different languages.In the coming months, Morison and her MECCA singers will put a lot of these traits to use as they prepare to perform “Carmina Burana” in March.“It’s a big work that’s rarely performed because you have to have an adult and children’s choir,” Morison said. “I told the kids that this is something they will tell their kids and grandkids about it. It’s really big.”Additionally, the Highlands Youth Ensemble will put the final touches on the Annual Valentine's Cabaret Fundraiser that will feature a variety of solos and duets, plus a dessert reception and silent auction at Northeast State Community College on Feb. 15 and at Barter Theatre on Feb. 17.This event will raise funds for MECCA and the Highland Youth Ensemble’s upcoming trip to Syros, Greece. About 30 members of the ensemble will attend the two-week Festival of the Aegean and will have the opportunity to work with renowned composer John Rutter. In June, the East Tennessee Children’s Choir will perform at the American Choral Directors Association State Conference in Chattanooga. Morison says it’s an honor for MECCA to be invited since a children’s choir hasn’t performed at the event in several years.Given the packed performance schedule for 2014, Morison is looking to add more voices to MECCA. The choral academy is holding open auditions Jan. 13 from 4 to 6 p.m. at Central Baptist Church. No appointment is required and children grades 4 through 8 will be paired in groups for 30-minute audition sessions. No previous choir experience is required.The Highlands Youth Ensemble will also hold auditions for grades 9 through 12 by appointment only. A prepared solo is required and the audition will take about 45 minutes.“All that it takes to be a part of MECCA is a love of music,” Morison said. “We have kids from all backgrounds. We have kids that have never heard of classical piece and then they realize how it has withstood the test of time. They are all different from one another, but love to sing.”Tuition is required to be a member of MECCA, but assistance and scholarships are available, Morison said. MECCA also plans to start a "Chorister" program for singers in grades 1 through 3 this fall, as well as choral art camps this summer. For more information about the choral academy or upcoming events, visit www.meccacademy.org Or contact Jane DeLoach Morison at [email protected] or 276-645-5785.

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Global Power Plays Event Date: Thursday, April 12, 2012The University of Charleston will host a series of five prominent figures in the energy business during the spring semester in a series titled, “Energy: Who’s Got the Power?” Barry K. Worthington serves as the Executive Director of the United States Energy Association (USEA) where he directs the Association’s domestic and international activities. He has served in this capacity since September 1988. Previously, he served as a Vice President of the Thomas Alva Edison Foundation and prior to that served in several capacities with Houston Lighting & Power Company, now known as Center Point. Event begins at 6:30 p.m. in Geary Auditorium, free and open to the public. Since 2001, the Dow Chemical Foundation has been the major sponsor for UC Speaker Series events. Office of Communications Carrie Stollings

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UNA’s New Commons Building Provides Academic Services, Retail Outlets, Gathering Place for Students and Shoals CommunityMar. 3, 2014 By Terry Pace, Communications and Marketing FLORENCE, Ala. – Hundreds of students, administrators, faculty, staff and alumni – along with friends and supporters from across the Shoals – gathered to celebrate Monday’s official opening of the new Commons building on the University of North Alabama campus. University President Dr. William G. Cale – joined by members of the UNA Board of Trustees and elected officials from across the region – presided over the official dedication and ribbon-cutting ceremony for the spacious, state-of-the-art new facility situated between Rogers Hall and Keller Hall at the north end of Court Street. The $8-million complex encompasses the all-new University Success Center as well as Student Financial Services, the UNA branch of Listerhill Credit Union and retail outlets ranging from Starbucks, Chik-fil-A and Frostbite Frozen Treats to a vastly expanded Follett Campus Bookstore. “This building will house many of the services that enhance our academic programs here at UNA,” Cale told the enthusiastic, standing-room-only crowd, “but it will also serve as a central gathering place for our students and attract even more friends from the local community to visit our campus. In so many ways, this will make us a stronger and better university.” The Commons building was designed by Hugo Dante of Create Architects in Tuscumbia, built by the Huntsville-based Consolidated Construction company and funded in part through partnerships with Listerhill, Sodexo Campus Services and the Follett Corporation. Winter weather conditions forced a few unexpected delays in the original construction schedule, but all agreed that Monday’s long-anticipated opening of the Commons was well worth the wait. “It’s a real asset for the citizens of Florence to have a university at the north end of our main street,” Florence Mayor Mickey Haddock remarked. “Believe me, we do not take for granted – and we could not be more excited about how this new Commons building will enhance both the university and our beautiful downtown area.” In addition to operating a campus credit-union branch known as The Hill, Listerhill is partnering with UNA to establish a new Financial Literacy Center based in the Commons. Services offered under the academic umbrella of the University Success Center (USC) will include the Center for Writing Excellence, the First-Year Experience Program, the Mathematics Learning Center, University Advising Services and other academic programs carefully designed to increase student enrollment and elevate student retention levels. “The University Success Center is envisioned as a campus hub for academic support services to students,” according to Dr. Thomas Calhoun, UNA’s vice president for enrollment management. “The facility has small group study rooms, a mathematics laboratory, a large computer center, one-on-one tutorial carrels and inviting casual study and gathering spaces for students. It is generously staffed with professional advisors, instructors and tutors in a variety of academic disciplines. The USC consolidates a number of services in one single location, thus making it easier for students to access the assistance they seek. It is anticipated that the University Success Center will contribute greatly to our students’ academic progress.” To help accommodate local visitors to the Commons' retail establishments, three 15-minute visitors' parking spaces will be available at the front entrance to the new building. High-resolution photos from Monday’s ribbon-cutting and dedication ceremony for the new UNA Commons are available for media use on the UNA Gallery at the following link: http://www.unalionsden.com/archive/album.php?album=Student%20Academic%20and%20Commons%20Center&year=2014

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Three USU Professors Earn Prestigious Awards Kerry Rood Korry Hintze Paul Jakus Three professors in the College of Agriculture and Applied Sciences (CAAS) recently won prestigious awards. Kerry Rood — Animal, Dairy and Veterinary Sciences The Utah Veterinary Medical Association recognized Kerry Rood, an associate professor in the Department of Animal, Dairy and Veterinary Sciences, as Veterinarian of the Year. Rood has been a member of the association for 15 years and said it was a complete surprise. “It is quite an honor to be nominated by my peers as veterinarian of the year,” Rood said. “I don’t have the words to express how that makes me feel.” Currently, Rood is working with Utah dairy farmers to help improve efficiency and increase productivity while also working with beef producers to help them better understand bovine viral diarrhea disease and its treatments. Additionally, Rood is working with cattlemen to find a more cost effective way to run a “trich” test, a test meant to help prevent the transmission of trichomoniasis from a bull to a cow during breeding. Once transmitted, the disease can cause a cow to abort her calf and can be passed onto other bulls. Korry Hintze — Nutrition, Dietetics and Food Sciences CAAS faculty member, Korry Hintze, earned his noteworthy award at the Sackler Institute of Nutrition Symposium in Manhattan. “It felt great and was unexpected because there was so much good science being presented,” Hintze said. Hintze, an associate professor in the Department of Nutrition, Dietetics and Food Sciences, was awarded an Early Career Investigator Poster Presentation prize for his presentation illustrating a simplified method he developed with other faculty members to “humanize” a non-germ free mouse gut, or a mouse that hasn’t had all microorganisms removed from its digestive tract for its use in scientific research. “Basically, we replaced the resident bacteria in the mouse gut with human bacteria,” Hintze said. “This has been done before with germ-free mice but very few germ-free mice facilities exist so it has always been very difficult to humanize mice. Our process makes this process feasible for many more investigators and also is not limited to mice.” Hintze said they are now using this model to study human diseases such as colon cancer and metabolic syndrome. The institute is the nutrition science section for the New York Academy of Science, an organization that boasts several significant former members, including Thomas Jefferson, James Monroe, Alexander Graham Bell, Thomas Edison, Louis Pasteur, Charles Darwin, Margaret Mead and Albert Einstein. Paul Jakus — Applied Economics The Northeastern Agricultural and Resource Economics Association awarded Department of Applied Economics professor Paul Jakus an Agricultural and Resource Economics Review Fellows award. The ARER Fellows award is given to authors who have published five or more peer-reviewed articles in Agricultural and Resource Economics Review and “who have demonstrated sustained excellence in research and commitment to the association’s journal,” according to the journal’s website. “I am honored to have been named an ARER Fellow,” Jakus said. “I have always looked forward to receiving and reading the journal, because there is usually a research paper that can be used immediately in my own research program.” Jakus is currently finishing two projects for the state of Utah. The first is a collaborative project between Jakus and colleagues from the Utah Division of Water Quality, Colorado State University, University of Wyoming and the consulting firm CH2M Hill to develop a model of water-based recreation. The model will allow those involved to see how recreational water activities change as water quality improves. The second project involves the Utah Division of Wildlife Resources and APEC assistant professor Man-Kuen Kim and aims to estimate the economic benefits of designated Blue Ribbon fisheries in Utah. Jakus is also working with Therese Grijalva from Weber State University to collect data for the construction of models to test the hypothesis that the state of Utah can manage its public lands more effectively than the federal government. Department of Animal, Dairy and Veterinary Sciences Department of Nutrition, Dietetics and Food Sciences USU College of Agriculture and Applied Sciences Contacts: Kerry Rood, 435-797-1882, [email protected]; Korry Hintze, [email protected]; Paul Jakus, 435-797-2309, [email protected]

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Dam Model Provides Real-life Experience Blake Tullis (left) and Rhen Thurgood (right) examine the model dam at the USU Water Research Lab. The model simulates a dam in California and is one-third the size of a football field. (Kylee Larsen photo from the USU Statesman Online) By Maile Burnett, staff writer, The Utah Statesman, Thursday, April 24, 2014 A USU model dam is providing data and research about a new design for the Isabella Dam in California, giving engineering students the opportunity to apply what they learn in the classroom to a real-life problem. Rhen Thurgood, a graduate student in civil engineering who is on the dam research team, said the dam, located at USU’s Water Research Lab, is one-third the size of a football field and a 1:45 scale model of the actual Isabella Dam. Isabella Dam does not meet the standards for flood-safety, Thurgood said. In the event of a massive flood, the dam wouldn’t have the needed capacity to release extra water safely. Blake Tullis, associate professor in civil and environmental engineering, said the flood estimates are based on statistics. The worst possible flood estimate would have a water flow of 506,000 cubic feet per second, Tullis said. If this were to happen, there is the small town of Isabella near the dam and the city of Bakersfield down the canyon where the water would flow. “If the probable maximum flood happened, Bakersfield would be in trouble,” Tullis said. They test the model at the Water Research Lab at this maximum flood level, channeling the water from First Dam and back to the Logan River. Thurgood said working on the model gives him a head-start in the real world. Being able to work on the model, collect and analyze data, design, and build is a valuable experience for a later career. Mitch Dabbling, also a civil engineer, will graduate at the end of this semester with his master’s and has a job waiting for him as a water engineer. Dabbling said this hands-on experience was instrumental in his interviews. It set him apart and showed he knew how to apply it to real-life problems. “It’s not sitting in a classroom,” he said. “It’s doing something that matters.” Tullis said the Millsite Dam near Ferron, Utah, has also benefitted from the research of labyrinth weirs, the type of dam being tested. The Millsite Dam is undergoing construction this year. “What’s so great about this is a lot of our research is going straight into Utah,” Tullis said. Tullis said the design of the dam, an arced labyrinth weir, was researched and developed by graduate students at USU. The purpose of the dam is to discharge flood waters more slowly than the current dam would if water flooded over it or the dam broke. The zig-zagging walls allow for more water to flow over the top and into an emergency release channel, Tullis said. The research team just finished making modifications to the dam. The first model was tested, and they found the channel was not deep enough, Thurgood said. With the new modifications, they expect this model to be the blueprint for the new Isabella Dam. Dabbling said the changes are why these studies are done. While it’s expensive to build the models, it’s a lot cheaper to build and modify one than to build the actual dam and do it wrong, Dabbling said. The model is built as accurately as possible to match the landscape around Isabella Dam. If something fails on a dam, the liability comes back to the way it was built and the care taken to make sure it was safe, Dabbling said. “If we’re an inch off in here, that’s four feet off in the real world,” Dabbling said. – [email protected] @BurnettMaile

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High school interns conduct research at UTPA Contact: Jorge Alvarado, Intern 956/381-2741 Posted: 08/21/2006 Share | At the age of 17, Amanda Rae Flores may become a published author thanks to The University of Texas-Pan American and the 2006 High School Summer Science Interns program. The program, which was designed to increase awareness and interest in science-related fields in the Rio Grande Valley, was organized by the Hispanic Health Research Center/Community Advisory Board (HHRC/CAB). The HHRC is a research center housed in The University of Texas at Brownsville dedicated to researching a number of diseases prevalent in the Hispanic community. The Office of Research Administration through the Undergraduate Research Initiative at UTPA along with the Centers of Excellence in Partnerships for Community Outreach, Research on Health Disparities and Training (EXPORT) grant helped fund three students conducting their research at the University. The other students participating were based out of The University of Texas at Brownsville. "UTPA's participation in the summer internship program was an opportunity to not only foster interest in research but also to highlight the options available at the University to students interested in a science career. They learn about research and the discovery of new knowledge by doing," said Dr. Wendy Lawrence-Fowler, associate vice president for Research. The internship positions provided opportunities in fields such as astronomy, anticancer drugs, cancer research, plant physiology, behavioral science, diabetic research, adolescent obesity, respiratory adaptation and sedimentology. The internships were created to offer students a hands-on opportunity to explore a science field, in hopes of influencing them to pursue a career in science. The students conducted research from June 15-July 28 and presented their findings to the HHRC/CAB at the end of the internship. The presentations help the HHRC/CAB petition for a renewal of funds to keep programs like the summer internship going. Amanda R. Flores, a McAllen Nikki Rowe high school student, studies tunicates through a microscope during her internship in the UTPA Department of Biology while assistant professor Dr. Zen Faulkes looks on. Out of 60 applicants, only 10 were selected by a team of UTPA faculty, the University of Texas Health Science Center at Houston's School of Public Health and UTB. Students were selected based on courses they were currently enrolled in, their grades, a teacher recommendation form and an essay about why they would like to participate in the internship. Flores, a senior this year at McAllen Nikki Rowe High School, took an internship in the Department of Biology with assistant professor Dr. Zen Faulkes. "I'm really interested in marine biology and this was the perfect opportunity for me," Flores said. Flores is in the process of writing a paper with Faulkes, which they will submit to Marine Ecology, a science magazine that publishes original contributions on marine ecosystems and organisms. "Hopefully we can get published! I really hope we actually get approved for the magazine. I'll be really ecstatic," Flores said. The internship also gave students an opportunity to share ideas and learn techniques from their mentors. Flores said she really liked the freedom and trust she had with her professor, "He trusted me. He knew I could do it, and I love that. He provided me with enough information, but enough independence for me to actually get out and do this on my own." Faulkes said he is very proud of Flores, who came in halfway through the summer semester, and was amazed at how well she could work without constant supervision. "The project was well within her ability that she didn't need me to work with her every step of the way," Faulkes said. In addition, programs like these can help the University generate the necessary interest and funds it needs to become a research institution. "Participating faculty like me use this internship to show outside agencies how we are reaching out to students and how we are committed to student research. That might help to generate more external funding for student research programs," Faulkes said. Other student participants included Matthew Martin, a student from Edinburg North High School who worked with Dr. Bimal Banik, UTPA assistant professor for the Department of Chemistry, and Christopher Andrew Arriaga a student from Nikki Rowe High School who worked with Dr. Michael Persans, UTPA assistant professor for the Department of Biology. Pedro Mancias, a UTPA alumnus, advisory board member and associate professor at The University of Texas Health Science Center at Houston, said he was impressed by the way the students presented the information. "If you give the students from the Valley an opportunity they will live up to it," Mancias said. "It tells me that there's hope, and that we are making progress in the Valley." Belinda Reininger, assistant professor at The University of Texas-Houston School of Public Health and director of the 2006 High School Summer Science Interns, said she would like to see this program continue in the future. "One important aim of our EXPORT grant funded by the National Institutes of Health National Center on Minority Health and Health Disparities is to promote science careers among Hispanic students. Therefore, faculty from UTPA, UTB and The University of Texas-Houston School of Public Health Brownsville Regional Campus joined together to provide local students with research opportunities," Reininger said. "We believe that this internship program will contribute to future scientists from the South Texas area." ### © Copyright 2014 The University of Texas-Pan American™ | PrepareDiscoverTransform™ 1201 W University Drive, Edinburg, TX 78539 | (866) 441-UTPA Contact | Emergency Preparedness | Policies | Required Links | UT System | Institutional Resumé

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A Lifelong Learning Adventure Returning student and UW staffer Lori Lewis proves the power of finishing what you start. By Micaela Myers "The first day of my freshman year in 1998, I called my dad when I got home from class, and I said, 'Come get me and bring me home.' I said, 'I can't do this,' " recalls Lori Lewis. "I think it's because I was so afraid of failure. I was so scared I wasn't going to do well." Lewis persevered and quickly found the University of Wyoming to be an extremely supportive environment. "I think I owe a lot to the University of Wyoming," she says. Originally from Mitchell, Neb., Lewis now considers Laramie her hometown. After earning her initial bachelor's degree in business administration, Lewis was soon hired by UW's College of Business, working as a staff member in the dean's office and then in the MBA program. She took advantage of the school's employee benefit program that offers one free class a semester and earned her master's degree in public administration. Her job then brought her to the UW College of Law, where she served as deputy director of admissions and student services. Still, she yearned to accomplish one final educational goal that she believes will benefit her family: to become an accountant in the oil and gas industry. Once again, Lewis found UW profoundly supportive of this goal. The College of Business hired her back at half time with full benefits to allow her to attend school full time, pursuing an accounting major. "When I came back to the College of Business, they were very generous in terms of the college scholarships that they gave me," she says. She also received a Jane M. Klausman Women in Business Scholarship and is a member of the Beta Alpha Psi accounting honors society. "It's been amazing that I've been able to keep my daughter in the daycare that she's at, a quality day care, and pay my mortgage while I go back to school," Lewis says of the scholarships she's received. "I'm usually up by 3 or 4 a.m. I try to get my homework done before my daughter gets up and try to stay up after she goes to bed to get other stuff done. My husband helps a lot, and we also have a very good support system in town. "This semester I'm teaching a class as well, so I'm faculty, staff and student all at once," she adds. While the balance isn't easy, Lewis encourages other nontraditional students to live their dreams. "Don't let age, money or time stop you," she says. "You can do anything you put your mind to. The university is very supportive of nontraditional students. There's a lot of funding out there and a lot of opportunity to get scholarships. "I'm speaking at commencement, and one thing I want to tell the students is that they shouldn't expect their education to end now, even with a bachelor's degree—learning is going to be a lifelong adventure." One of the 10 Cowboy Ethics adopted by UW is "Always finish what you start." Sticking with school as a first-year student from out of state led Lori Lewis to a lifelong love of learning Share This Page: Lori LewisLori Lewis found the University of Wyoming to be an extremely supportive environment. Footer Navigation

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From the Editor From Our Readers From Center Hall Moments Works in Progress Speaking of Sports The Grunge Report Men in History Faculty Notes End Notes WM Winter 07: From Center Hall A Little California in the Soul Growing up teenagers in Dixon, Illinois in the mid-1960s, my friends and I all wanted to be Californians. It wasn’t as though we actually wanted to move to Bakersfield or Sacramento or even Los Angeles or San Francisco; and when it came time for college not even the most adventurous of us sent off applications to USC, Stanford, or Berkeley. And this was long before the most famous graduate of our high school, Ronnie Reagan, became governor of that state. Our California was not a political unit or even an address. Our California was a state of mind, a state of the spirit. We concocted this California of the spirit out of corny beach movies, the driving music of the Beach Boys and Jan and Dean—a world where all the girls were beautiful, and all the guys were cool, and the sun shone every day. "California Dreamin’" by the Mamas and the Papas was our anthem. When that song was piped into the cafeteria where we gathered before classes, we would jump on the long cafeteria benches and ride the waves off Malibu as we sang along. And on long summer nights, when we should have known better, we would ride skateboards down Lord’s Hill, flying down the old state highway on first generation skateboards, a step above homemade but not much more than planks on roller skates. We were maniacs, reckless and wild, brave and free. We were young in a world where everyone seemed young, but we were far from rebels; our world was filled with doing well in school and sports. Our days were filled with practice, work, and homework, our summers spent baling hay, working in factories and shops; and the closest any of us got to the beach was lifeguarding at the town pool. However wild our spirits were, our lives were pure Midwest duty, and that was fine. Only two of my friends from that time moved west. One of them actually took up surfing in his 40s and continues to surf the northern California coast’s wetsuit cold waters. But the California dream is not dependent on geography. While the men whose stories you read in this issue of Wabash Magazine are all Californians by address, they are, more importantly, Californians by spirit. They are also men of Wabash, dreamers who have accepted the responsibility of their dreams and have made out of their lives something extraordinary. Wabash men have always been Westerners of the spirit. When Wabash was founded in 1832, Indiana was the West. When President Charles White addressed the four graduating seniors in 1842, he spoke to them of the "Duties of Educated Young Men of the West," advising them to take up lives of learning and service. To dream of California is not to turn our backs on Indiana. For Wabash College, as firmly grounded in Indiana as any college in the state, is yet, like Hemingway’s Paris, a moveable feast. If you are lucky enough to live in Paris when you are young, Hemingway wrote, then it stays with you the rest of your life. If you are lucky enough to know Wabash—and, especially, to attend Wabash as a young man—then Wabash goes with you wherever you go. We all know that whenever two Wabash men gather together, Wabash springs out of the conversation. Yet even individuals carry Wabash with them. Indeed, we all carry Wabash with us, faculty and staff, men and women, students and teachers; and in that pride of ownership, that honor in who we are as Wabash and what we can become, lies a greatness of this College. For to be at Wabash is to learn that the frontiers of the spirit know no boundary. One can be a dull and unimaginative thinker in San Francisco, and a vital dreamer in Indiana. Recently the student body elected as their new president Jesse James, a junior from Sullivan County, Indiana. Even with a name that resonates with the American romance of the outlaw, Jesse could be seen as having rather homebound ambitions. He wants to go to law school, return to Sullivan County, and eventually become a judge in service of the place where his family has lived since the 1780s. But our Jesse James is also a Californian of the spirit, full of dreams and ideas for the betterment of Wabash, Sullivan County, and the larger world, not unlike two other Sullivan County men who preceded him here and had their own adventures in California—Will Hays Sr., Class of 1900, and Will Hays Jr. ’37. Jesse, like these and many Wabash men today who lead and animate this campus, has much in common with the Wabash Californians profiled in this issue. Wabash men are born with a little California in the soul—questors who face the world with a confidence, innocence, and a freshness that makes them not only ready for the world, but ready to change the world. This "California of the spirit" is beautifully illustrated, ironically enough, in a book set on the East Coast. In the final passage of The Great Gatsby, the young Midwestern narrator Nick Carraway recalls the Dutch sailors who navigated Long Island Sound and saw "a fresh green breast of the new world" where man was "face to face for the last time in history with something commensurate to his capacity for wonder." This capacity for wonder—this ability to be delighted and amazed by the world—is what I see in so many Wabash men as they speak of their lives, what I remember as the black top flew below the rumble of our skateboard wheels years ago on Lord’s Hill. This amazement is coupled with the energy to dream and to accept the responsibility for that dreaming, the conviction that is so rich in the California of the spirit, the conviction that one can literally make one’s life. This complex conviction is carried by Wabash men from Nepal to New York City, from South Africa to South Bend, from China to Chicago, from Seattle to San Diego, and all places in between. Where Wabash men dream and work, where Wabash men bring to life their best imaginations and their deepest energies, there is Wabash College, alive, strong, and fully realized. Yours in Wabash, Pat White Contact President White at [email protected] Quick Links The Bachelor http://www.wabash.edu/magazine/index.cfm

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In Dates Center for Engaging the World Emerson Center for Leadership and Service City Council Approves MOU to Bring New Westminster College Campus to Mesa 4/26/2012 Mesa By a unanimous vote, Mesa City Council, at a special meeting this morning, approved a Memorandum of Understanding (MOU) to bring a new campus of Westminster College, based in Fulton Missouri, to downtown Mesa. The goal is to negotiate a five year lease with classes beginning in the fall 2013 semester. “The MOU is a major step towards bringing Westminster and its tremendous academic reputation and tradition to Mesa,” Mayor Scott Smith said. “Much more work lies ahead but we look forward to the educational offerings Westminster will offer to students in Mesa, the valley and beyond.” The MOU is a non-binding document intended to establish a period of exclusive negotiations between the City of Mesa and Westminster College to locate in the Mesa Center for Higher Education at 245 W. 2nd St. The former Mesa City Court building will be transformed into a facility that will offer shared academic space. The City expects to announce within the next few months that one or two more institutions of higher learning will also locate there. Westminster College is a private undergraduate four year college with a liberal arts curriculum in a global community that is centered on graduating leaders of character who are prepared to make a difference in the world. Winston Churchill delivered his famous “Iron Curtain” speech on the Westminster campus in 1946. Founded in 1851, it is ranked as one of the top liberal arts colleges in the country and fourth among liberal arts colleges for its diversity with students from 70 different countries, according to U.S. News & World Report. “We are pleased that the Mesa City Council has recognized the mutual advantages and growth opportunities for Mesa and Westminster with their approval of this exciting partnership,” Westminster President Dr. George B. Forsythe said. “Now we are ready to move forward with the planning process in order to bring the same unique educational experience and academic excellence to our Mesa students that we have been providing for students on our Fulton campus for over 160 years.” Initially, Westminster College plans to offer major programs in three areas at its Mesa campus: International Business, Environmental Studies, and Transnational Studies. Opportunities to pursue pre-med and pre-law will also be available.View the Initial AnnouncementGet Fast Facts about the ProjectSee What Westminster and Mesa Officials Have to Say Columns CareerLink Faculty/Staff Directory

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Woodrow Wilson Michigan Teaching Fellows: inspiring Detroit students Organizations like the W.K. Kellogg Foundation are working to enrich the educational experience for public school students in economically depressed urban areas. WKKF’s Woodrow Wilson Michigan Teaching Fellowship is one such example of that work. The program has won national attention as a model non-profit partnership between universities and their local communities. In a recent conversation with Stephen Henderson on Detroit Public Television’s “American Black Journal, ” Detroit-based Alicia Lane, DeAndre Smith and Damon Gatewood explain what motivated them to forgo higher-paying, “easier” teaching positions to become Woodrow Wilson fellows. All three felt a need to give back by inspiring inner-city students to engage with STEM subjects, while Gatewood was specifically influenced by his own positive experience as a student in the WKKF-supported Detroit Are Pre-College Engineering Program (DAPCEP). The fellowship matches Science, Technology, Engineering, and Math (STEM) education students from the University of Michigan, Michigan State University, Eastern Michigan University, Western Michigan University, Grand Valley State University and Wayne State University with high-need public schools in Battle Creek, Benton Harbor, Detroit, Grand Rapids and Kalamazoo. For a minimum of three years, fellows will take part in an exemplary, intensive master’s degree program in education, while working in high-needs middle and high schools that are typically hard to staff. Grant Detail Woodrow Wilson National Fellowship Foundation Princeton, New Jersey, United States Transform public education through redesigned, innovative teacher preparation programs in Michigan’s higher education institutions Educated Kids July 1, 2009 - Dec. 31, 2017 Michigan, New Jersey Educated Kids, Michigan, Detroit Public opinion poll shows parents’ views on education, family engagement W.K. Kellogg Foundation public opinion poll illustrates some of the attitudes among parents surrounding family engagement. Educated Kids Aug. 11, 2014 Related White House Symposium on Transformative Family Engagement Educated Kids Aug. 7, 2014 Three directors of programming and two program officers announced WKKF Headlines Aug. 4, 2014 Center for Michigan join advocacy effort to make preschool more affordable and accessible Educated Kids Aug. 1, 2014 New Mexico grantees create a shared vision for state’s children at 2014 convening New Mexico July 31, 2014 Putting Children First

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Weather Cams Some eastern Kentucky schools facing budget cuts By: Katie Roach Email Updated: Wed 6:41 PM, Apr 24, 2013 / Article HARLAN/MIDDLESBORO, Ky (WYMT) - Many school districts across eastern Kentucky are trying to figure out how to cut hundreds of thousands, if not millions of dollars from next year's budget. School officials say this is not the first year they've seen these cuts, but figuring out where to make them never gets easier. For Middlesboro Independent Schools, it's $1 million. The school district of about 1300 students will have to cut eight teaching positions, lose some central office staff, and even cut bus routes. Superintendent Rita Cook says it's a painful process, but they are not alone. Harlan County Superintendent Mike Howard says they are having to cut $1.8 million. Howard says they are doing it in a variety of ways, but it will include some cuts to teaching positions. "We are going to have to make a lot of deep cuts that really hurt our county and our economy, but we are trying to protect the classroom as much as possible," said Howard. Howard says the cost of educating students is going up, but the funding is not. Previously, we reported that Middlesboro Independent Schools were cutting the choir programs at the middle and high school, but the superintendent tells WYMT the board had a work session and decided not to cut it. Funeral arrangements set for victim of Mingo County, WV drowning Comments are posted from viewers like you and do not always reflect the views of this station.

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Home Home Archives 2005 Advent 2005 devotional: Celebrate Christ with music Advent 2005 devotional: Celebrate Christ with music December 18, Luke 2:13-15 By Jim Hill, Baptist General Convention of Missouri Executive Director Suddenly a great company of the heavenly host appeared with the angel, praising God and saying, "Glory to God in the highest, and on earth peace to men on whom his favor rests." When the angels had left them and gone into heaven, the shepherds said to one another, "Let's go to Bethlehem and see this thing that has happened, which the Lord has told us about." Have you ever thought how empty our Christmas celebration would be without music? The air is filled with music at Christmas. Musical instruments like the drum of "The Little Drummer Boy," harps, violins, organs and bells remind us of the angel's song. Christmas resounds with all kinds of music. I enjoy hearing or joining with a choir to sing Handel's "Messiah." Many popular Christmas songs are shared, such as "Jingle Bells," "Winter Wonderland," "Silver Bells" and "The Twelve Days of Christmas." Other great Christmas favorites include "I'll Be Home for Christmas," "Rudolph, the Red-nosed Reindeer" and "Rockin' Around the Christmas Tree." Christmas would not be complete for many of us without Irving Berlin's "White Christmas" or songs such as "Deck the Halls" and "We Wish You a Merry Christmas." For most of us, Christmas is best represented by the carols we sing and hear. Groups of young people stroll from house to house singing Christmas carols. In many ways and places and in a great variety of voices, the beauty and wonder of Christmas will be expressed in carols such as "Angels We Have Heard on High," "The First Noel," "It Came Upon a Midnight Clear," "O Come All Ye Faithful," "Silent Night," "Away in a Manger," "O Little Town of Bethlehem," "We Three Kings," "Joy to the World" and "Go Tell It on the Mountain." Many believe the first Christmas carol was the angel's message of good tidings to the shepherds. In a real sense, Christmas is a song! What a tragedy it would have been for the shepherds if they had not responded to the angels' announcement. The music of Christmas still invites us to celebrate the Savior's birth and the new life we find in him. Share the music! < Prev

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Hyperborean Pronounced /haɪpəˈbɔəriːən/ Since today we have a pretty firm hold on geography and climate, we find it a little strange to learn that the ancient Greeks believed a race of people lived at the northern limits of the world, beyond the place from which the god Boreas sent his icy blasts. According to the poet Pindar, they occupied an earthly paradise, a land of sunshine and plenty. They were untouched by old age or conflict or disease, spending their days in song and dance and in worshipping their god Apollo, who came every winter to visit them. Hence hyperborean, from the Greek words huper, beyond, plus boreas, the north wind. It has been used in English for pretty much the same idea — of a people who live in the extreme north — though without the merrymaking, frolicking or warmth. We know too well that the far north contains no earthly paradise but only ice, snow, gales and bone-freezing temperatures. Hence appearances of the word like this, from D P Thompson (better known for The Green Mountain Boys, about Vermont’s struggle for independence), in Gaut Gurley, 1857: It was the second week in May; and spring, delightful spring, sweet herald of happiness to all the living creatures that have undergone the almost literal imprisonment of one of the long and dreary winters of our hyperborean clime, was beginning to sprinkle the green glories of approaching summer over the reanimated wilderness. Page created 26 Jul. 2008 World Wide Words is copyright © Michael Quinion, 1996–2014. All rights reserved.This page URL: http://www.worldwidewords.org/weirdwords/ww-hyp2.htmLast modified: 26 July 2008.

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Mormons to use technology in missionary work FILE - In this Jan. 8, 2013, file photo, Mormon missionaries walk through the halls at the Missionary Training Center in Provo, Utah. Mormon missionaries will soon spend less time knocking on doors and more time chatting online with potential converts after leaders with The Church of Jesus Christ of Latter-day Saints announced Sunday, June 23, 2013 that it's critical to adapt to a changing world in which many people prefer to connect over social media. (AP Photo/Rick Bowmer, File) BRADY McCOMBS SALT LAKE CITY (AP) -- The common image of Mormon missionaries has long been two young men wearing white shirts and ties walking through neighborhoods, knocking door-to-door.But in a few years, that image may be replaced by one of young Mormons sitting with an iPad, typing messages on Facebook.Recognizing the world has changed, leaders of The Church of Jesus Christ of Latter-day Saints leaders announced Sunday night that missionaries will do less door-to-door proselytizing, and instead, use the Internet to recruit new church members.The strategy shift reflects the growing importance of social media and people's preference to connect over sites such as Facebook rather than opening their homes to strangers, church leaders said."The way in which we fulfill our responsibilities to share the gospel must adapt to a changing world," said Elder L. Tom Perry of the Quorum of the Twelve Apostles during a presentation to mission presidents in Provo, Utah, that was broadcast worldwide.The move is the latest example of the LDS church's gradual embrace of the digital age, and a recognition that door-to-door proselytizing is not the most effective way to expand church membership, church scholars said.Many of the details about how the social media work will be carried out by missionaries and monitored by mission presidents have yet to be ironed out, church officials said.But it's clear that the new rules mark a significant change in the way the church governs Internet access for missionaries.Previously, Internet use for missionaries was limited to once a week and only for communicating with friends and family back home or accessing official church sites. Those rules were designed to reduce distractions and temptations for missionaries expected to devote all their attention to serving the Lord, while leaving behind personal affairs.The announcement comes as the church sends more missionaries around the globe than at any time in history. There has been an unprecedented surge of missionaries since the church's announced in October that it was lowering the minimum age for missionaries from 21 to 19 for women and from 19 to 18 for men.There are 70,000 young men and women on mission now, and church officials say there will be 85,000 by the end of the year. The previous record total of missionaries at one time was 61,600 in 2002, church figures show.Missions are considered rites of passage for many Mormons, broadening their perspective on the world, strengthening their faith and helping prepare some for future leadership roles within the church. Men serve two years while women go for 18 months.The new focus on social media will likely come as welcome news to young, tech-savvy missionaries, said Matthew Bowman, assistant professor of religion at Hampden-Sydney College in Virginia and author of the book, "The Mormon People: The Making of an American Faith.""This generation knows social networking, they know how this works," Bowman said. "It's much more appealing work than going door-to-door knocking and hoping somebody doesn't slam the door in your face."Door-to-door work has not been effective for many years, said Matt Martinich, a member of the LDS church who analyzes membership and missionary numbers with the nonprofit Cumorah Foundation. Missionaries have far greater success spending time with people who are referred by church members or who are family members of current Mormons, he said.Perry acknowledged that the new shift marks a "better way" to proselyte.He said missionaries will use social media, blogs, email, text messages and the church's website in their ministry. It will start in a limited number of locations this year and should be in place worldwide next year, he said.Perry said missionaries will use Internet in the less productive parts of the day, usually the morning, at Mormon meeting houses and other church buildings.Perry encouraged Mormons to become Facebook friends with missionaries in their area to help share their gospel message. Networking through current church members and others already receptive to conversion is the most likely way missionaries will use Facebook, Martinich and Bowman predicted.Both scholars doubt missionaries will be asked to send friend requests to strangers.This is the second time this year the church has loosened rules on Internet use for missionaries.In April, church officials said they would begin allowing missionaries to send emails to friends, priesthood leaders and new converts. Previously, missionaries could only email immediate family members.Under the new rules, missionaries must get permission from their mission president before sending emails to converts or people of the opposite gender. They are still required to send emails from public computers where a fellow missionary can see the screen.Martinich says giving 18- and 19-year-olds more access to the Internet on missions is a delicate balance, and could lead some to waste time surfing the web or on Facebook. But, he said it's simply unrealistic to do mission work in today's world without embracing technology.___Follow Brady McCombs at https://twitter.com/BradyMcCombs

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[title not found] byAlison Birmingham Contents of Curriculum Unit 80.ch.07: �Ships to Spindles� seeks to relate the study of capital formation in the development of the 19th century Connecticut economy to the need for capital investment today. This two to three-week unit is written for eighth graders who need to understand how the investment of capital increases productivity and hence our standards of living. Unless we increase our productive capacity, the accelerating rate of decline of our share in the world�s markets will translate into fewer jobs for the very students we teach. Students will learn to recognize the realities of the United States� decline in productivity and look for the sources of economic growth in our past as well as in the successes of our competitors. They will compare ways capital was used to increase business output in the years 1790-1860 to ways we need to deploy capital today to reindustrialize our economy. In the 19th century; governmental policy endeavored to foster industrial enterprise. Today our government�s tax and other policies have discouraged capital formation by discouraging savings and investment. It was the savings of frugal, early American farmers and merchants plus foreign investment which provided the initial investment in our original manufacturing. We will have to learn again to be a high savings economy.1 Over regulation by government is inhibiting growth. President Carter�s program for revitalizing American industry as described in the New York Times Magazine July 27, 1980, would include deregulation as a way to spur lagging productivity.2 Another problem faced by contemporary business, as well as 19th century manufacturing, is the obsolescence of machinery due to innovative changes in technology. Some of the profits of early industry had to be spent on new equipment in order to stay in the technological race just as today our plants need to be modernized through capital investment. Our decline in productivity is related also to the low level of investment in research and development by companies today. Finding solutions to contemporary problems, such as the search for synthetics to replace limited natural resources, requires vast amounts of capital. Capital investment was needed in the 1820�s when significant mechanical improvements were being developed in machine ships. Invention had become a competitive activity which required large amounts of capital for research and development of new machines as well as to produce and market the prototypes. The need for research and development implies the need for education. Education is an investment in human capital. It is the key for individual success as well as for our country�s well-being. In the 1830�s the inventive mechanics needed to have some scientific training in basic physical principles, but improvements in machinery may have come about less by scientific advances than by innovations on earlier machines. Today�s science-based technology demands educated workers trained in basic core requirements and specific skills. The period 1790-1860 was a time of national growth. Americans extended their geographic boundaries to include a vast domain. Freed from the restraints of the British colonial system and interstate barriers, Americans pushed their commerce into markets far afield. The national commitment to private accumulation and enterprise encouraged inventions in agricultural machinery, transportation, and industry. Merchants and banks extended credit for the developing manufacturing. By the end of the antebellum period, the cultivation of cotton had increased so much that regional trade had developed with Northeastern manufacturing, Western agricultural produce, and Southern cotton. Problems arose concerning whether land should be held for free labor or used for expanded cotton production using slave labor. This growing conflict erupted into the Civil War. From 1790-1860 our country evolved the basis for industrial economy. A decade after the Civil War, the United States had the capital and financial institutions, labor sources, market distribution, transportation networks, and machines necessary to support an industrial revolution of proportions never before known to the world. In �Ships to Spindles� students will investigate the period 1790-1860 which was the critical time in our economic development; we moved from an agricultural to an industrial base. This change had its origins in the American Revolution and the European wars which provided new opportunities for versatile traders who could enlarge their scope of operations from village storekeepers to become commercial merchants and money lenders. The War of 1812, with its devastating effects on Mew England�s commerce, stimulated merchants to use their financial expertise and resources to promote manufacturing. This unit uses primary sources to illustrate the role of the merchant in the process of economic change. The unit draws on the letters and ledgers of Connecticut merchants especially those of Eliphalet Lockwood and his sons who operated their general store in Norwalk from prior to the Revolution until 1843. During the American Revolution Eliphalet Lockwood was an Assistant Commissary of Provisions. After the War he and various partners owned sloops and schooners which were used in the coastal and West Indian trade. He and his sons bought a slitting mill in Norwalk which was used to out bar iron into nails and barrel hoops. This unit is designed to be used in its entirety or to supplement existing units on the Constitution and Federal Period, Western Expansion and the Civil War. As the students read primary sources and role play situations from the lives of sloop captains, store keepers, mill owners, western emigrants and others, they will ask questions about how economic decisions affecting the livelihoods of real people resulted in the economic growth which brought our country from a scattering of largely self sustaining villages to our present condition of interdependence in the most highly developed country of the world. By using the evidence, students will identify capital formation and investment as a necessary element of economic growth. Understanding the sources of economic growth in 19th century Connecticut makes it easier to understand contemporary economic problems. For the purposes of this unit �economic growth� means the increase over an extended period of the total production of the economy and output per person. This is brought about by increasing the factors of production (land, labor, capital, tools and management) and by increasing the efficiency with which they are used. �Ships to Spindles� focuses on the productive factor of capital. As I focus on the concept of capital formation in the development of manufacturing in the United States, I will try to weave in other sources of economic growth which may illuminate some priorities to consider today. Other sources include: improvement in economic organization with the evolution of our market economy; the improvement of efficiency of production through technological change and industrial specialization; the mix of private enterprise and government support in improving our transportation networks, and education as an investment in human capital. The main sections of the unit will be: I. An Overview of the National Economy, 1775-1860 II. The Role of the Merchant Capitalist in Connecticut, 1790-1860 III. Objectives and Strategies with sample lessons IV. Source book of Primary Sources Overview of the National Economy 1775-1860 During the American Revolution the need for money became acute. Supplies had to be bought and soldiers had to be outfitted and paid. The state governments had to issue paper money against which there were no reserves. The notes were often acceptable only in the state of origin or in neighboring states. The newly formed American government had to finance military payments and purchases of supplies, too. The first issue of Continental paper money for $3,000,000.00 was authorized by the Congress on May 10, 1775. The notes proclaimed the bearer was entitled to a Spanish milled dollar. Spanish silver dollars, brought back by traders from the West Indies, were the chief circulating medium of the colonies. People invested in Continental and State securities. They loaned millions of dollars to the Continental and state governments as both promised to repay the principal and interest invaluable currency following the end of the war. Because the value of currency and securities fluctuated, businessmen speculated in them. They later avoided Continental bills of credit as they fell in value. After 1779, they bought French bills. It became common to use securities as a medium of exchange after the war. The wide circulation of money and the growing use of it helped to develop a money economy and reduced the traditional dependence on barter. By 1781 this paper money had run its course. The value had depreciated so much that a single Spanish milled dollar could buy anywhere from 100 to 1,000 Continental dollars. A bushel of corn sold for 150 Continental dollars and a suit of clothes for several thousand. The issue of paper money was stopped. For eighty years afterward, the United States government issued no more paper money. The phrase �not worth a Continental� was applied to any thing worthless. Because the war limited foreign trade, merchants developed additional areas of enterprise. The war opened new avenues of wealth and merchants used their abilities to provision the army. As they scoured the countryside for produce and livestock, they gained valuable information about local resources. They obtained a better knowledge of what and how much the farmers produced and the problems of getting the produce to market. They established working agreements with farmers with whom they dealt. Assistant Commissary Eliphalet Lockwood reported that he was able to provide the troops encamped at Redding during the winter of 1778-79 with over 22,000 pounds of flour, 249 gallons of rum and 281 quarts of salt in a two-month period. Through their positions as commissaries, businessmen gained both immediate and long range benefits. Some gained national recognition and made national business contacts. They gained more experience at handling large scale operations, they acquired a greater knowledge of the country�s resources, they amassed wealth, and they obtained political positions. During the Revolution a new entrepreneurial class of businessmen emerged.3 The effects of the Revolution benefitted only some of the people. The poorest people lost out. When British manufactures were unavailable, prices rose due to the great demand for the diminished supply of goods. At the same time the war benefitted others. Prices for farm products continued at very high levels. Not only did farmers in all sections benefit but so did craftsmen. During the war they were freed from British competition, and the demand for their products was great. Yet despite the growth of trade and manufacturing, cash was scarce and this caused problems. The poor had difficulty paying their taxes. Many people fell into debt and many left for other states. Economic motives were in part responsible for the final ratification of the Federal Constitution because it held out the promise of the payment of the national debt which would establish public credit. Luring the years of the war, Connecticut citizens had bought $1,310,000.00 worth of loan office certificates, so Connecticut held a large part of the public debt. Though Congress attempted, the unanimous vote necessary was never available to pass a tariff to provide the funds for paying the national debt. Alexander Hamilton, the first Secretary of the Treasury under the Constitution, presented his plan for funding government expenses and paying the public debt which by the amounted to fifty-four million dollars. In August 1790 Congress passed the Funding Act and also assumed much of the states� debts. The states gained enormously through the funding, assumption, and settling of accounts. The states became financially solvent and millions of dollars were put into circulation. In December 1790, the Federal Government chartered the Bank of the United States. It was privately owned but could issue Bank notes. The Bank�s deposits created capital which the bank directors could use to fund larger enterprises. A capitalist class of entrepreneurs was developing. After the Revolution, merchants were freer to trade, but the scarcity of adequate returns for the European trade continued to be a great problem. American merchants had difficulty finding the means to pay for the quantities of goods imported. The outbreak of the war between England and France in 1793 was the opportunity for the Americans to obtain their desperately needed returns. As neutrals they carried West Indian produce into American ports, unloaded and paid the duties, and then re-exported the goods as American. Merchants prospered with the coastal and West Indian trade as commercial profits soared. The stock of ready money was tremendously increased. Banks were established and used as agents between creditor and trader. There were dangers in the Caribbean trade with privateers, slave revolts, fighting among, the European powers, and the uncertainty of neutrals� rights. The profits must have made the risks worthwhile. Businessmen became a money power and they used the money they made from the expansion of trade and from the payment of the public debt to invest heavily in banks, insurance companies, turnpikes and land speculation. Commercial agriculture increased, and, to extend their sources of farm produce further inland, coastal merchants in port towns began to petition the state legislatures for incorporation of turnpike companies. This was an era of turnpike building. Connecticut had the best developed system in country when from 1795-1802 there were over twenty turnpikes incorporated in the state. (Appendix A) Among those directly affected by the conditions of the roads, were stagecoach operators and storekeepers who made semi-annual purchasing trips to New York or Boston and who transported their goods to inland towns. Regularly scheduled baggage wagons operated between the larger towns. Independent teamsters also worked for storekeepers, factory owners and other businessmen. Transportation costs affected prices. During the wars between England and France, the British impressed American sailors. In November 1807, Britains� Orders in Council required all vessels trading with any European port under Napoleonic control to stop first in England and unload their cargoes and pay duties before proceeding. Lacking the naval force to defend our neutral rights, President Jefferson chose to avoid further losses by retreating from the seas all together. The Embargo of 1807 accomplished what the English and French could not. Neutral trade was at an end. New England fell from its position of prosperity. The Federalists hated Jefferson because in 1807 New England merchants had enjoyed their most prosperous year ever. Now New England was isolated from the rest of the country by its bitterness toward the national government. Shipyards laid off workers in anticipation of a fall off in orders. Farm prices fell as the West Indian trade shut down. The shopkeepers had farmers and shipwrights for customers, and all these people faced economic depression. At no time between the Embargo of 1807 and the War of 1812 did American exports come close to reaching previous levels. The Federalists of New England withheld all possible support of the war. The economic significance of the Embargo of 1807 and of the War of 1812, was that they drove capital and labor into manufacturing. The woolen industry increased when the importation of British cloth was stopped during the War. Labor was plentiful because so many sailors and sons and daughters of farmers were idle. Money was available as merchants were no longer investing in shipping. A new manufacturing era was beginning. When peace was declared in 1815, British manufactured goods glutted American markets and created impossible competition for domestic producers. This proved to be further impetus for emigrating west. Before 1800, farmers seeking cheaper, more fertile lands had emigrated to New York State and into the Western Reserve. Emigration had continued into New Hampshire, Vermont, Maine, Pennsylvania and Ohio. After the peace in 1815, the rush westward gained momentum. Newspapers were filled with advertisements for land and letters from western correspondents. Travel books and gazeteers were published. Western wheat began to be sent east or to the market of Montreal. Hogs were driven from Ohio to New York. With new markets available, men of means could afford to invest in the new lands and emigrate themselves. By 1815 the emigrant out of Connecticut was no longer solely of the laboring class; many were men of some means. Eastern capital was being invested in western roads and canals. Road building was undertaken on a national scale. In 1811 the first contracts were left for building the first ten miles of the Cumberland Road. By 1817 it was open through Washington to Wheeling, West Virginia. The Cumberland Road was used for two decades by great stagecoaches and freight lines as well as the long lines of Conestoga wagons bringing families west. Congress provided a new appropriation of funds to extend the cumberland Road from the Ohio River to Missouri. The Report on Roads and Canals presented to the Senate in 1808 by Albert Gallatin, Secretary of the Treasury, proposed the creation of an intercoastal waterway with short canal links. Unfortunately, the surplus revenues upon which Gallatin counted as the source of funding disappeared as the War of 1812 approached and the federal government never took a role in canal construction. A much greater role was played by state governments with public works programs to fund the Erie Canal and others. In Connecticut the canal at Windsor Locks and the Farmington Canal were built largely by private enterprise. Private capital was used for improvements in water transportation. Steamboats began their runs on Long Island Sound in 1815, but not until after Robert Fulton and Robert Livingston�s monopoly was ended with the decision of Chief Justice John Marshall in Gibbons vs, Ogden were other steamboat companies able to set up runs to New York City. Steamboats were first run on the Great Lakes by enterprising Buffalo citizens who, in 1818, secured rights from the Fulton-Lingston monopoly to build the first of the great fleet of ships that ran on inland seas. Regular lines of steamboats formed on the Ohio to connect with the Cumberland Road at Wheeling. The mix of private capital and state government funding was vital to the development of our country�s transportation networks. The year 1817 was marked by three great undertakings: the navigation of the Mississippi River upstream and down by steamboats, the opening of the national road across the Alleghany Mountains, and the beginning of the Erie Canal. No single year in the early history of the United States witnessed three such important events in the material progress of the country.4 After peace was declared in 1815, factory owners and stockholders wanted legislation favoring manufacturing because of the competition of British manufactured goods. The Tariff of 1816 helped some manufacturers, but the cotton and woolen manufacturers wanted more help from the legislatures. In earlier years government leaders had thought of tariffs mainly as a way to raise money. Not they began to see them as a way of reducing imports. (Appendix B) English textile mills were dependent upon raw cotton from the American South. As the demand increased more than the supply, prices went up. The demand for cotton led to expansion of acreage in the South and West, in turn leading to a greater demand for manufactured products from the Northeast. This profitability of the crop induced planters to switch some of the land previously used for foodstuffs to cotton. This led to higher prices for Western corn and pork. A pattern of domestic trade was the result of this regional specialization. The Northeast developed its manufacturing but needed foodstuffs for its growing urban centers. A substantial direct trade was established with the West over the Great Lakes and Erie Canal to the Western markets. The South provided cotton for the Northeast mills as well as for export. Southerners opposed the tariff because they were afraid that the British might establish retaliatory tariffs. Also American tariffs raised prices of manufactured goods Southerners used, but did not raise the price of cotton they sold. Long years of debate over tariffs between the southern planters and the northern manufacturers who were protected by tariffs resulted in a series of compromises. By the 1830�s politicians and businessmen were choosing sides in tariff arguments on the basis of regional interests. In the first half of the 19th century, manufacturing took place wherever there was an adequate supply of water for power. The size of the mills in southern New England was restricted by how much power could be generated from local streams. For an explanation of water wheel technology, See Unit VIII, Appendix H There was a class of wage earners in New England, but the population remained primarily rural in character until 1850. Factories were scattered around the countryside rather than clustered in the larger towns. After the Civil War, factory owners took advantage of steam power for running the machines, the railroad for distributing their products, a more adequate supply of labor and large amounts of available capital. The Role of The Merchant Capitalist in Connecticut The following discussion centers on the role of the merchant in the growth of the early agricultural export sector and later as the means of providing capital for the early manufacturers as they organized their businesses and sought markets for their products. In the 1790�s the country storekeeper was the financier of his locality, acting in the capacity of a broker either by extending credit or by making direct loans. This phase of his business was probably more renumerative than his more obvious work of exchanging West Indian and imported goods for the farmers� corn or boards of wool4 Even after barks were established in the 1790�s in Hartford, Norwich, New London, and Middletown, private lending continued on a large scale. You can build a picture of this by reading store ledgers. In the unit�s source book are several pages from Connecticut storeledgers. The first source (Appendix C) from a Fairfield store in 1811 show the debits of Elijah Beers on the left side and his credits on the right. He paid for the calico, mug, and sundries by bringing in to the store his chickens, turkeys, and chestnuts. This particular storekeeper does not seem to loan much money and this contrasts with the Lockwood store ledgers which by 1816 show many financial transactions. (Appendix D) As manufacturers began large-scale production of hats, shoes, coffee mills, and other products, they turned over the marketing of the goods to merchants who acted as their agents. Merchants had developed their own distributive networks over years of business activity. They knew from experience the best trading times and places. They knew trusted agents scattered across the nation�s port cities. There are several illustrations of this idea in the source book. A letter from a sloop captain (Appendix E) shows the difficulties of selling the good himself. The letter from Bostwick and Booth (Appendix F), a store in Mew York, gives advice to a would-be businessman about finding a reliable agent. The same merchants who distributed the goods were competent to arrange financial transactions. They had excess profits looking for investment, and they began to provide the capital needed by the developing manufacturers. If the early manufacturer had not had available the financial expertise and resources of the merchants, the pace of industrialization would have been slowed.6 Manufacturers needed long term capital (i.e. money loaned for more than a year) to buy the fixed assets (machinery, buildings) for production. When they needed to expand or replace obsolete equipment, they needed long term capital. Often the manufacturer put all his own savings in his fixed assets and had nothing left over to meet current operating costs for taxes, transportation, interest, wages, and raw materials. He needed short term loans to meet these expenses. Merchants were the sources of short term loans. They had the money and were used to taking risks to accumulate more. That was the way they had accumulated their wealth. They supplied the capital by direct investment or by credits to the new companies. Sometimes manufacturers and merchants joined forces as loosely held partnerships or through stock ownership. The American economy was still agricultural based, and harvest cycles necessitated continuous need for credit. Necessarily, there were considerable delays before the suppliers and lenders received payment in full. Customers paid for their purchases by sending a note like a postdated check payable at the end of the credit term. If the note came from a local resident of good standing, the note could sometimes be cashed at a bank for a fee (discount). This discount added to the cost of doing business. In the early 19th century there were barriers to the movement of capital among industries. As markets expanded banks refused to accept notes from distant people who were not known to them. Capital formation data suggests that the American market only gradually began to move funds from region to region and industry to industry. There was a disinclination of capital to migrate, and it wasn�t until the early 1900�s that there was long term financing in a national market.7 Before the innovation of formal capital market mechanisms, transfer of capital from commerce to manufacturing was very personal in nature.8 Initial investment for new businesses was drawn from the local areas through personal contact of a family and friends. Retained earnings (savings) were the source of capital for expansion. As capital was needed for mechanization, the early manufacturers used their own savings or were backed by their families, merchants, farmers or professional men who put together small amounts of capital. In the source book are several examples to illustrate how some merchants transferee their own funds to invest in manufacturing. The sequence of two letters about the slitting mill show the Lockwood family interest in the purchase of the mill. They used their profits from the West Indian trade, their store, and their money lending. (Appendix G) Another merchant, Samuel Sheldon of Litchfield, shows this direct transfer of funds from his storekeeping to his new cotton factory . Within the same journal he shows the numerous loans he made through his store (Appendix H), and, after several blank pages, he begins to account for the wages of the people who came to work for him in his factory. (Appendix I) The greater demand for capital by manufacturers called for more formal financial institutions. Commercial banks, those owned by shareholders, were chartered by the state when a group of investors would set aside a reserve of specie of their own assets, the bank�s capital, and then solicit deposits and make loans in the form of engraved notes. These were bank obligations to redeem for specie (gold or silver) on demand in exchange for the borrower�s promise to pay back the loan with interest. The banks hoped these notes would circulate as money. The variety of banks available in Connecticut is shown in the store ledger of Samuel Sheldon (Appendix H). He very carefully set down each note for the years 1797-1810. The daybook does not reveal the interest paid on the notes because M. Sheldon discounted them. In other words, he did not exchange a two dollar note for the full two dollars. He retained some of the two dollars for himself. Money lending must have been profitable for Mr. Sheldon as he owned two stores, one in Litchfield and one in Vermont where his son was in charge. In 1811 he opened his cotton factory. Mutual banks are a particular type of commercial banks because they are owned by the depositors. They provided a safe place for small savers to hold their accumulations. They had limited regional activities but did act to mobilize large blocks of capital for the New England railroads. As late as the Civil War these banks were the most important financial intermediaries in the country. Today, mutual banks are limited to making loans only for real estate and not for working capital. New institutions for financing business developed in the 1820�s when Connecticut began to pass incorporation laws to make it easier to incorporate. The corporation was a business institution with a life of its own. A mill owner no longer would be personally bankrupt if his business failed. In the same period the courts began to interpret the rights of corporations. Capital mobilization was made easier when corporations had the right to operate anywhere in the United States and when contracts were protected by law. Capital was needed for improvements in manufacturing techniques. If technological knowledge is to affect productivity it must result in inventions or in improvements in organization and technology that are adopted by a number of firms. The larger the number, the wider the diffusion and the greater the impact on economic growth. There was this �technological convergence� in the machine tool industry. This spread of technology resulted in greater demand for capital for such things as metal machinery instead of earlier wooden materials. The basis of our economic growth in the late 19th century came about gradually during the formative years 1790-1860. It was not until after the Civil War that we experienced the enormous thrust of the industrial revolution. The creation of modern financial institutions to serve great industries did not come about until late in the 19th century and even into the 20th. Innovative ways to finance businesses continue to be created today such as public borrowing to fund equity purchases of companies� stocks (ESOTS) in behalf of employees Another such vehicle is Small Business Investment Companies (SBIC�s) which are venture capital programs encouraged by favorable government tax treatment. Early manufacturers needed intermediaries to handle the complex financial problems which today are handled by formal institutions. In the 19th century, local merchants were instrumental to our economic growth as they supplied private capital to ensure the development of our industry. 1. �Tevitalizing the U. S. Economy,� Business Week, 30 June 1980, p. 61. 2. Adam Clymer, �Carter�s Vision of America,� New York Times Magazine, 27 July 1980, p. 16. 3. John G. Saladino, �The Economic Revolution in Late Eighteenth Century Connecticut,� Diss. University of Wisconsin, 1964, p. 82. 4. Archer Hulbert, The Paths of Inland Commerce (New Haven, Yale University Press, 1920), p. 128. 5. Richard J. Purcell, Connecticut in Transition: 1775-1818 (Middletown: Wesleyan University press, 1963), p. 65. 6. Caroline P. Ware., The Early New England Cotton Manufacture: A Study in Industrial Beginnings (New York: Russell and Russell, 1966), p. 79. 7. Douglass C. North, The Economic Growth of the United States 1790-1860 (Englewood Cliffs, New Jersey: Prentice Hall, 1961), p. 327. 8. Ibid., p. 327. + Albion, Robert, William A. Baker and Benjamin Labaree. New England and the Sea. Middletown, Conn.: Wesleyan University Press. 1972. This is a comprehensive study which includes West Indian trade. * Andrist, Falph K. The Erie Canal. New York: American Heritage Publishing Co., 1964. This book contains special picture portfolios of early industry and Waterways. * Athearn, Robert G. Yong America. New York: Dell Publishing Co. 1963. This is Volume 5 of the American Heritage New Illustrated History of the United States. It is rich in full color graphics. + Bruchey; Stuart. Growth of the Modern American Economy. New York: Dodd, Mead and Co., 1975. This is an easily understandable introduction to economic research. + Clymer, Adam. �Carter�s Vision of America.� New York Times Magazines 27 July 1980. pp. 14-19. + Clark, Victor S. History of Manufactures in the United States Vol 1 1607-1860. New York: Peter Smith, 1949. This gives detailed coverage of early industry. * Fisher, Leonard Everett. The Peddlers. New York: Franklin Watts. 1968. A unique story is told with the famous Fisher etchings. + Fuller, Grace. An Introduction to Connecticut as a Manufacturing State. Northampton: Smith College Studies in History . 1915. The findings of this early study match the new economic research. +++ Grant, Ellsworth Strong. Yankee Dreamers and Doers. Chester, Conn.: Pequot Press, 1974. This is a lively focus on Connecticut inventors. * Grant, Neil. The Industrial Revolution. New York: Franklin Watts. 1973. This gives good coverage of the beginnings of industry to 1850. * Hoyt, Joseph B. The Connecticut Story. New Haven: Readers Press. 1961 Immigration and early urban development are covered. * Hurbert, Archer. The Paths of Inland Commerce. New Haven: Yale University Press. 1920. This survey treats the theme of enterprise. + McLane, Louis. Documents Relating to the Manufactures in the United States collected and transmitted to the House of Representatives. 1833: rpt. New York: Burt Franklin. 1969. + Nettles, Curtis P. The Emergence of a National Economy 1775-1815, in the Economic History of the United States. New York: Holt, Rinehart. 1962. + North, Douglass C. The Economic Growth of the United States 1790-1860, 1860. Englewood Cliffs: Prentice Hall. 1961. This is a good discussion of the sources of economic growth. + Pease, Joan and John M. Niles. A Gazeteer of the States of Connecticut and Rhode Island. Hartford, William S. March, 1819. + Purcell, Richard J. Connecticut in Transition: 1775-1818. Middletown : Wesleyan University Press. 1963. +++ Ray, Deborah Wing and Gloria P. Stewart. Norwalk: Being an historical account of that Connecticut town. Canaan, N.H.: Phoenix Publishers. 1979. This is a recent local history book with lively details. +++ Revitalizing the U. S. Economy.� Business Week. 30 June 1980. + Saladino, John G. �The Economic Revolution in Late Eighteenth Century Connecticut.� Diss. University of Wisconsin. 1964. + Tyler, Daniel. Statistics of Conn. Industry. Hartford: J. Boswell. 1846. + Ware, Caroline. The Early New England Cotton Manufacture: A Study in Industrial Beginnings. New York: Russell and Russell. 1966. CONTENT The student will know: 1. Economic growth means the increase of the total production of the economy and output per person over tine. 2. Capital is one of the sources of economic growth. ____a Personal savings are a source of capital ____b Savings are invested to increase productivity ____c Merchants transferred capital from commerce to industry ____d New institutions were developed to promote savings. 3. Improvement in economic organization is a source of economic growth ____a The evolution of a market economy aided our growth ____b Profits are an important incentive in a market economy 4. Production is increased with a mix of private enterprise and government support. ____a) Internal improvements in transportation aided our economic growth 5. Economic growth requires educated citizens. 6. Primary sources provided us with evidence about peoples� lives 7. Historical sources, while incomplete in a variety of ways, may provide much information 8. Many of the questions about history cannot be answered with the available evidence. SKILLS The student will be able to 1. Find the main idea or details to prove a fact or support a statement 2. Summarize and outline a selection 3. Interpret and compare information from several sources to determine economic growth 4. Generate questions to elicit information from the data 5. Define a problem, formulate and test hyposthese, draw conclusions, form generalizations 6. Apply generalizations from 19th century data to today 7. Write a paragraph(s) describing how the merchant extended credit. Some of our students will not be going on to college and even fewer will become history majors. What we as teachers need to nurture is the development of amateur historians who know how to ask and answer historical questions of importance to themselves and whose understanding of history will make them more effective citizens. Our students need to have a sense of the present, of how things happen. The first day�s lesson in �ships to Spindles� should open with the students� own lives. Lesson 1: Students will list questions to elicit information about their parents� jobs Refer to their past experience in making Family Histories. Ask in they know what jobs their parents have, list some questions on the board to ask their parents that night. Talk about What a manufacturing census is. In small groups or individually, give them questions used by 1845 census taker (Appendix J to suggest other questions to ask their parents. Which of the early census questions are appropriate to ask today? Add more questions to board list. The students will learn that history is what we live in. It affects our lives and has to be understood on the basis of evidence. By learning to ask questions, the students will understand that the use of evidence is the most dependable way to find cut what happened. We need to teach them how to judge the validity of the evidence. Lesson II: Students will interpret data and relate it to contemporary economic problems Establish setting of Connecticut in 1817. Use extracts from an Address to the Conn. Society for the Encouragement of American Manufactures (Appendix B). List on board stated reasons why New England should have manufacturing. Classify reasons. Make a generalization Clarify idea about balance of payments. Ask if these reasons are valid today. What are some ways we can promotes manufacturing today? Tariff? Use board list and generalization to write a paragraph from a particular point of view (farmer, canal builder, manufacturer, importing merchant) The following sequence of four to five lessons illustrates how primary sources can be used to foster inquiry. Inquiring about Capital Define the Problem: ____a) Define economy and economic growth using simple examples of increase in the production of goods and services ____b) Translate the Niles and Pease Gazeteer description (Appendix K) into simpler form to show Norwalk�s economy in 1819 1. separate relevant information from irrelevant data 2. classify details into economic categories suggested in source (agriculture, navigation and commerce, and manufacturing) Focus on the manufacturing category ____c) Compare with Norwalk manufacturing census of 1845 (Appendix L) ____d) Analyze the evidence to show growth in Norwalk�s economy 1. ask questions to recognize parts of a problem What does the data say? What does it mean? ____e) Produce a statement of the problem (What causes an economy to grow? What factors are necessary for growth?) Develop a Hypothesis or tentative solution ____a) Examine turnpike data (Appendix A) to focus on capital ____b) Infer that capital is necessary for economic growth ____c) Ask what kinds of evidence do you need to test our hypothesis (increase is number of mills, more workers, etc.) ____d) Identify variety of sources of data which will show the kinds of evidence you need Test the Hypothesis ____a) Interpret the evidence of capital and growth of industries in Appendix M & N. Ask questions such as: 1. What can you find in the data that you expect or need to find if your hypothesis is correct? 2. What can�t you find that you expected to find? 3. What do you find in your data that you don�t want or expect to find if your hypothesis is accurate? 4. What new things did you find in your data that you had not thought of or expected? 5. What does the evidence say? 6. What does the evidence mean? 7. What does the evidence mean in the light of what you already know? How will it be useful in explaining what you are trying to explain? ____b) Analyze the evidence 1. Note similarities and differences in amount of capital used, value of manufactured goods, number of persons employed) 2. Identify trends, regularities. Develop a conclusion. ____a) Evaluate relationship between evidence and hypothesis ____b) State a conclusion (capital is necessary to increase production) Apply conclusion to New Evidence ____a) Test hypothesis against new data (Appendix 0) ____b) Generalize about the results (Increased capital is a source of economic growth) Business letters were transcribed by clerks into Manuscript copybooks. The letter from Bostwick and Booth, storekeepers in New York, Advised the use of an agent in the city. This letter should be contrasted with the ways of doing business by sloop captains in the West Indian trade (Source E) who were subject to the vagaries of the market. (Courtesy Fairfield Historical Society) (figure available in printed form) Figure B Figure C Figure D Figure E Figure F Figure G Figure H Figure J Figure K Figure L Figure M Contents of 1980 Volume on Connecticut History |

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Halloween History History of Halloween, like any other festival's history is inspired through traditions that have transpired through ages from one generation to another. We follow them mostly as did our dads and grandpas. And as this process goes on, much of their originality get distorted with newer additions and alterations. It happens so gradually, spanning over so many ages, that we hardly come to know about these distortions. At one point of time it leaves us puzzled, with its multicolored faces. Digging into its history helps sieve out the facts from the fantasies which caught us unaware. Yet, doubts still lurk deep in our soul, especially when the reality differs from what has taken a deep seated root into our beliefs. The history of Halloween Day, as culled from the net, is being depicted here in this light. This is to help out those who are interested in washing off the superficial hues to reach the core and know things as they truly are. "Trick or treat" may be an innocent fun to relish on the Halloween Day. But just think about a bunch of frightening fantasies and the scary stories featuring ghosts, witches, monsters, evils, elves and animal sacrifices associated with it. They are no more innocent. Are these stories a myth or there is a blend of some reality? Come and plunge into the halloween history to unfurl yourself the age-old veil of mysticism draped around it. Behind the name.....Halloween, of the Hallow E'en as they call it in Ireland, means All Hallows Eve, or the night before the 'All Hallows', also called 'All Hallowmas', or 'All Saints', or 'All Souls' Day, observed on November 1. In old English the word 'Hallow' meant 'sanctify'. Roman Catholics, Episcopalians and Lutherans used to observe All Hallows Day to honor all Saints in heaven, known or unknown. They used to consider it with all solemnity as one of the most significant observances of the Church year. And Catholics, all and sundry, was obligated to attend Mass. The Romans ovserved the holiday of Feralia, intended to give rest and peace to the departed. Participants made sacrifices in honor of the dead, offered up prayers for them, and made oblations to them. The festival was celebrated on February 21, the end of the Roman year. In the 7th century, Pope Boniface IV introduced All Saints' Day to replace the pagan festival of the dead. It was observed on May 13. Later, Gregory III changed the date to November 1. The Greek Orthodox Church observes it on the first Sunday after Pentecost. Despite this connection with the Roman Church, the American version of Halloween Day celebration owes its origin to the ancient (pre-Christian) Druidic fire festival called "Samhain", celebrated by the Celts in Scotland, Wales and Ireland. Samhain is pronounced "sow-in", with "sow" rhyming with cow. In Ireland the festival was known as Samhein, or La Samon, the Feast of the Sun. In Scotland, the celebration was known as Hallowe'en. In Welsh it's Nos Galen-gaeof that is, the Night of the Winter Calends. According to the Irish English dictionary published by the Irish Texts Society: "Samhain, All Hallowtide, the feast of the dead in Pagan and Christian times, signalizing the close of harvest and the initiation of the winter season, lasting till May, during which troops (esp. the Fiann) were quartered. Faeries were imagined as particularly active at this season. From it the half year is reckoned. Also called Feile Moingfinne (Snow Goddess). (1) The Scottish Gaelis Dictionary defines it as "Hallowtide. The Feast of All Soula. Sam + Fuin = end of summer." (2) Contrary to the information published by many organizations, there is no archaeological of literary evidence to indicate that Samhain was a deity. The Celtic Gods of the dead were Gwynn ap Nudd for the British and Arawn for the Welsh. The Irish did not have a "lord of death" as such. Thus most of the customs connected with the Day are remnants of the ancient religious beliefs and rituals, first of the Druids and then transcended amongst the Roman Christians who conquered them.

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in New Mexico, west Texas, and surrounding areas. Capabilities New!BOOKS & Publications The Human Systems Research staff members have expertise in fields throughout New Mexico, such as Cultural-resource management History and oral history Architectural documentation and preservation Historic preservation plans Museum exhibits Information management relating to historical and ecological data GIS HSR's staff works closely with scholars in a wide variety of fields. Results of projects are published in reports, articles, and books for sale to the public. HSR's staff is trained in a variety of related subjects and can offer training sessions, workshop leaders, or speakers in such areas as Archaeology and history of southern New Mexico and west Texas Section 106 compliance procedures Archaeological and oral-history methods Teacher training in archaeology and cultural awareness Lithic/ceramic/historic artifact analysis Rock art and historic-building documentation Apache history/ethnography A summary of current projects is available. Go to the top of the page Philosophy HSR is a private, nonprofit corporation dedicated to the pursuit of basic research in archaeology, anthropology, and related fields of science, history, architecture, and the humanities. Umbrellas for conducting basic research include cultural-resources management, historic preservation, oral history, and environmental conservation. The geographic focus of research is the American Southwest, with the central focus being the Tularosa Basin in south-central New Mexico. The goals of the corporation include stewardship and preservation of related resources and public education as a method for preserving and protecting limited cultural resources through increased public appreciation. Go to the top of the page Some links to resources that may be of interest: Anthropology and Archaeology to find your own interests. Some Archaeological Sites of the Southwest. Information on Hantavirus... From the Center for Disease Control (including a downloadable version). A paper on Hantavirus with emphasis on the Four Corners area. The Southwestern Archaeology Homepage. Holloman Air Force Base is a major source of work for HSR. Go to the top of the page Las Cruces Facility Tularosa Facility Dr. Deborah M. Dennis, Executive Director Dr. David T. Kirkpatrick, Associate Director Karl W. Laumbach, Associate Director Ms. Helen B. Shields, Comptroller P.O. Drawer 728 Tularosa, New Mexico 88352-1225 [email protected] [email protected] Copyright HSR. Inc., 2001

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Happy 150th birthday, Samuel Palmer Brooks! December 4, 2013 // Posted In Alumni, Extraordinary Stories 150 years ago today, Baylor’s longest-tenured president — and perhaps its most beloved — was born. Samuel Palmer Brooks, BA 1893, was born in Georgia during the middle of the Civil War, but moved to Texas with his family when he was five. His mother died when he was 14, forcing Brooks to leave school and go to work. He didn’t enroll at Baylor (then in Independence) until he was 24, and he was almost 30 by the time he graduated. He went on to earn another degree at Yale, returned to Baylor (by now in Waco) to teach from 1897-1901, and was back at Yale working on a master’s degree when Baylor asked him to be president in 1902. You probably know that Brooks Hall was named for S.P. Brooks; perhaps as you’ve walked by, you’ve read his Immortal Message on a plaque donated by the last residents of the original Brooks Hall. In 1931, Brooks was dying of cancer, but he still attempted to personally sign every diploma for that year’s graduating class. He died shortly before commencement, but left behind a final message to be read to the Class of 1931. Its final paragraph still resonates powerfully today: “Because of what Baylor has meant to you in the past, because of what she will mean to you in the future, oh, my students, have a care for her. Build upon the foundations here the great school of which I have dreamed, so that she may touch and mold the lives of future generations and help to fit them for life here and hereafter. To you seniors of the past, of the present, of the future I entrust the care of Baylor University. To you I hand the torch. My love be unto you and my blessing be upon you.” But the man left behind an incredible legacy. Brooks was the force behind the nation’s first collegiate homecoming, held at Baylor in 1909, and was the president who finally allowed students to select a mascot for Baylor (the bear, of course) in 1914. When Brooks took office, Baylor had fewer than 300 regular college students; by the late 1920s, enrollment reached 3,500. Carroll Science, Carroll Library, Brooks Hall, Memorial Hall and Waco Hall all went up under Brooks’ leadership, and during his tenure, Baylor established a College of Medicine, a College of Pharmacy, a College of Dentistry and a Theological Seminary. Sic ’em, Samuel Palmer Brooks!

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Giving Parents Options: Strategies for Informing Parents and Implementing Public School Choice And Supplemental Educational Services Under No Child Left Behind Informing without overwhelming While a district should include in its parent notifications all the information that parents need to make informed decisions, it also needs to be wary of presenting parents with too much information all at once. Developing a notification letter that meets the law's requirements and includes any additional needed information and that does not overwhelm parents can indeed be a difficult task, but it is not an impossible one. In crafting truly user-friendly notification letters, districts should strive to find a balance between under-informing and inundating parents. Using attachments. A notification letter that is written in plain, simple, and succinct language using the tools described above can be an important first step in the effort to provide appropriate information without overwhelming parents. Beyond this, a district might consider limiting the contents of its notification letters to what is absolutely necessary to help parents learn about their public school choice or SES options. As for information that is not required by law but is nonetheless needed in a fully informative parent notice as described above, a district may include it in an attachment or in other supplemental materials. However, if a district opts not to include a required component of parent notification in the letter, it must be sure to include this component in an attachment to the letter when it goes out in order to ensure compliance. Including an SES provider catalog. Rather than include descriptions of SES providers' services, qualifications, and evidence of effectiveness in the letter itself—which can result in quite a lengthy notice if there are many providers serving the district—a district might consider developing, as some have done, a separate catalog of SES providers that includes this required information and attach it to the parent notice. The district might also consider including additional general information about SES in the catalog to further assist parents in choosing a provider. In developing such a catalog, a district should be mindful of the bases on which parents make decisions about SES and present information about SES providers in multiple ways. For instance, in addition to providing individual descriptions of providers' services, a district could include a chart that conveniently summarizes providers' services and allows for comparisons of providers based on key considerations such as provider type (site-based, in-home, online, etc.), location of services, and number of hours or sessions offered. Including a public school choice catalog. Districts might consider developing a similar catalog of the schools available as transfer options, where appropriate. In addition to the information districts are required to provide about transfer schools (e.g., measures of academic achievement), districts could also include descriptions of special academic programs or facilities, the availability of before- or after-school programs, and the professional qualifications of teachers at these schools. For more information on providing materials in a supplement to parent notices, see "Using supplemental materials" on page 18.

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A shared vision, best practices, and an innovative advantage Sudeshna Datta, MBA '95Johnson School alumni Sudeshna Datta, MBA '95, and Anil Kaul, MS '94, PhD '97 are cofounders, along with Suhale Kapoor, of AbsolutData Research and Analytics in Alameda, Calif., a marketing research and analytics company they started in 2001 that now employs 200 and counts several leading companies among its clients, including GM, McKinsey, Kraft, Discover, and Staples. Kaul is AbsolutData's CEO, and Datta is executive vice president, process migration. Cofounder Kapoor runs the company's operations in India. Anil Kaul, MS '94, PhD '97 Datta and Kaul have always been fascinated by the idea of becoming entrepreneurs and knew when they were Johnson School students that they wanted to start their own company one day. In fact, "Sudeshna's essays for Johnson School explicitly mentioned that she was expecting the Johnson School to give her a foundation and training for starting her own company," notes Kaul. After gaining several years of experience in marketing - including Kaul's consulting experience at McKinsey, where he had the chance to closely study a number of successful organizations, and Datta's brand management experience at Kraft - the opportunity appeared ripe to leverage the lessons they had learned and forge ahead with building a successful company of their own, one that would combine all the best practices they had been exposed to. And they would do it by tapping into a resource that was underutilized at the time: a highly educated and low-cost workforce in India. "We saw a great, untapped opportunity in leveraging India-based resources to overcome a number of pain points that clients typically had in the marketing research and analytics delivery process," notes Kaul. "This was a very novel idea at that time, as this was much before outsourcing and its various forms had become a buzzword." In effect, Datta and Kaul were pioneers in the Indian business process outsourcing model so prevalent today. Drawing on Datta's and Kapoor's earlier experience of employing a team in India to develop the Web site for an Internet startup, as well as Kaul's experience in marketing research and analytics, the three entrepreneurs launched AbsolutData. Below, Datta and Kaul explain their business delivery and growth strategies, emphasize the importance of networking, describe a couple of recent projects, and share what they like best about their jobs. Q. AbsolutData's Web site claims: "We deliver value to our clients by delivering Better Marketing Intelligence, Twice as Fast at Half the Cost." How are you able to do this? Kaul: We deliver better marketing intelligence by using a combination of sophisticated analytics, an experienced and talented team recruited from top schools and companies, and our proprietary delivery methodology. Faster speed is achieved by leveraging global resources to run a 24x6 operation, automating as many tasks as possible, and by developing robust processes that do not breakdown under time pressure. Finally, our low cost is based on the structural cost advantage that we have because of our India team and by focusing on every small detail to develop cost-efficient delivery processes. Q. What are the primary reasons your clients select you vs. your competitors? Datta: AbsolutData has pioneered an innovative model for delivery of market research and analytics. By bringing together a strong and experienced front-end delivery team in the U.S. with a talented and efficient delivery team in India, we can deliver marketing insights to our clients better, faster, and less expensively. While there has been a lot of innovation in techniques and technology in the past 20 years, no company had looked at the market research and analytics delivery process. Additionally, we have built a lot of flexibility in our business processes that allows us to serve our clients for smaller projects (some as small as $2000) as well as for larger projects (some as large as $750,000). We tend to develop a close partnership with our client teams because of the constant interaction we have with them. In fact, sometimes, we have been surprised by our clients when they have sent cakes and gifts to our teams in India. Q. Your former employers, Kraft and McKinsey, are among your current clients. What role has networking played in building your client base? Kaul: Networking has played a very big role in building our client base. For the first five years, we did not have a formal business development team because we were able to get all our clients through networking and word of mouth. Our first client was someone who we had worked with in our past jobs and it took us only 15 minutes in the meeting to get our first project. By leveraging our network, we always came heavily recommended to potential clients, which made our prospect-to-client conversion ratio very high. Now, that we have a client development team, we are again able to leverage the network and our current clients to provide strong references to our prospects. Q. What are the most interesting research projects you've done for clients? Datta: We recently helped a music company identify its most valuable customers. Like many music companies, the company management assumed that its most valuable customers are hip 25-year-olds. We leveraged our analytics capability to identify the company's most valuable customers and followed that with market research to profile these customers. Surprisingly, we found that the most valuable customers for the music company were in their 40s with kids. This resulted in a complete change in the company's marketing efforts. We were very pleased to recently see an ad from the company that shows a family enjoying music rather than young people, which they used to show in the past. We recently helped an online start-up in the social networking field develop its pricing strategy. In the first 3-4 years of its existence, the company had not charged anything to its members. In order to remain a viable entity, the company needed to charge its members. This was a do-or-die decision for the company because if the company charged too much then its customers could migrate to competition, while if it charged too little, there would not be enough revenue to survive and grow the company. We worked closely with the company management to identify the price point at which the company could balance its revenues with keeping a large proportion of its members. The great news is that the company is profitable and thriving. We just concluded another project for them to identify ways to increase the conversion of "free members" to "paying members." Q. Your Indian office, and the operations end of your business, is in New Delhi. How do you deal with staff retention in India, where there is such high demand for - and high turnover among -- educated workers? Datta: I head the HR function at AbsolutData, so this is a topic that is very close to me. Staff turnover is a big issue affecting almost every company in India. Currently there are significantly more jobs available than the number of skilled and experienced people. While we were doing all the basic things that every company does - competitive salary, good working conditions, good benefits, etc., we wanted to take this a step further by using the same approach that we use for working with our clients. We started off with understanding the needs and perceptions of the AbsolutData team through an online survey. The survey used an advanced analytical technique called conjoint analysis to identify the value our team members put on various job aspects. For example, we found that constant learning on the job was valued more than an increase in salary. Similarly, we found that we were not doing a great job of communicating future career path to many of our team members. By using this feedback, we have been able to design internal programs that are helping us reduce staff turnover. Q. What do you like best about your jobs? Kaul: I think the best part of my job is the variety of things that I get to do in this role on a daily basis. I am sometimes working closely with a client to resolve their thorny business issue; at other times, I have to think about how are we going to manage the finances for a planned IT infrastructure expansion. By nature, I enjoying dealing with such diverse topics and it keeps me excited throughout the day. Datta: The best part that I enjoy is being able to bring my U.S. and India experiences together in a productive way. I grew up in both India and the U.S. This role provides me an opportunity to be part of both countries while enjoying the best of each. India provides the excitement of building a whole nation at a rapid pace while the U.S. provides the opportunity to dream of doing the unthinkable. Previously featured alumni

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Featured Alumna Susan Wu, MBA '06: Passionate about building great consumer products Susan Wu, MBA '06: Susan Wu is so passionate about building great consumer products, she left her rarified position as a woman VC at Charles River Ventures to become founder and CEO of Ohai, a creator of video games known as MMOs, for massively multiplayer online [worlds]. "Though venture capital can be rewarding, I missed the opportunity to work with a closely knit team to build something extraordinary," Wu says. "I have the utmost respect for all the entrepreneurs, hackers, and self starters out there who defy the odds to work for what they believe in." Selected as one of Fast Company's 100 Most Creative People in Business for 2009, Wu is noted as "The first venture capitalist to focus on virtual goods -- products that don't exist offline, such as Facebook gifts and everything your avatar needs in Second Life." (See http://www.fastcompany.com/100/2009/susan-wu) Virtual goods provide the revenue stream for Ohai, as well. "Being the CEO of a startup is the hardest job I've ever had," says Wu. "Every day there are innumerable, unforeseen emergencies that arise, no playbook, and you just have to do the best job you possibly can. This has simultaneously been the most challenging and most rewarding year of my life so far." Wu, whose experience includes volunteering and working for the Apache Software Foundation, a leading open source software organization, says that her open source background is "incredibly related to everything" that she does now. She pinpoints a couple of valuable lessons she has learned from working with the open source community: It can be powerful (and world changing) to align peoples' individual passions in a focused, coordinated way. Decentralized community movements can be so much more effective and resilient than firm structures. Wu and her team are excited about Ohai because they are building something they believe in. "[We believe] that something like a game can transform peoples' everyday lives, and that through the daily practice of playfulness, we can learn something about ourselves and grow," says Wu. In an entry on her blog at Ohai, Wu compares her daily practice of yoga to the daily 'practice' of playing an MMO: "...if an MMO could help you feel heroic and accomplished, a little bit each day, how would that translate over time into a new kind of muscle memory? What could you be in your everyday life if you felt heroic rather than defeated and hopeless? And if you felt heroic and acted as such, how would that then spread to your friends?" "Play is not frivolous," says Wu. "It's necessary!" Features Previously featured alumni

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New program to promote health entrepreneurship By Hannah Schwarzstaff reporter Looking to occupy an unfilled niche in Yale’s health and entrepreneurial worlds, InnovateHealth Yale, or IHY, is slated to become the first health enterprise program on campus. IHY, which has been in the planning stages for the past two years, intends to serve as a hub for those interested in developing innovative ideas to address the world’s most pressing health challenges. The program is based at the Yale School of Public Health and is led by professor Martin Klein ’86 SPH, associate dean for Development and External Affairs at the School of Public Health, but aims to unite students across all schools in the University with its academic offerings, internship opportunities and annual health innovation competition. “We want to create a home at Yale for students interested in social entrepreneurship and health innovation,” said Aly Moore ’14, who recently began working with Klein on the program. A number of entrepreneurship prizes already exist at Yale, but none are specifically tailored to the health field, said Ruchit Nagar ’15, who is helping plan the first annual health innovation competition. Featuring a $25,000 prize, the competition aims to inspire students to come up with ideas and formalize existing ones, he added. Klein said the criteria for the competition are intentionally broad, encompassing everything from innovative devices for personal health to public awareness documentaries. Klein added that entrants can even submit proposals for non-profit organizations or for-profit businesses that tackle public health issues. Regardless of form, all proposals should be financially sustainable, Klein said. “That’s one of the things that’s going to be a challenge for these meritorious ideas — to be able to identify a funding source,” he added. While the first three years of competition will be funded by a gift from Nathan and Margaret Thorne ’76 and ’77, Nagar said he hopes the publicity and success of the first three years will attract funding for future ones. The initial deadline for the competition is Feb. 15, but Klein said the date may be pushed back to allow participants more time to prepare their proposals. Beyond the competition, IHY will offer a health entrepreneurship course starting in spring 2015, co-taught by School of Management and School of Public Health faculty. Beyond offering traditional lectures, the class will ask students to propose solutions to real issues in public health. Moore said she expects there to be significant competition for the 24 spots in the course, eight of which are designated for students from the School of Public Health, eight for the School of Management, and eight for students from other schools. IHY will also help Yale students identify health entrepreneurship internships, said Jessica Lopez ’15, who is working with Klein to scope out summer opportunities. Because many organizations in the field do not offer paid internships, IHY plans to fund students, Lopez said. InnovateHealth Yale will host its first speaker, Ned Breslin, CEO of Water for People, on Dec. 5.

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Future University Research Centers About Us Home Research Centers Faculty of Economics & Political Science Future Center for Political and Security Studies (FCPSS) Regulations Future Center for Political and Security Studies (FCPSS) FCPSS aims at the following: Conducting research and studies on political and security issues whether national, regional or international as well as humanitarian such as human rights, refugees, immigrants, minorities as well as different components of national security. Holding conferences, workshops, seminars where experts and policy makers from Egypt, the Arab world and the world at large will participate. Managing training workshops for national security experts, media correspondents who cover military and strategic issues in order to upgrade their political culture and conscience. Arranging public lectures where public figures, politicians as well as national security experts and others from Egypt and different countries are invited. Publishing policy papers, booklets and books to help students, researchers and policy makers to understand more issues which concern Egypt and the Arab World. Article (3): A Director of FCPSS is appointed by the Dean of FEPS. The Director should be, at the minimum, an associate professor of political science. This appointment is endorsed by FCPSS Board of Directors for 4 years whish could be renewed for only another additional four years. FCPSS Board of Directors is composed for four years as follows: Chair, Board of Trustees. University President. Dean of FEPS. Director of FCPSS. 3 Experts/ Professors of political science and military. 3 public figures from outside the university. The Board meets on quarterly basis upon the Director's invitation. It endorses the research, study and activities plans/ agenda as well as the FCPSS financial status. It also endorses the FCPSS policies and objectives such as: Determining authorities and responsibilities of the Director and the financial employee in charge. It also determines the salaries, honoraria and financial bonus. All of these should not exceed 35% of received funds after deducting all running costs. Determining salaries, honoraria and bonus of researchers, employees and experts working in and for FCPSS. Discussing all issues of concern presented by the Director. Resolutions by the FCPSS Board of Directors will be effective only upon endorsement by both the President of the University and the Chair of the Board of Trustees. FCPSS Director is responsible for technical administration as well as financial activities. It is possible for the Director to appoint a deputy, endorsed by the Dean, to manage FCPSS during his absence. The Board of Directors appoints, upon the Director's nomination, the financial employee in charge. He/ She will be in charge of the financial aspects of FCPSS activities. Checks should be signed by both the Dean and the Director. The Director of the Center Faculty of Economics & Political Science Futues Center for American Studies (FCAS) Future Center for Political and Security Studies (FCPSS) Future Center for Economic and Financial Studies (FCEFS) Future Center for Public Opinion Polls(FCPOP) Future Center for Public Policy Analysis (FCPPA) Future Center for Chinese Studies (FCCS) Copyright © 2013 FUE. All rights reserved. Home Sitmap

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The Washington TimesJuly 27, 2008 Washington Times Op-ed—Teens Challenged to do Hard Things by J. Michael Smith HSLDA President What’s the first thing that comes to mind when you hear the word “teenager”? For many, it is not positive. Teenage rebellion has become commonplace, and our culture has responded by expecting less and less of teenagers. But is teenage rebellion inevitable, or are there new ways of thinking that could address the problem? Responsibility for teenage rebellion and underperformance must fall primarily at the feet of parents and other adults. This is because our current expectations for teenagers provide very little challenge. Alex and Brett Harris, 19-year-old homeschooled twins, are trying to give adults and teens a wake-up call. In their book, Do Hard Things, they attempt to explode the myth of adolescence. They show that prior to the early 20th century, people were either children or adults. Family and work were the primary occupations of the group we now call “teenagers.” Teens, though it was often driven by economic necessity, were given real-world responsibility. Today, few teens are expected to imitate responsible adults, but are rather immersed in a frivolous peer culture. The Harris twins are not the only writers to question the conventional wisdom about teenagers. Robert Epstein, a longtime researcher in psychology who received his doctorate from Harvard, has exposed the myth of the teen brain in his book, The Case Against Adolescence: Rediscovering the Adult in Every Teen. He argues against the common belief held in the scientific community that an incompletely developed brain accounts for the emotional problems and irresponsible behavior of many teenagers. Mr. Epstein shows the differences in the teen brain are the result of social influences, rather than the cause of teen turmoil. He concludes that a careful review of the research shows the teen brain we read about in the headlines—the immature brain that is supposedly the cause of teen problems—is nothing less than a myth. For example, if the teen brain was really fundamentally different from an adult brain, then we would see similar patterns of teenage rebellion throughout history. We do not. Teens in other cultures, and our own until the early 20th century, held responsible positions and were expected to imitate adults rather than children. Mr. Epstein says teens are extraordinarily competent, even if they do not normally express that competence. Also, long-standing studies of intelligence, perceptual abilities and memory function show that teens are in many instances far superior to adults. Mr. Epstein concludes that the peer culture of teens, where they learn virtually everything they know from one another, rather than from people they are about to become, is the cause of the problems we see today. Almost all teens are isolated from adults and wrongly treated like children. What is the solution? When teens are treated like adults, they almost immediately rise to the challenge. Parents must trust their teens by giving them more and more responsibility, accompanied with the proper mentoring. This is a strong admonition to parents and adults to challenge our teens to act more like adults rather than traditional teens. The Harris twins are giving direction to the teens to become productive. By first exploding the teen myth, they inform teens they are capable of much more than is usually expected of them and that adults have completely underestimated their talents and abilities. They challenge teens to join the “rebelution,” which is a revolution against rebellion, and spell out five steps to responsibility for teens. First, teens should “do hard things” that take them out of their comfort zone. Second, teens should go beyond what is expected or required of them. Third, teens should attempt tasks that are too big to be done alone to learn teamwork and collaboration. Fourth, teens should do things that don’t pay off immediately. These are the unexciting things that may seem like an endless round of chores that go without recognition. These chores, however, build character. Finally, teens should stand up for their beliefs even if the majority opposes them. Do Hard Things is a book for teens and their parents. I firmly believe this book, if taken seriously by the current generation of teens and their parents, could prove to be one of the most life-changing and culture-changing books of this generation. Michael Smith is the president of the Home School Legal Defense Association. He may be contacted at (540)338-5600; or send email to [email protected]. Family Times Column

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Earl J. McGrath A great friend of America's liberal arts and church-related colleges completed his life's journey in this centennial year of the founding of the University of Chicago where, in 1933, he studied for one of the first doctorates in higher education and formed a life-long association with the school's dynamic leader, Robert Maynard Hutchins. McGrath matriculated at his hometown University of Buffalo in 1923, when its liberal arts college was two years old and 750 students were roaming the 75 acres of the former Erie County poor farm. The previous year, Samuel P. Capen, a luminary in the history of American colleges and universities and first president of the American Council on Education had come to Buffalo as chancellor. Capen invited McGrath to help him administer the growing institution and over the following two decades the young assistant recalls, "I got a good solid grounding in every phase of college operation under the supervision of the country's leading theoretician on the subject." His Buffalo experiences prepared the way for service as United States Commissioner of Education and afforded opportunity to become a post-presidency confidante to Mr. Harry Truman and Mr. Dwight Eisenhower. He framed the prophetic 1947 report of the first Presidential Commission on Higher Education, helped build the Navy's famous wartime V-12 college training program and directed its off-duty 1 study program, which served as a model for later high school equivalency and external-degree programs. After World War II, he served as dean of the college of liberal arts at the University of Iowa and president of the University of Kansas City before moving to Teachers College at Columbia University where, with support from the Carnegie Corporation, he focused on the plight of small liberal arts campuses and the distinctive values they contributed to the life of the nation. These small-often church-related-schools, as California-based journalist Edwin Kiester Jr. noted, were always the focal point of McGrath's personal and abiding credo: For nearly five decades "he [preached] the gospel that the prime objective of higher education should be teaching; that the welfare of the student should be uppermost; that the development of character and a responsible citizenry are more important than the mere transmission of knowledge-and that all this flourishes best in the intimate atmosphere of the small liberal arts college." In his "third" retirement-he left Columbia at age 65 and Temple University at age 70-he settled as director of the program in liberal studies at the University of Arizona and with support from the Lilly Endowment conducted a study of 49 colleges and universities affiliated with the Southern Baptist Convention. His closing years were devoted to encouraging Christian colleges and universities to affirm their "special purpose" and distinctive calling. In an 2 article for Faculty Dialogue five years ago, McGrath summarized his convictions on the matter: The church-related college is peculiarly equipped by its philosophy, its faculty, and by the closeness of its community life to take the leadership in restoring to a central position in all of American higher education the treatment of values as an indispensable element in the society of learning. . . . If these institutions fail forcefully and unmistakably to reassert and implement their spiritually oriented central mission, they will have lost the one element in their character which provides genuine distinctive among the larger company of competitive institutions of higher education, and if capitalized upon could assure their continued vitality and growth. More significantly, the entire American society will, without question, continue to degenerate, and the humane principles that have animated our culture will be further weakened while the forces of materialism, secularism, and opportunism will dominate the social enterprise. Honored with degrees and awards from more than 50 colleges and universities and numerous professional organizations, Earl McGrath's abiding legacy is his clarion call to the community of Christian educators to "seize this fugitive opportunity . . . and awesome responsibility" to restore in American education a central focus on spiritual commitments which vouchsafe renewal of the life of the nation. It is with deep gratitude that we bid the Honorable Earl James McGrath farewell. He guided the Institute for Christian Leadership in its inception and generously advised us during our years of service. The comfort of having a friend may be taken away, but not that of having had one.

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"Breakthrough" by David C.M. Carter http://www.infobarrel.com/Breakthrough_by_David_CM_Carter By Fellmonger David Carter is a mentor. Many terms are used to describe people like Carter, including life coach, executive coach, guru, Svengali – but mentor is less grand and more accurate. His philosophy is refreshingly straightforward, in that he simply wants you to the best you can be. He actually puts it slightly differently stating that he wants you to be the best version of you that you can be. As children we start out with big dreams. We want to be astronauts, footballers, ballerinas and pop stars. As we get older, most people settle for a life with lower aspirations. We start to work in an office, buy a house and start to raise a family. The budding astronaut ends up as an accounts clerk. As we get older, we also expect less from life as it has not given us what we had initially dreamed it would. Carter’s philosophy is that if you believe you were destined to be a singer, you should continue to pursue that goal until you achieve it, and don’t give up on yourself or your dreams. But his advice is tempered with realism. If you find that you like being an accounts clerk, his advice is to become the best accounts clerk that you can be. You may have aspirations to be a Chartered or Certified Accountant. If so, he motivates you to pursue those dreams as well, until ultimately you arrive as the best accountant that you can be. As we all know, you never get to the place where you are satisfied that you are the best that you can be – it is a continual and lifelong journey. For a mentor, Carter is refreshingly human. He built what he describes as “the world’s foremost business leader mentoring company”, but sold it after fourteen years of struggle claiming that it wasn’t a great success for any of its shareholders. He has been married three times and struggles with the same pressures we all have, raising children, paying the bills etc. For me this strengthens his message. Unlike others in his industry, he does not claim to live a perfect, aspirational life. He is one of us - a battler who has finally overcome some of life’s obstacles, achieving a modicum of success later on in his own life. In my opinion, his challenge to you to find your own Unique North Star, as he puts it, is the biggest challenge of all. Surely that is the most fundamental question for all of us – what do we want out of life? Once we know that, we can start to try to to reach that goal, but for most people the question remains unanswered throughout their whole lives. The book offers twenty "breakthroughs", or twenty suggested areas where anyone can improve themselves. He also offers a Breakthrough Retreat Workbook which provides twenty-nine exercises to improve yourself and your life, in areas such as prioritising, daily disciplines and goals. Yes, there are some new age philosophies in there, which not everyone will like (myself included). But this book contains some good, solid down to earth advice, from a man who has studied this area in depth. He has mentored successful individuals himself, but has also suffered the slings and arrows of misfortune like the rest of us and the book is all the better for that. I suspect most people read these books when they are going through difficult times personally or professionally. It is a good no-nonsense read offering practical advice rather than an uplifting “feel good” piece of escapism. Anyone who adopts some of these principles will find it worthwhile. Breakthrough: Learn the Secrets of the World's Leading Mentor and Become the Best You Can be Amazon Price: $5.96 Buy Now(price as of Aug 30, 2015) Use some simple tools and disciplines to become the best you can be. A Waste of Daylight: Fun Facts About Daylight Saving Time 5 Easy Ways to Get More Volunteers My Top 5 Tips For Entering Competitions How to Organize Your Life to Achieve Your Goals 5 Ways To Fall Asleep Quickly 6 Common Dream Scenarios And Their Meanings Follow IB Lifestyle Fellmonger David C M Carter becoming the best person you can be Breakthrough Retreat Workbook Explore InfoBarrel DB Connections: 55 Follow IB Lifestyle

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Features Ministering for a decade Ministering for a decade March 21, 2015Features 3 minutes read.Campus Pastor Clayton King reflects on his years at Liberty and the lives he has touched Ministry — Clayton King is honored for his years of service and recalls some of his best memories at Liberty University. Photo credit: Leah Stauffer When Liberty University officials called Clayton King to fill in for a Friday morning Convocation speaker who was unable to attend, they probably had no idea what they would get in return. That happened in 2004. Now, King has become the most frequent speaker to travel to Liberty. According to King, after he finished his Friday Convocation message, he was asked by Liberty faculty to return for Spiritual Emphasis Week. Since then, he has not missed a single year as the teacher during the first week of the semester that serves as a spiritual jumpstart for students. Dozens of sermons later, King celebrated 10 years as Liberty’s Spiritual Emphasis Week speaker. At the conclusion of the 2014 edition of the event Thursday, Aug. 21, King was honored with a surprise cake, complete with a picture of his face. Despite the many great memories King said he has of the 10 years of preaching during Spiritual Emphasis Week, one instance particularly stands out to him. King explained that seven or eight years ago, he met a student who told him she was ready to kill herself but held off and chose to go to a Spiritual Emphasis Week service when a friend invited her. During the service, King said, God rescued her and she gave her life to Christ. “I watched her go, literally, from the point of suicide to being this sold out follower of Christ,” King said. “So those stories are really what motivate me.” Another poignant week in King’s mind took place in the last few years when he taught on the life of Joseph. “(E)very single night, I just remember the altar being full,” King said. “I just remember these really special God moments where students were really connecting with the Holy Spirit. The irony was, as I prepared that series, I really kind of felt insecure about it. I (thought), ‘Well this is really specific to one man. I don’t really know if the students are going to get anything out of it,’ and it ended up probably being one of the top two or three series I’ve done.” According to King, who has since become a campus pastor who delivers the majority of sermons given to students during Campus Church on Wednesday nights, Liberty provides him opportunities unique from any of the other colleges he visits. While he has been teaching at other colleges for more than 10 years, he only teaches at those schools four or fives times a year. At Liberty, King said he may teach four or five times a month. “There’s no school quite like Liberty,” King said. “It’s so unique in its size, in its influence, in the number of students that are here preparing for life and work and ministry. So for me, it really is, sort of, a way to maximize my time. I spend a lot of time here, and I commit hours and days and days and days to be here, but for me, it’s really one of the most effective places I can come, because I’m reaching and influencing more people than I could at almost any other place.” Above all, King said he most enjoys coming to Liberty as a pastor because of the students. “The reason why I love to prioritize Liberty, whether it’s Spiritual Emphasis Week or Campus Church or Convo … is the students,” King said. “I keep coming back because I love the students. I love their heart for Jesus. I love their excitement about learning. I love the way they embrace me when I come to preach and teach.” One of the only drawbacks at Liberty for King is the inability to meet personally with every student. “I want to meet one-on-one with so many students, but it’s just impossible, because there’s 13,000, and I just don’t have the time to meet with everybody one-on-one that wants to,” King said. “It’s a mathematical impossibility, but that’s what I would really love to do.” Despite the fact that King cannot meet every Liberty student, he said he has no plans to stop trying to impact as many Liberty students as he can. According to President Jerry Falwell, King is committed to Liberty for the long haul. “He’s a good friend to me and a good friend to both of my boys,” Falwell said. “We appreciate him very much. He told me … Liberty’s one of his favorite places to speak and he’s committed to being here as long as we need him.” clayton king, Spiritual emphasis week. Bookmark. Students proclaim their faith Nasser named Senior VP Leave a Reply Cancel reply Your email address will not be published. Required fields are marked * Name* Email* Website Comment You may use these HTML tags and attributes: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <strike> <strong> Recent Posts Falwell declines

教育

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Grandma's Best Advice More From Anna Maria CEO, Girl Scouts of the USA Empowering Girls Doesn't Dis-empower Boys Paint Your Own Picture One in Five Girls Supportive Husband and Demanding Job Tradition of Giving Back Load More BusinessPolitics Chávez shares the sweet advice her grandma gave with her when she was a young girl. Anna Maria's Biography Lifetime Girl Scout: Eloy, Arizona's Troop 304 20/20 Vision of the Future: Knew she wanted to be a lawyer at the age of 12. Role Models Close to Home: Mother and grandmother Prepare or Cram: "Wow, that's hard, 'cause I always tell Girl Scouts to be prepared. But sometimes, you gotta cram." Anna Maria Chávez is the Chief Executive Officer of Girl Scouts of the USA, and a lifetime member of the group dedicated to building up girls as strong, confident leaders. Chávez is the first Latina to head the historic organization. Prior to her work with Girls Scouts, Chávez was deputy of chief of staff for Urban Relations and Community Development under former Governor of Arizona and current U.S. Secretary of Homeland Security Janet Napolitano. Chávez was also a crucial force behind the creation of the Raul H. Castro Institute, a "do tank" focused on issues affecting the Latino community in Arizona with emphasis on education, health, and human services, as well as leadership and civic participation. Chávez's leadership has been recognized by The NonProfit Times' Power & Influence Top 50, STEMconnector's 100 Women Leaders in science, technology, engineering, and math, and has also been the recipient of the 2012 Chairman's Award from the U.S. Hispanic Chamber of Commerce and Women of Excellence Award from the Women of the Association of Latino Professionals in Finance and Accounting. Pamela Rief Biomechanics Educator Hu Shuli Investigative Journalist Lalita Malhotra Obstetrician, Health Advocate

教育

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Join for free Masters Degree in West Yorkshire United Kingdom Top Masters Programs in West Yorkshire United Kingdom 2017 The benefits of a Masters extend beyond improving your earning potential. They can provide you with personal and professional skills to accelerate your development. They are also an opportunity to differentiate yourself from your peers, many of whom will have similar A-level and undergraduate qualifications. Earning a Master requires two years of education after earning a Bachelor. This advanced degree may help students to achieve their educational and professional goals, as the rigors of a Master’s program help train students in the skills and knowledge they need to land the career of their dreams. UK, United Kingdom is more than 300 years old and comprises four constituent nations: England, Scotland, Wales, and Northern Ireland. The UK has been a centre of learning for the past 1,000 years and possesses many ancient and distinguished universities. Foreign students make up a significant proportion of the student body at UK universities. Search Master's Degrees in West Yorkshire in United Kingdom 2017 Masters of Science (70) Masters of Arts (32) Other program opportunities Yorkshire and the Humber: United Kingdom, West Yorkshire Master’s Degree in International Communication (MIC) International University of Languages and Media The Master’s degree in International Communication is an international Master’s degree provided by IULM University in partnership with three prestigious European universities specialised in public relations and communication. The MIC offers the opportunity to study in different universities and to acquire a specialisation targeted at global communication. Masters 2017 in West Yorkshire United Kingdom. The Master’s degree in International Communication is an international Master’s degree provided by IULM University in partnership with three prestigious European universities specialised in public relations and communication. The MIC offers the opportunity to study in different universities and to acquire a specialisation targeted at global communication. The Master’s degree in International Communication (MIC) is a postgraduate programme entirely in English lasting 18 months and aimed at graduates in the communication disciplines or related subjects. By attending the MIC Master’s degree course you will be able to study in different universities all over Europe and thus obtain dual recognition. The MIC is a full-time programme lasting 3 semesters. The first semester (Professionalising Communication) has a core curriculum in which you will get training on the basic tools of communication, and takes place in one of the three partner universities. The second semester (Communication Professional in Context) is oriented towards specialisation and is held in another of the partner universities. The specialisation depends on the programme offered by the university chosen for the second semester. The third semester involves writing a thesis, under the joint supervision of the two partner universities. The certificate awarded on completion of the study path consists in a double recognition: a Master’s degree from each of the two partner universities and an overall certificate from the consortium. The three European universities which, with IULM, take part in the Hofstede Geert Consortium are: Metropolitan University (Leeds); Universitas Vilnensis (Vilnius); Hanze University Groningen. The MIC trains international communications professionals who are capable of working in a multicultural context and of anticipating global changes. Experts and consultants in Corporate Communication, International Media Relations, Public Relations, Intercultural Relations and European Public Affairs. Core Programme The first semester introduces you to the full breadth of the profession. You can study your first semester at either Leeds Beckett University, Vilnius University, or Hanze University of Applied Sciences, where you will follow the core modules for the master. Specialisation Programme Each of the consortium universities has a specific perspective of the International Communication's topic, and specialises in certain areas. You may choose the university that fits best your professional and personal goals. Hanze University of Applied Sciences The Issues Manager: The effective management of public affairs shapes public policy, public perception and public acceptance. How can public affairs/communication strategies be used as tools for dealing with public issues and be applied to exert influence and gain an advantage? This course provides the opportunity to research and plan a major project and make a public presentation and a defence to a client in a consultancy role. The trusted advisor: Knowing how to conduct evidence-based research makes one a trusted advisor. This project focusses on applied communication research, specifically the empiric and analytical phase of research, in solving grand societal issues. This course provides the opportunity to perform as a researcher and to apply modern (online) research tools and learn to develop simple and concrete metaphors that help people to organise information on issues in new ways. The engager: An organisation working internationally needs its employees to be interculturally competent. In this course you will learn how to train others and how to manage international projects within the context of a development cooperation. For this course, we work together with the Hanze Centre for Development Cooperation. Leeds Beckett University Public relations skills: This specialisation helps you become more employable in public relations by developing their competence and confidence. With a focus on writing and professional skills, you will develop writing tactics necessary for crafting and delivering communication messages via traditional and social media. You will develop PR consultancy and managerial skills, including crisis management and the role of creativity in communication management. Communication audits: A thorough and effective communication audit ensures an organisation is using the best possible communication channels available. While gaining invaluable insight into the process, you will be challenged to offer creative proposals for improving communication processes and to critically evaluate the recommendations for the client. Digital communication management: New media is rapidly re-shaping the communication industry. The aim of this specialisation is to develop a deeper understanding of new media, in theory and practice, and to critically analyse the implications for corporate communications. IULM University Development and communication: What does it take to become a communication professional in the field of development cooperation? You will develop a critical understanding of communication theory and the practical application of media in development contexts for international organisations and/or NGOs working together with developing nations. Public affairs and advocacy: Explore the art and craft of the lobbying profession. You will be immersed in the strategies, tactics, methods, techniques, regulations, and ethics of those who advocate public policy options to public officials. Social responsibility and communication: Social responsibility is one of the major focus areas of today. What is the role of the communication professional in relation to social responsibility? How can an organisation implement a socially responsible philosophy with the support of its stakeholders? Vilnius University Crisis Management and Communication: An organisation must prepare for the unexpected. The way in which an organisation responds to the unforeseen can save or even damage its reputation. You will focus on how to plan for a crisis and develop the skills needed to handle a crisis effectively. International Communication Campaigns: This specialisation provides you with theoretical knowledge about communication campaigns, implemented in the international arena. You will get a clear understanding of Intercultural communication aspects that are important in planning, organising and implementing communication campaigns. Scientific Research: This specialisation aims to expand and deepen students’ knowledge and skills in scientific research. This includes developing the capacity to assess scientific work to address both theoretical and practical scientific problems, to develop the ability to find reliable sources and the capacity to analyse scientific literature, as well as articulate findings, scientific reasoning and discussion. Public Diplomacy: The course gives the overview of the public diplomacy as means for foreign policy implementation. It also aims to develop students‘ understanding and ability to analyse how current means of communication influence the traditional diplomacy and determines foreign policy methods; whether and how the public diplomacy is employed by governments to achieve their foreign policy goals. Graduate profile Graduates of the MIC are interculturally competent communication professionals able to work in a global context from a European Perspective. They anticipate change and are able to create, offer and manage sustainable and innovative solutions to problems from the professional field at a senior managerial or consultancy level.A few examples of what could be on your business card after graduation: PR & Communications specialist Digital Strategist and Community Manager Global Brand Management PR & Marketing Coordinator Senior International Relations Officer Intercultural Trainer Bachelor’s degree in related fields: communication, humanities, social sciences, business, management, linguistics; Extensive work experience in related fields may also be considered. A certificate of proof of a sufficient proficiency in the English language: either IELTS with an overall result of 6.5 and no subscores below 5.5 or TOEFL ibt total of 90 with minimum 18 in Reading, 17 in Listening, 20 in Speaking and 17 in Writing. Your IELTS or TOEFL must not be older than two years. Required documents for admissions MIC application form Certified/legalised copy of your bachelor’s degree and transcripts/grade lists Certified/legalised sworn translations of your bachelor’s degree and transcripts/grade lists (if they are not in English). The translation of your diploma and transcripts need to meet the following 4 criteria’s on every translated page: Full name and signature of the translator. Translator’s contact. Date of translation. A sentence confirming that it is an accurate translation of the original document. IELTS or TOEFL iBT certificate Two letters of reference (for instructions, please see MIC application form page 6) Letter of motivation of approximately 500 words (for instructions, please see MIC application form page 4) Copy of your passport Master Equivalent of Music - Producing, Engineering and Mixing With hundreds of locations across the U.S., Canada, Australia and theU.K., the Recording Connection has helped thousands of students find their way in to rewarding music industry careers by placing them as working apprentices (externs) in actual recording studios. [+] With hundreds of locations across the U.S., Canada, Australia and theU.K., the Recording Connection has helped thousands of students find their way in to rewarding music industry careers by placing them as working apprentices (externs) in actual recording studios. Each student is paired with a mentor, a successful working producer/engineer with years of experience and real album credits. We partner with hundreds of music professionals across the globe, many of whom work with Platinum-selling and Grammy-winning artists, to ensure that our students are receiving the best guidance, education and opportunities possible. For students who have graduated from the Recording Connection Bachelor Equivalent Audio Programme (or another audio academy) and aspire to a more advanced level of learning, we are pleased to offer an advanced MASTER’S LEVEL programme to help you get there This Master’s Programme naturally affords more on-one-one instruction with your mentor than our basic programme, and covers the following: Advanced Pro-Tools techniques, including elastic audio, auto-tuning and more In-depth training with plugins, compressors and other effects Bringing a band to the studio for an actual recording session co-produced by you and your mentor Overdubs, mixdown and mastering at the advanced level In-depth instruction on the business side of music production By the time you have completed this programme, you will have a finished, mastered, professional-quality two track demo in hand, which you will be able to submit proudly to music industry professionals. But here’s a bonus… By maintaining a “B” equivalent average grade during your Master’s Programme, you will qualify to have your DEMO SUBMITTED BY US TO TWO INDUSTRY PROFESSIONALS ON YOUR BEHALF—one music producer and one record label executive—AT NO ADDITIONAL CHARGE! STRAIGHT TALK ABOUT YOUR music industry CAREER: If you’re going to be successful as a record executive, label owner or band manager, you really need to be smart and deliberate regarding your choice of music school. There are many options out there, but many schools charge far too much money and don’t offer any real connection to the music industry itself. By choosing one of these schools, you run the risk of taking on career-crushing amounts of student debt for little or no return on your investment. And for someone trying to make it in the music business, that can halt your career before it ever starts. Don’t be that guy or girl. Don’t make the mistake of spending $25,000, $50,000 or $100,000 for a music school education that offers no real path to your future, and don’t make the even more serious mistake of taking on that kind of debt. Let’s be clear: your key to breaking into the music business doesn’t lie in a classroom with a bunch of other students, nor does it lie in some sort of online program that offers you no real feedback. Your path to success lies in the music industry itself—with the people who are actually DOING the work, who can show you the ropes and help you make your own connections. The Recording Connection offers this opportunity with our unique music business training program. Instead of placing you in an overpriced classroom, we place you as a working apprentice (extern) with a real music industry professional who is doing the job you want to be doing. As you follow a structured course curriculum, you’ll gain lots of real-world experience as you work alongside your mentor, and you’ll learn how to make the connections you need in order to succeed (and trust us—success in this business is ALL about connections). Best of all, you’ll gain this experience, knowledge and insider access for a FRACTION of what other music schools charge, so you can graduate with little or no debt and get on with your career. The music industry is a highly competitive field, and it’s the smart ones, the ones willing to think outside the box, who are the ones who rise to the top. For you, that begins with making choices about your education that will actually help your career without crushing you with debt. If you’re serious about beating out the competition to become a successful record executive or band manager, the Recording Connection is here to help! LLM International Business Law Develop your legal knowledge with the study of subjects relevant to economic and commercial activity around the modern world. Masters 2017 in West Yorkshire United Kingdom. This course is designed to give you a critical understanding of international law as it relates to commercial activities in a global economy. It allows you to examine complementary law and business issues which affect international business practice. The programme aims to offer a platform for professional careers where legal expertise in cross-border business, informed by commercial awareness, is essential. The programme is made up of core legal modules and electives. The electives cover both legal and international business subjects. The inclusion of European law topics with international law subjects allows you to examine how law influences the development of supranational markets built up from a number of independent states. The European Union modules provide a model for exploring the legal regulation of 'free-trade' areas elsewhere in the world. There is also a dissertation, which gives you the opportunity to pursue an international business law research interest in some detail, thus increasing your specialisation. Requirements:Applicants should either have at least a second class honours degree or have equivalent experience or training, normally from within the work environment. Applicants who do not have English as their first language are required to have IELTS 6.5 with no skill below 5.5 or an equivalent award. All applications should be supported by a reference, either academic or professional; All applicants should satisfy our University English language requirements. IELTS: IELTS 6.0 with no skills below 5.5, or an equivalent qualification. The University provides excellent support for any applicant who may be required to undertake additional English language courses. Mature Applicants Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu. If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website. Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements. This course responds to the need for lawyers, business managers, policy makers and other professionals functioning in commercial fields by giving them a sophisticated understanding of the legal issues affecting the governance and practice of international trade. The advantage of this course is that it does not approach the topic of law in isolation, but seek to provide a business and commercial context to assist the understanding and evaluation of the way the law functions. There is an induction programme in legal skills and methods at the start of the course, which can make this course of interest to non-law graduates as well as those who already hold degrees in law. MEng Computer Science There are masses of jobs worldwide in computer science - gain the expertise to apply for a hands-on technical role or a management position. If you want to play a leading role in computer systems, we're offering a course which is dedicated to putting you at the forefront of technological change.We'll prepare you for a networked world that's packed with career opportunities across all industries. You'll examine computer systems, understand how they work, the problems that arise and the implications of what companies are developing. You'll graduate with the ability to be innovative, working on the development, integration and control of unique systems. Computer science is recognised as a leading area in computing - technology firms around the world are crying out for talented graduates - and the UK government is keen to produce more workers in this area. We'll introduce you to emerging technologies, building your ability in project management and team working, and you'll develop the skills to solve computing problems in any industry. You'll study the development of systems, software and programs, theories of algorithms, computing engineering, robotics, scientific approaches to computing and databases. We're committed to giving you hands-on experience that will help you stand out from the crowd when you graduate. That's why we expect many of our students to do a paid placement during the second year - it's a fantastic opportunity to gain experience without adding to the length of your study. Here at Leeds Beckett University, many of our computing students also go on to take up full-time positions with organisations they spent their work placements with. You'll also be able to impress future employers with your placement experience. UCAS Tariff Points: 300 points required. (Minimum 200 points from 2 A Levels or equivalent, excluding General Studies.). If you're applying via UCAS, find out more about how your qualifications fit into the UCAS tariff. Additional Requirements: GCSEs:English Language and Maths at Grade C or above or equivalent. Key Skills Level 2, Functional Skills Level 2 and the Certificate in Adult Literacy/Numeracy are accepted in place of GCSEs.Access to HE Diploma:Pass overall with 60 credits. A minimum of 45 credits at Level 3, with Merit must be achieved. GCSE English Language, if required, must be achieved from additional units.Scottish Awards:Minimum of 5 subjects at grade B at Higher Level.Irish Leaving Certificate:Minimum of 5 subjects at grade C1 or above at Higher Level of which at least 3 must be at B2Selection Criteria:We may use selection criteria based on your personal attributes; experience and/or commitment to the area of study. This information will be derived from your personal statement and reference and will only be used if you have met the general entry requirements. International Baccalaureate: 26 Points Without a doubt, the paid 30-week work placement we offer during your second year is what sets us apart from most other universities. In just four years you will achieve a masters qualification and boost your career prospects by spending more than half a year in a computing role. We have great relationships with computing employers throughout the UK and we'll tailor your study so that it relates to your placement. This enables you to put what you learn straight into practice. We're giving you all the benefits of a placement year without having to add to the length of your study. And there's more - you'll also have access to our networking laboratories, giving you the opportunity to control networks and make decisions on how they run. Here at Leeds Beckett, we're experts in computing and many of our courses are accredited by the British Computer Society (BCS). We also intend to have BCS accreditation for this course, subject to approval. LLM International Banking and Finance Law University of Leeds, Faculty of Education, Social Sciences, and Law LLM International Banking and Finance Law is a distinctive programme that provides a comprehensive postgraduate study package in the area of banking and finance law. Masters 2017 in West Yorkshire United Kingdom. LLM International Banking and Finance Law If you want to ... explore the catalysts and consequences of banking crises in today's world examine international approaches to banking supervision discover the legal process involved in the regulation of banks study syndicated lending and the issuing of bonds on the international capital markets ... then consider LLM International Banking and Finance Law. "Our depth of expertise in international banking and finance law makes us a leading centre for this increasingly popular and important topic, attracting students at all levels, from undergraduate to PhD." Professor Andrew Campbell, Professor of International Banking and Finance Law. This LLM gives you the opportunity to learn about the international regulatory frameworks in which banks and other financial institutions operate, as well as commercial financial issues such as the legal framework for international syndicated loans, bond issues, secured credit and insolvency. You will investigate and apply the complex rules of banking and finance law to novel problems and real-world and hypothetical scenarios. You will also critically evaluate the legal rules and underlying policies concerning banking and finance law, and undertake independent research and construct legal argument in the appropriate form. We teach LLM International Banking and Finance Law from an international perspective and do not simply focus on English law. This makes the programme very appealing to students from countries with established financial services sectors, such as the United Kingdom and the United States, as well as those countries in the process of developing their financial services industries, such as Brazil, Russia, India, China and the Arab Gulf States. We designed this course to benefit you, regardless of your country of origin. LLM International Banking and Finance Law is appropriate should you wish to embark upon a career in legal practice, the public sector -- working at the central bank, a financial sector regulator or an international organisation -- or any career where success is built upon the ability to understand, analyse and respond to developments in international banking and finance law. In addition, the increasing amount of financial litigation and arbitration provides many opportunities for practising lawyers in banking and finance law. A number of our students also remain with us to pursue a further research career as PhD students. Why study with us? Here, at the School of Law, our LLM Banking and Finance Law programme offers you ... A supportive learning environment The School of Law provides a supportive learning environment, individual pastoral support, a compact teaching framework within smaller group settings and an opportunity to undertake a larger research project with appropriate mentoring and support. A supplementary academic and professional skills programme If you study with us, you will also benefit from our academic skills programme. This ten-week programme runs alongside your taught academic programme, and is specifically designed to meet the needs of home and international students in the School of Law. This programme provides an opportunity to refine and develop the academic and transferable skills required for you to excel during your taught postgraduate programmes, as well as prepare for professional roles after graduation. Previous programmes have included workshops on analytical skills, presentation skills, career planning, and dissertation writing. The opportunity to study at a leading research-led university LLM International Banking and Finance Law is offered within the dynamic Centre for Business Law and Practice with all the facilities that a leading research-led university offers. This includes opportunities for extra-curricular activities that enhance transferable skills and develop a knowledge of law’s impact in the wider world. Teaching by experts Most teaching staff on the programme are members of the Centre for Business Law and Practice and are experts in their field. A number of staff that teach on the modules have an international reputation and are regularly invited to speak at conferences. The syllabi of the modules draw on their expertise and experience, ensuring that you are exposed to current issues and important questions engaging academics and the wider community. A climate of research excellence You will learn within a large and well-respected research centre for business law that offers research excellence at international level, with eighteen members including six professors. The School of Law was awarded an ‘outstanding’ rating in the 2008 Research Assessment Exercise, a rating that reflects the international quality of our research. Industry-influenced knowledge The Centre for Business Law and Practice offers a wide range of experience and expertise in a number of fields, with links to the business community through, for example, the Advisory Board, which includes practitioners amongst its members. Industry and professional speakers regularly participate in conference and seminar events, which students are encouraged to attend and a number of teaching staff are qualified in the legal profession. LLM International Banking and Finance Law is a postgraduate programme of study that enables you to learn from experts in the Centre for Business Law and Practice and across the School of Law. Teaching staff have recognised expertise covering a broad spectrum within business law, from corporate, banking and financial services to competition, world trade and insolvency. Centre for Business Law and Practice The Centre for Business Law and Practice has an established, recognised and dynamic research culture, exhibiting a wide and broad knowledge base, calibre of research strengths, and international reputation of many of its members. Staff within the Centre have a successful track record in applying for significant research funds, both individually and collaboratively. Centre members have published widely on many aspects of Business law, both domestic and international. The centre promotes, and you have the opportunity to be exposed to, all forms of research, including doctrinal, theoretical (including socio-legal) and empirical. As a postgraduate student, you can participate in research events -- for example, the seminar series -- and there is a regular timetable of high profile conferences, attracting both national and international delegates and speakers from academia, industry and the legal profession. Studying with the Centre gives you the valuable opportunity to develop your knowledge in an environment that offers cutting edge research, cited by the courts and referenced by policy makers with respected academics leading research agendas in their field. September start 12 months full-time 24 months part-time PGDip, PGCert also available MRes Climate and Atmospheric Science University of Leeds, School of Earth and Environment This Masters will prepare you in the physical sciences and mathematics for a research career in climate, atmospheric or environmental sciences. It ideally bridges the gap between undergraduate studies in physical/natural sciences and engineering, and study for a PhD. [+] This Masters will prepare you in the physical sciences and mathematics for a research career in climate, atmospheric or environmental sciences. It ideally bridges the gap between undergraduate studies in physical/natural sciences and engineering, and study for a PhD. Alternatively, if you decide to leave academia, the highly transferable skills gained from this course could lead to a research role in industry or government. Gain a broad overview of physical problems in climate and atmospheric science, together with a sound physical understanding of natural processes. Alongside this, develop highly transferable skills to conduct research in these subjects with a strong emphasis on quantitative data analysis and physical and numerical modelling. Interact with academics who are at the forefront of major global issues. Leeds is a leading centre of excellence across both the physical science of the climate and atmosphere science, and the resultant socio-economic impacts and processes... Institute for Climate and Atmospheric Science (ICAS) is the UK’s most diverse academic institute for atmospheric research. National Centre for Atmospheric Science (NCAS), one of six research centres funded by the Natural Environment Research Council (NERC), providing its core atmospheric research. Priestley International Centre for Climate Change (PICC) a world-leading centre for policy-relevant, solution-driven climate research Centre for Polar Observation and Modelling (CPOM) is a research centre that studies processes in the Earth's polar latitudes that may affect the Earth's albedo, polar atmosphere and ocean circulation, and global sea level. Continue on to a PhD, or move into a research role in industry or government. Highly numerate graduates with training in independent research are widely sought after. Develop your research skills – you will be regarded as a researcher in the School and expected to work closely with ICAS staff as well as presenting at the annual ICAS Science Conference along with academics and doctoral researchers. A career in scientific research is always interesting – sometimes exciting – but might not suit everyone. This course provides an excellent opportunity to get a taste of postgraduate research study and decide whether it is really the career for you. You'll undertake 180 credits worth of work during the year, based on 4 super-modules, each of which is made up of several components. Two of these super-modules (Quantitative Skills and Specialist Knowledge) allow you to choose from an expansive range of 'atmospheric' and/or 'climate science' options. You can choose modules based on the direction of your research project and your first degree, as well as any other previous experience. These are typical modules/components studied and may change from time to time. Read more in our Terms and conditions. All the modules below run over both semesters 1 and 2: Research Skills - introductory coursework; atmospheric fieldwork; project proposal; seminar write-ups and presentation skills (30 credits) Quantitative Skills - computer-based project; coursework (30 credits) Specialist Knowledge - literature survey; coursework (30 credits) Project and Dissertation (90 credits) You’ll be taught through classwork, research seminars, lectures, tutorials, poster presentation, fieldwork and tutorials, group work and/or individual. For your dissertation project, instead of the traditional thesis, you’ll submit a manuscript suitable for submission to an academic journal. This aims to teach the key transferable skill of communicating results professionally and efficiently, and increase the frequency of publication of students’ research. The School of Earth and Environment’s £23 million building provides world class research, teaching and laboratory facilities. You will also have access to a dedicated computer suite throughout your studies. Assessment Your dissertation project accounts for a significant part of your assessment. You’re also assessed on work you do in course, for example through field notebooks, project proposals, seminars, submission of a computer project and a literature-based survey. Applying, fees and funding A bachelor degree with a 2:1 (hons) or above in a physical science such as physics, mathematics, chemistry, engineering, geophysics, atmospheric or environmental science, meteorology or oceanography. You should ideally have mathematics to a good A-level grade (or equivalent) as a minimum. Preferably, you will have also studied at least one year of university-level maths, though additional courses are available as part of this programme. We accept a range of international equivalent qualifications. For information contact the School of Earth and Environment admissions team. IELTS 6.5 overall, with no less than 6.0 in any component. For other English qualifications, read English language equivalent qualifications. International students who do not meet the English language requirements for the programme may be able to study an English for Academic Purposes pre-sessional course with a progression route to the degree programme. If you're unsure about the application process, contact the admissions team for help. Read about visas, immigration and other information in International students. We recommend that international students apply as early as possible to ensure that they have time to apply for their visa. UK/EU: £6,500 International: £19,000 If you have the talent and drive, we want you to be able to study with us, whatever your financial circumstances. There is help for students in the form of loans and non-repayable grants from the University and from the government. School Scholarships One full-fee scholarship is available to UK/EU applicants with an offer on this programme. Applications must be received by Wednesday 1st June 2016. Two full-fee scholarships are available to International applicants with an offer on this programme. Applications must be received by Sunday 1st May 2016. Other funding sources: Royal Meteorological Society Students focusing on Atmospheric Science might also be eligible to apply for a Scholarship from the Royal Meteorological Society. Career Development Loan Past students have secured funding through a career development loan, for details visit UK Government website. You will be prepared for a research career, usually onwards to a PhD but this could also lead to a research role in government or industry. Traditionally a very high proportion of our students go on to further PhD study in climate or atmospheric science. In fact, over the last three years all our students who applied for funded PhD positions at Leeds were successful, with several of them holding multiple offers of fully funded research studentships. While others have obtained places at Cambridge, Reading, Edinburgh, and UEA, among others. Highly numerate graduates with training in independent research are widely sought after. And our graduates who choose to leave academia have strong employment prospects – landing jobs with national agencies, environmental consultancies, wind-power companies and the insurance sector. Positions taken up by our recent graduates: Wind Energy Resource Surveyor (OwnEnergy, USA) Catastrophe Modelling Analysts (Willis, UK) Beamline Associate (Argonne National Laboratory, US) Air Quality Scientist (Golder, UK) Environmental Consultant (Haskoning UK Ltd., Peterborough, UK). We offer extra support and activities to help you stand out in your chosen field and achieve your career goals. In particular, you are actively encouraged to attend conferences to present your work to help advance your research career. School of Earth and Environment has a strong commitment to enhancing student employability and has its own dedicated Employability Officer. Read more about our careers and employability. We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers. The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Link to and share "Best Master's Degrees in West Yorkshire United Kingdom 2017"

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Minnesota Conference of The UMCNews & EventsNews Marj Evans-de-Carpio combines two passions as GC interpreter May 11, 2016 Marj Evans-de-Carpio sits in a booth interpreting during a finance committee meeting on Wednesday. By: Christa Meland Marj Evans-de-Carpio has been a professional Spanish-English interpreter for more than a decade. She’s also long been a committed United Methodist. Interpreting and church are two of her passions, and the 2016 General Conference has given her an opportunity to combine them for the first time. Evans-de-Carpio, a member of Grace United Methodist Church in Burnsville, is spending a week at General Conference interpreting for delegates who are native Spanish speakers. It’s a job she takes very seriously, and she prepared by reading a variety of United Methodist publications written in Spanish and creating a glossary of terms that are specific to the denomination—for example, apportionments. You can translate the literal meaning of something, but if it’s a strange translation, it will be hard for the listener to understand. “When an interpreter does a good job, nobody will notice,” said Evans-de-Carpio, who typically interprets for courts and attorneys. “They won’t feel like it was an interpretation. They’ll feel like it was communication.” There are about 150 interpreters present for the first week of General Conference, and during plenary sessions when all of the delegates are together, interpreters are simultaneously translating what’s spoken in English into eight languages. Non-English-speaking delegates hear the translation in their native language through headphones they are wearing. Interpreters also translate in committee meetings, which comprise a large part of the first week of General Conference. Evans-de-Carpio is assigned to the financial administration committee. There are booths in the plenary room and the committee rooms, and two interpreters for each language sit in a single booth together. The two take turns interpreting and switch off about every 20 minutes because of the amount of intense concentration required of the active interpreter. While one person interprets, the “backup interpreter” in each booth looks up unusual terms and jots down notes that could help create a seamless translation later on. Interpreting, though, isn’t just about what’s said. It’s also about how it’s said. “If something is expressed with great fervor, even if you disagree with what the person is saying, you try to use the same fervor in your voice,” said Evans-de-Carpio, who has been involved with the Minnesota Conference’s intercultural competency training. “The person hearing it then not only gets the meaning of what was said but the tone of what was said. You replicate the experience of how somebody speaks.” This is Evans-de-Carpio’s first time at General Conference, and one of her favorite parts has been getting to know other interpreters from around the world. On Sunday, she went to church with two French interpreters. “It’s also exciting to be part of the global nature of the church that we don’t often get to see in our local churches,” she said. One of the challenges for Spanish-speaking delegates and those who speak some other languages is that written General Conference materials, including legislation, weren’t translated into those languages, which made it difficult to prepare in advance. Still, methods of interpreting at General Conference have evolved substantially since 1988, the first year that language services were provided. The list of languages simultaneously translated continues to grow, and the equipment used by translators and those receiving translations has become increasingly sophisticated. For Evans-de-Carpio, General Conference has been a welcome break from her regular interpreting duties and given her a chance to see the United Methodist Church in a new way. “Interpreting is a ministry of presence,” she said. “It’s very cool to be here.” Christa Meland is director of communications for the Minnesota Annual Conference of the United Methodist Church.

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Year-in-Review September 2002October 2002November 2002December 2002January 2003February 2003March 2003April 2003May 2003June 2003July 2003August 2003 Year-in-Photos Year in Review | December Dr. Chet Jablonski was appointed dean of Graduate Studies. The appointment was approved by Memorial's Board of Regents and is effective Jan. 1, 2003, for a five-year term. Dr. Jablonski, currently interim dean, earned a PhD in organometallic chemistry from the University of Calgary in 1972 and was a National Research Council postdoctoral fellow at the University of Waterloo and the University of Western Ontario. A professor at Memorial since 1975, he has served as deputy head of Memorial's Department of Chemistry, director of Memorial's NMR Facility and associate dean of Graduate Studies. On Dec. 5, Memorial's Board of Regents passed a new policy ensuring that all clothing sold by the university would be manufactured in conditions with fair labour practices. While the bookstore always had a policy pertaining to fair labour practices and the production of Memorial clothing, the guidelines did not extend beyond its borders. Primarily a student initiative, members of OXFAM and MUNSU were the driving force to broaden and strengthen the existing policy. Their goal was reached in early December, when the Board of Regents passed the new anti-sweatshop policy, unchanged. Memorial's Faculty of Education has developed a distance education program for Nunavut that was first delivered this fall to 50 students. The five-course program borrows from existing offerings in the Faculty of Education which have, in many instances, been adapted for the northern context. The program is delivered through the School of Continuing Education across the three separate time zones in the Nunavut territory. The program for Nunavut was developed by faculty members Drs. David Philpott, Wayne Nesbit and Alice Collins in cooperation with the Nunavut Department of Education. © 2003 Copyright Memorial University of Newfoundland

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Area Latter Day Saints teens remember pioneer ancestors with 9-mile trek pulling carts SubmittedTeens from nine congregations of the Church of Jesus Christ of Latter Day Saints recently formed “family” teams to pull handcarts for nine miles in a re-enactment of the long trek made by their ancestors through the Midwest to Salt Lake City. Janet Podolak, The News-Herald Every four years, teenagers in congregations of the Church of Jesus Christ of Latter Day Saints spend a few days in summer re-enacting treks made by their ancestors in the middle 1800s. It’s an exercise designed to give insight into the rigorous journey made by more than 3,000 pioneer Mormons, who pulled hand carts loaded with their belongings from the Midwest to the Salt Lake valley in today’s Utah to join Brigham Young and other Mormons. Earlier this month, 70 teens from the Kirtland Ohio Stake, a group of nine congregations in Lake, Geauga and Cuyahoga counties, took 2-1/2 days to honor their Mormon heritage with a 9-mile trek pulling and pushing hand carts weighing a couple of hundred pounds. “Most of the time we followed a bike trail on a former railroad right-of-way from Garrettsville into Hiram and to the John Johnson Farm,” explained Michael Haymond, stake president for the nine congregations, which together consist of about 3,000 members. The Johnson family provided a home for Mormon founder Joseph Smith and his family from 1831 to ’32, and the home, at 6203 Pioneer Trail in Hiram, is preserved as a museum and open to visitors. “They camped at the Johnson Farm the first night where they were divided into families, each headed by a Ma and Pa,” he explained. For most of the teens, the story of the original trek is one they learn from the time they are young. Pioneer Mormons, expelled from Illinois and Missouri by hostile neighbors, faced many hardships and death as they journeyed west, organized into family teams to pull the carts carrying 200 pounds of their belongings. More than 3,000 pioneers trekked west starting in 1856, leaving behind in shallow graves those who starved or froze to death along the way. “I knew about the trek from the time I was very young,” said Christian Dahneke, 17, of Perry. “I had relatives who made the trek.” Christian, who will be a senior this year at Perry High School, took 2 1/2 days away from his summer job at East Coast Custard to join the Youth Handcart Trek with others from his church and other churches. He said his employers were very supportive of the effort. “There were 12 of us in my ‘family,’ and we had five of us pulling at a time,” he said. The teens were told to dress in period attire, long skirts and bonnets for the girls, and dungarees, not jeans, for the boys. Sturdy footwear was a must. “We were able to get some momentum going when we were on the trail, but it got pretty hairy when we went back out onto the road. And then we were trekking in the sun,” said Christian. Haymond said the weather was beautiful for the mid-July trek. “We had low humidity and temperatures in the 80s,” he said. “We do these treks every four years, and it hasn’t always been this nice,” he said. “Sometimes the heat and humidity really take a toll. And rain can be a big problem.” Churches across the country host the Youth Treks, which take quite a bit of organizing. They take place in summer and are open only to teens between 14 and 18, so most youngsters are able to trek just once. “I’ve aged out, so this will be my only trek,” said Christian. “But I’m hoping someday to come back as a Pa.” During their first night camping at the Johnson Farm, the groups of “families” did team-building exercises and games designed to develop problem-solving skills, Haymon said. “We had to share the load, and there were all different ages and abilities,” Christian said. “I’m an athlete and pretty fit from training for tennis but still it felt like we were crawling on the uphill parts. It was definitely a team effort.” Mormons consider the early pioneers to be an inspiration in the example they set of courage and sacrifice. “The reality is the trek experience is a microcosm of our journey through life,” said Marshall Dahneke, Christian’s father and the captain of the trekking teams. “We experience hardships and challenges and need to show our faith in every footstep.” Janet's a features veteran, covering food, travel, religion & health and knows the area, people & events. Her travels include Myanmar, Greenland & Europe. Her expertise lies in scuba, cooking & wines. Reach the author at [email protected] or follow Janet on Twitter: @JPodolakatwork. Full bio and more articles by Janet Podolak

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Art, music, literature, sports & leisureBiographyGeographyHistoryLife sciencesPhilosophy and religionPhysical sciencesPolitics and social sciences What links herePrintable versionPermanent link Cell Church Previous (Cell (biology))Next (Cell biology) Cell church refers to a church structure based on the regular gathering of small groups. Rather than focus on a large Sunday service, cell churches focus on developing close relationships between members by meeting regularly in houses or smaller meeting places. A meeting may consist of a number of elements including reading of scripture, discussion, sharing, prayer, and worship. 1 The Essence of a Cell Church 3 Reasons for Cell Churches 3.1 Loss of Community 3.2 Religious Intolerance 3.3 Failure of Traditional Churches 3.4 Success of Traditional Churches 4 Cell structure 5 The Future of Cell Churches Cells provide spiritual nourishment for members and encourage church growth by inviting guests. As with cells in the human body, when a cell grows beyond a normal size, the cell multiplies into two cells, and the cycle continues. The Essence of a Cell Church Any viable community, including cell churches, is bound together by love, support, loyalty of members, and a shared sense that it fulfills an essential need in the life of its members. Traditional families normally provide these elements of community stemming from the natural biological dependence of children on their parents and the sense of love and responsibility parents feel towards their children. The cell church is like a family unit except its membership is voluntary rather than biological. It must provide essential community and spiritual nourishment or it will dissolve. Traditional churches often perform this function. They are a source of spiritual community, and where no government infrastructure exists, often a source of welfare for those who are dependent on society. However, many traditional churches are too large to provide small group community and frequently Bible study groups, choirs, youth groups, sewing circles, and other cell groups have informally organized within traditional churches to fill the need for close interpersonal community. The name cell church comes from the Christian Church in China that developed during the time of Mao Tse Tung. The communists in China used a cell structure to underpin the social order. Small groups of citizens, comprising a few families or a small village, would organize for decision-making. These groups would be staffed by one or two party members who would ensure community decisions were in line with government policy. The Christian Church was forbidden in Communist China, so Christians organized in small groups that met privately, and these groups became known as cell churches. In reality, many of the first Christian churches in the days of Saint Paul may have been small communities more like cell churches than the traditional churches of today, and small spiritual communities have existed in many times and in many religions under other names. However, the rapid expansion of Christianity in China despite official persecution inspired ministers of other churches to develop cell churches as spiritual support for members and local community outreach. Yoido Full Gospel Church The first modern cell church was developed in South Korea by Dr. Yonggi (David) Cho, whose Full Gospel Revival Center in SeoDaeMun had grown to 7,750 members in 1967, when the cell system was introduced to help the spiritual development of members and expand the church. In 1973, with membership at over 10,000 the church reorganized as Yoido Full Gospel Church (YFGC). There were 100,000 members by 1979 and, in 1981, when there were 200,000 members, satellite churches were established throughout Korea. In 2005, there were 800,000 members. In 1973, the 10th Pentecostal World Conference was held at YFGC, and 5,000 visitors from around the world marveled at the accomplishments of the church. In September of 1992, Pastor Cho Yonggi was elected as the chairman of the Executive Committee of the World Pentecostal Assemblies of God Fellowship now known as the World Assemblies of God Fellowship, which had a membership of 30,000,000 members among 60 nations of the world. He was the first leader outside America to head this large religious denomination. In the United States, pilgrims returning from YFGC began to emulate Dr. Cho's pattern [1]. Results were varied. Some experienced success; others saw the development of in-grown cliques or challenges to authority and were shut down. One of the first successful models was developed at New Hope Community Church by Pastor Dale Galloway in Portland, Oregon. In 1990, a new wave of cell group experiments in every denomination resulted from the publication of Where Do We Go From Here? by Dr. Ralph W. Neighbor who was involved in highly successful cell group ministries in Houston, Texas, and in Singapore. While particularly successful in urban areas and in modern megachurches, cell churches are being promoted everywhere. Reasons for Cell Churches Loss of Community Communities of three to fifteen people are a size in which people can experience close personal interaction, share with one another, support one another, and develop open and honest communication. Traditional natural communities are rooted in the extended family, and among neighbors in sparsely inhabited areas. Large population shifts to urban areas lead to a breakdown of these traditional communal bonds because individuals migrating to cities for work find themselves alone and without traditional community support. A cell group in an urban area can therefore become a substitute for natural community. Religious Intolerance In many parts of the world, cell churches have developed where public worship is highly controlled or forbidden. Christianity in Maoist China is an example of where the number of Christians spread in the country even while churches were officially forbidden and repressed. Underground churches also flourished in Eastern Europe under communism. Official state churches are often a source of religious intolerance as well. Monopoly on religious doctrine is frequently used in collusion with government officials in an effort to perpetuate a status quo. In some cases only the official religion is allowed to hold public worship services. In other cases the state funds the official churches and enacts laws that make it very difficult for other religions to operate. This is the case in much of Europe. In Latin America in the 1970s, base communities, a form of a cell church, were organized among the poorest groups of people by priests desiring to lift people out of dire poverty. The liberation theology used by some of these base communities was frequently condemned by political regimes in Latin America. Cardinal Joseph Ratzinger, the theological guardian of the Roman Catholic faith (he became Pope Benedict XVI in 2005), condemned liberation theology as heretical. Failure of Traditional Churches The failure of traditional churches is frequently cited by promoters of cell churches [2]. There are many reasons for failure of traditional churches, which include: Lack of experience or charisma of the pastor. Doctrine that appears obsolete. Lack of flexibility of the denomination. Church boards stifle pastor creativity. Demographic changes in the neighborhood. When traditional churches fail to provide community and spiritual resources to members, they will seek alternative sources. In areas where several cell churches are active, the members may hold a Sunday service as an extension of the cells, thereby creating a new traditional-type church. Success of Traditional Churches Traditional churches that have experienced tremendous growth due to the success of their ministry become too large to provide a community experience. Such churches include those which broadcast services over wide areas like Robert Schuler's Crystal Cathedral, or the Yoido Full Gospel Church. People want to remain members of these churches because they identify with the mission or the minister, yet they need the community found in traditional churches or the cell churches. Cell churches form a necessary and integral part of the overall structure of a successful megachurch. Megachurches that work on a traditional worship pattern with one or more weekly services, including the Sunday morning service, operate cell churches as an extension of these worship activities. These cell church meetings are primarily Bible study meetings with discussion and sharing, but can work as a group-focused evangelism program, or other activities based on a common interest. Cell churches are small communities of members which can either be democratic or led by a lay member. An elder or member of a pastoral team supervises groups of several, perhaps five, cell churches. A pastor will serve several subgroups, perhaps 25 cell churches. There are a number of structures used to organize multiple cells within a church. Each megachurch develops the structure that best fits its ministry. For example, the G-12 Structure is one of the ways cell churches care for cell leaders. It consists of a leadership cell ideally consisting of 12 people who each facilitate their own cell, traditionally a group of four to seven people. In societies where religion is suppressed, cells are often isolated for reasons of security and develop in independent and varied ways because of that isolation. The Future of Cell Churches As urbanization continues to increase around the world, larger churches will form in densely populated areas around successful and charismatic ministers. Mass society creates social conditions that will promote an increasing number of megachurches via satellite and the Internet. These large churches will require cell churches to provide community and personal guidance for individual members. As a result an increase in cell churches is expected. ^ M. Scott Boren, Making Cell Groups Work: Navigating the Transformation to a Cell-Based Church (Houston, TX: Touch Publications, 2002), ISBN 188082843X ^ For example, Ralph W. Neighbour, Jr., Where Do We Go From Here: A Guidebook for the Cell Group Church (Houston, TX: Touch Publications, 2000), pp. 32-40, 57-77, ISBN 1880828170 All links retrieved April 27, 2013. TouchUSA, the Cell-Group People Anglican Cell Church Network Cell_Church history Retrieved from http://www.newworldencyclopedia.org/p/index.php?title=Cell_Church&oldid=968824 Categories: Philosophy and religionCredited

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Lindsey WhiteVanderbilt MBA 2010Foreign Service Officer, Public Diplomacy at U.S. Department of State White Takes Flight Fountain Facilitator Found Fit at Owen If you've ever stood admiringly in front of the fountains at the Bellagio in Las Vegas, you have a sense for the work Lindsey White once managed. She was a project coordinator for WET Design, which built the Bellagio fountains and other large-scale water features.Managing projects was nothing new for Captain White, who helped oversee airfield operations for six years after graduating from the Air Force Academy. However, she says, "Much of what I knew centered around the military and people management." She realized that to reach the next levels in corporate America, she needed to broaden her business foundation.Vanderbilt, just an hour from her hometown of Clarksville, Tennessee, allowed Lindsey to be close to family. But what sold her on Owen was that "everyone on staff seemed concerned with the fit of their students. It made me feel being admitted to Owen had something to do with who I was and how I could contribute, not my ability to sign a check."It's nice to know I've put my faith in an academic institution that has lived up to its name while helping me to create a better one for myself."

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REGION: Inland teens intern as student leaders SLIDE SHOW:REGION: Inland teens intern as student leaders5 Photos » BY LAURIE WILLIAMS / CONTRIBUTING WRITER Published: Aug. 5, 2015 Updated: 6:03 p.m. 1 of 5 More Galleries Diana Quintana of Fontana is one of five Inland teens working eight-week summer internships with local nonprofits through the 2015 Bank of America Student Leaders Program. COURTESY OF BANK OF AMERICA Related article » As summer interns for the Boys & Girls Clubs of Greater Redlands-Riverside, Nicholas Araujo of Moreno Valley and Dian Hoque of Highland have learned a lot about nonprofit management – finding donors, media and marketing, writing grants, planning events – but also find time to work and play with the children the organization serves. “That’s the point of everything else we do,” Nicholas said. “We’re here for them.” Nicholas and Dian are among five Inland teens working eight-week summer internships with local nonprofits through the 2015 Bank of America Student Leaders Program. All are new high school graduates or incoming seniors working 35 hours a week for $10 an hour. The internship includes a weeklong conference in Washington, D.C., for the 200 students participating nationwide. The other Inland interns are Diana Quintana of Fontana, who is working with the Inland Empire United Way; Michelle Essien of Corona, who works with Michelle’s Place, a breast cancer treatment center in Temecula; and Saumya Keramane of Riverside, who is working for the Riverside Art Museum. “It’s been very exciting,” said Nicholas, who will soon be a senior at Vista Del Lago High School in Moreno Valley. “The trip to Washington, D.C., was my first time on a plane, and this internship has been my first job with a paycheck.” Nicholas, who speaks English and Spanish, said he hopes to stay close to home for college and wants to pursue a career that lets him use his language skills to help local communities understand each other better. Helping community-minded teens enter the workforce is the point of the Student Leaders Program, said Al Arguello, Inland Empire market president for Bank of America. “Early employment is a critical steppingstone on the pathway to financial security, yet young people face a number of challenges in finding job opportunities today,” Arguello said. “These internships give teens in our community the chance to develop important workforce skills while earning what for many will be their first paycheck.” Now in its second year, the program sought nominations from all the high schools in the Inland area. “We were looking for juniors and seniors, student leaders who make a difference at their schools or in their communities,” Arguello said. “We ended up getting about 100 applications.” It was a challenge to narrow the pool to five finalists, he said. Grades were not the main focus, he said, but they did figure in: “All of these students tend to make pretty good grades.” Arguello asked a committee of community leaders to help winnow out the 15 top candidates, and a series of interviews completed the process. “It was not an easy thing to do,” Arguello said. “We focused on finding individuals who were dedicated to providing community service – seeing problems and fixing them.” Digital & Driveway Delivery - 50% Off More from Riverside

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12 Nov PLNU Hosts Annual H. Orton Wiley Lectures This past month, PLNU hosted the H. Orton Wiley Lectures October 13-15, an annual academic lecture series sponsored by the School of Theology and Christian Ministry. Approximately 100-120 students and faculty attended each of the four public talks along with several other events, including a Brewed Awakening discussion sponsored by the Center for Justice and Reconciliation. This year’s guest lecturer, Dr. M. Thomas Thangaraj, professor emeritus of world Christianity at the Chandler School of Theology at Emory University, led this year’s series entitled “Crossing Boundaries as a Spiritual Practice.” Dr. Brad Kelle, director of the master of arts program in religion and professor of old testament, shared, “Dr. Thangaraj’s diverse and rich personal experience—as a native Christian in south India to a seminary professor in the U.S. and now back to his native India in retirement—gave him a unique perspective to reflect on the spiritual significance of all kinds of boundary-crossings for our lives.” The series covered not only theological interests, but also the impact of crossing boundaries culturally, linguistically, and even musically. The lectures took a look at how crossing boundaries can be spiritual practices and means of grace that lead to spiritual formation and deeper experiences with God. “The talks were especially relevant in a setting like PLNU, where so many of our students participate in boundary-crossing experiences as part of their college careers (through LoveWorks, study abroad programs, community classrooms, etc.),” said Kelle. The lecture series was first given in 1951 by H. Orton Wiley, professor of theology and distinguished former president of the university. It has continued annually in his honor and focuses on areas of relevance to the Christian ministry from a Wesleyan perspective in areas of philosophy, theology, church history or biblical studies. 20 Oct PLNU Offers First-of-Its-Kind Scholarship for Survivors of Human Trafficking Survivors of human trafficking will have a chance to receive a free college education with the Beauty for Ashes Scholarship Fund led by PLNU's Center for Justice and Reconciliation (CJR). The CJR is launching a crowd-funding campaign to raise $40,000 in 40 days for the scholarship fund, which would be the first of its kind in the U.S. The campaign kicks off on Thursday, October 30th at “Just Saying” - a spoken word event in PLNU’s Brown Chapel at 7p.m.. Since 2005, PLNU’s CJR has been deeply committed to working against human trafficking in San Diego, which was identified by the FBI as one of the country’s high intensity areas for child prostitution. Human trafficking, the use of fraud, force or coercion to get someone to act against their will for little or no pay, has become a major U.S. crisis involving scores of minors and teens in most U.S. cities and at many local high schools. The CJR’s wide array of work to abolish human trafficking in San Diego includes conducting research, which has led to its involvement and collaboration with local and national law enforcement, child welfare services, educators, researchers and victim service agencies. Through victim service agencies, organizations that help survivors of human trafficking, Dr. Jamie Gates, director of the CJR and professor of cultural anthropology, first learned that from L.A. to San Diego, approximately two-dozen survivors are currently ready for a 4-year college education. And that number is increasing. “One of the top three requests consistently for people coming out of that level of oppression is to be able to rebuild their lives by obtaining an education,” said Gates. “Unfortunately for most it is completely out of their reach to find funding and financial aid to attend a university. But what better education could someone coming out of such pain receive than to be surrounded by the compassionate Christian educational environment here at PLNU?” The spoken word event on October 30th is to open to the public and marks the beginning of the crowdfunding campaign to raise enough money for the Beauty for Ashes Scholarship Fund to last in perpetuity. The initial goal is to raise $40,000, roughly the annual cost of fully funding a student through PLNU. “God’s been opening doors, and I can only pray and hope that the financial doors will open as well,” said Gates. “This fund was the obvious next step if we’re going to be a university that gives ourselves fully to working against trafficking. We should be part of the solution in all things that we do, and our primary task is to educate and mentor students.” The bulk of the scholarship will be for survivors of human trafficking to attend PLNU, while a smaller portion will be for students who are heading towards vocations in the abolition of human trafficking. Survivors’ information will be kept confidential by PLNU leadership and they will remain anonymous among the student population. For more information or to support the funding of this scholarship, please visit the Abolish Human Trafficking website. Center for Justice & Reconciliation, External Relations, info-center, Office of Community & Government Relations, PLNU 25 Aug 3rd Annual Pray for PLNU On Sunday evening, August 24th, nearly 700 faculty, staff, students, alumni and friends gathered on PLNU’s main campus for the 3rd annual Pray for PLNU event. This year’s event marked the first time that incoming students and their families were also invited to participate ahead of this week’s New Student Orientation (NSO). “In three short years, the event has become a significant time for the entire PLNU community,” said PLNU Dean of Students, Jeff Bolster. “This event provides a foundation for the business and excitement of NSO and the start of the new school year.” The evening began in Brown Chapel at 5:00pm for an opening time of worship led by George Williamson, PLNU’s Director of Worship Ministries. President Bob Brower provided welcome remarks and shared his vision for the year ahead. After brief instructions from Bolster, participants spread out across the campus to pray. As in previous years, special attention was given to the residence halls, as the names of all new and returning students were posted on each doorway, allowing them to be prayed for by name. Additionally, offices, classrooms, labs, and numerous other campus locations, including the off campus sites of the Liberty Station Conference Center and Colony Apartments were covered in prayer. One place in particular was Brown Chapel. University Chaplain, Tim Whetsone, and San Diego First Church pastor, Melissa Tucker, led a group in prayer over each seat in preparation for chapel this coming year. Sunday’s event concluded in Brown with a time of worship and a devotional from Norm Shoemaker, the Founding Director of the Center for Pastoral Leadership at PLNU. Ron Benefiel, Dean of the School of Theology and Christian Ministry, brought the evening to a close with a time of prayer and anointing over President and Linda Brower. Hosted by the Offices of Student Development, Spiritual Development, the School of Theology, the PLNU Alumni Association, and the Center for Pastoral Leadership, Sunday's Pray for PLNU marked the beginning of another exciting year ahead. For more information, visit PLNU's website. 10 Jul PLNU Becomes Active NCAA Division II Member INDIANAPOLIS- Point Loma Nazarene University revieved notification from the NCAA Membership Committee that it has been recommended to the NCAA Management Council to become an active NCAA Division II member beginning in the 2014-2015 season. See the complete NCAA release and a list of all the universities that advanced in their transition to the NCAA. The Sea Lions will now await the final step of confirmation, on July 21-22, before they are formally accepted into the NCAA. Upon approval, there will be recognition of this landmark achievement on the Point Loma campus over the week of September 1-6 when all the students return to mark the first week with PLNU as a fully-fledged NCAA member. Alum, PLNU 21 May PLNU Celebrates 109th Commencement May 10th, 2014 marked the 109th Commencement at PLNU. There were three ceremonies, honoring 598 graduating students, held throughout the day in the university's historic Greek Amphitheatre. The celebrations began at 10am with the Graduate Convocation. Ron Benefiel, Ph.D., Dean of Theology and Christian Ministry at PLNU, offered a special prayer to the 235 graduate students. The first of two undergraduate ceremonies began at 1p.m., for the 275 students graduation from the College of Arts and Sciences, School of Education, School of Nursing. 323 students from the College of Social Sciences and Professional Studies walked across the Greek Amphitheatre stage at 4p.m. to accept their diplomas in the final, and largest, event of the day. The keynote "Making the Point" address for both undergraduate ceremonies was given by Kim Hogelucht, Ph.D. Associate Professor of Business in the Fermanian School of Business at PLNU. The two ceremonies also honored each student with the highest GPA in work done at PLNU. Biology Major, Dawn Michelle Gorel was honored during the 1p.m. ceremony for her 4.000 GPA and Accounting and Business Administration Major, Nicholas Michael Erze was honored at 4p.m. for his GPA of 3.997. See pictures from the day’s events here. Alum, External Relations, Office of Community & Government Relations, PLNU 05 May PLNU Nursing Student Wins Gold at StandUp Paddle Surfing Championship (San Diego, Calif. – May 6, 2014) – She has been called “the quintessential water-woman,” and on May 6th, PLNU Junior, Emmy Merrill proved her dominance once again. On the final day of the StandUp Paddle (SUP) surfing portion of the 2014 ISA World StandUp Paddle and Paddleboard Championship (WSUPPC) in Nicaragua, Emmy took home the gold in the women’s SUP Surfing event. With 27 countries representing five continents, the 2014 ISA Championship events in Nicaragua kicked off on Sunday, May 4th. The 2014 Men’s and Women’s SUP Surfing Gold Medalists were decided on Tuesday with excellent performances from the best men and women SUP Surfers in very contestable waves in La Boquita, Nicaragua. Emmy, the 2012 ISA WSUPPC Gold Medalist, came out of qualifying rounds with a strong performance, posting the highest total heat score of the round. She took the gold on Tuesday with a score of 13.50. The 2014 ISA WSUPPC victory is the latest achievement for the talented Merrill who has been a fierce competitor since her days at San Clemente High School. We had a chance to sit down with Emmy after her 2012 gold, read the Q&A on PLNU’s blog. Photo credit ISA/Rommel Alum, External Relations, Office of Community & Government Relations, PLNU

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Knocked off course STOCKTON - Math 76 just might intimidate you. Sure, it's the easiest math class offered at San Joaquin Delta College, but when's the last time you attempted long division? Alex Breitler STOCKTON - Math 76 just might intimidate you. Sure, it's the easiest math class offered at San Joaquin Delta College, but when's the last time you attempted long division?From noon to 1 p.m. each Monday, Wednesday and Friday, instructor Maggie Thomas carves up her chalkboard with math problems, ruthlessly planting decimal points while her students groan under the weight of unwieldy remainders.Thomas is, she proclaims, their "evil math teacher.""You're going to hear my voice in your sleep," she warns them. "Scary, huh?"Scarier still, some of these students say, is a future without Math 76 or any number of other classes and programs being considered for elimination next school year.Delta has suffered through cuts before, and the pattern seems always the same: Administrators say they have no choice, while instructors fight back, defending their own turf.No one would deny, however, that real students are affected in the end.Sitting in Thomas' class one recent rainy Wednesday was 30-year-old Nick Bokides, a Navy veteran who served all over the world on the USS Ronald Reagan aircraft carrier.Today he's a mall cop. And that's not enough. "Who wants to work for under $10 an hour for the rest of your life?" Bokides said.He enrolled at Delta this fall and, after an assessment test, was placed in Math 76 - a basic review of arithmetic.It's not that Bokides is bad with numbers. But it's been 10 years since he took a math class.For some of his classmates, it's been decades.They got jobs right out of high school. Got married. Had kids. Life got in the way.Only now are they looking for something more.Val Adamsky, 50, enrolled after her husband died, saying she needs more than a hairdresser's salary. Mona Lisa Lowe, 54, also needs a new job but - just as important - wants to be able to help her grandson Brandon with his math homework.Bokides grew up in Lodi. He says he wasn't mature enough to go straight to college."I was more interested in skateboards. No motivation," he said.So he enlisted in the Navy. "I wanted to kind of make my parents proud of me," he said.Returning home in 2007, he attended trade school in Arizona but left that school drowning in debt. He came back to San Joaquin County and moved in with his father."I've been slowly getting my life back in place," Bokides said. "I'm back in school, I'm working, and my debt is almost paid off."He's coming around on the math, too.But if this lower-level class was cut, and Bokides had to leap right into pre-algebra or algebra, he's not so sure he would be so successful."I might have just given up," he said. "It would have been very intimidating. I would be just where everyone else would be: struggling, struggling, struggling."Just a few doors down from Thomas' Math 76 class, a smaller class of students works a more creative side of the brain.Interior design, also considered for elimination next year, is not just about where to stick the couch. It's about making homes compatible with the people living in them - a quality-of-life service that produces real jobs, program supporters say.When she was 7 years old, Raychelle Williams developed a curious habit of rearranging the patio furniture on her grandmother's porch. She'd position the chairs so that they faced a small table, and then she'd sneak into the linen closet and borrow a nice towel for a tablecloth - color-coordinated, naturally, with the pillows on the chairs.Grandma wasn't thrilled about her towels, but Williams had talent.Years later, during a rough patch in her life, Williams lived at a women's shelter in a room too stark for her taste. She went to a yard sale around the corner, bought a tablecloth for 50 cents, cut it in half, and voila: drapes.Then she bought flowered pictures for the walls and a towel matching those tones."The director of the shelter came in and said, 'How did you do all this?' " she recalled. "I said, 'With $1.50 at a yard sale.'"Clearly, Williams was ready to resume her life.With state assistance, she enrolled in Delta's interior design program while still taking care of two children, one of whom suffers from a mental illness.Williams hopes to earn her certificate early next year, before the program is eliminated. But she worries about other people with the same potential who might lose out."There are a lot of people interested in this, but they don't realize the opportunity is here, at Delta," she said."It's a good field to be in. If your space feels better, you feel better. You feel better about yourself."She may be only 10 years old, but Madeline Brown can say she's a college student.Over two decades, Delta's Kids College community outreach program has hosted thousands of workshops and classes for children throughout the city.Madeline has taken so many that it's hard to keep track.She took guitar lessons from an instructor who plays in a mariachi band. She took a science course in which she dissected a fish (and came home smelling like one, according to her mom, Jennifer).Next week is a holiday baking workshop, which should smell decidedly better.But Madeline's favorite class? Tennis."You get to run around a lot," she said.Delta last month identified Kids College for possible elimination, although administrators now say they're looking for a way to preserve the program with fewer class offerings and at a much lower cost.Kids College is especially helpful for Madeline because she is home-schooled, her mother said. Class sizes are small. She receives one-on-one attention."We have so many things under Madeline's belt that she would normally have not gotten if she was in a Monday through Friday school," Jennifer Brown said. "And it's an absolutely wonderful outlet for the socialization that the majority of people in the public think home-schooled kids do not get."When the Kids College catalog arrives, Madeline circles the classes she likes and scribbles down her schedule. Not bad for a 10-year-old."Her maturity level, I think it's pretty high," her mother said.She's still working on the music, though."I'm not that good at guitar," Madeline admitted. "I used to be able to play 'Happy Birthday,' though."Contact reporter Alex Breitler at (209) 546-8295 or [email protected]. Visit his blog at recordnet.com/breitlerblog.

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SUSD toughens truancy policy STOCKTON - Multiagency cooperation and an influx of new cash are putting teeth into battling truancy in the Stockton Unified School District this year. Zachary K. Johnson STOCKTON - Multiagency cooperation and an influx of new cash are putting teeth into battling truancy in the Stockton Unified School District this year.In a letter sent to students and parents last week, Superintendent Steve Lowder and San Joaquin County District Attorney Jim Willett reminded adults that parents and guardians of truant students can face fines of up to $2,000 and a year in jail.It goes on to tell older students that, for them, truancy enforcement can mean community service or the loss of driving privileges.The laws are not new, but this year, prosecutors will be available to enforce them, though county and school officials said they didn't expect prosecution to be common."The only parents or students we're going to see going before a judge will be the worst of the worst," said Dee Alimbini, Stockton Unified's administrator for child welfare and attendance. "It is going to send a new message and add a new tone of seriousness we haven't utilized before."The changes come with increased coordination among the school district, prosecutors and the county Board of Supervisors. It's an attempt to keep students in school today, where they can learn how to be successful and avoid committing crimes tomorrow. The changes are focusing only on Stockton Unified, though officials said it doesn't have to stop there. There is also a plan to increase involvement with San Joaquin County Superior Court.The school district sent out the letters Wednesday. Next, the district plans to use its notification system to reach the community with a recorded message from Lowder and Willett.Legal action for truancy can play a role in increasing attendance, but it should be the last - not the first - resort, said Hedy Chang, an expert on absenteeism and director of Attendance Works, a national initiative to address chronic absenteeism."The vast majority of parents will respond to positive messaging," she said.Stockton Unified has a thorough system in place that the changes will strengthen, Alimbini said.It starts with addressing challenges families face that sometimes stand between students and attending school. Intervention includes everything from home visits to counseling to group meetings about the importance of showing up for school, she said. "Every day your child misses, the more (the child) falls behind. When (parents) see what the ramifications are, attendance tends to improve."Parents get a letter from the district after three unexcused absences and a second after six. When the third letter comes, at nine absences, it is considered a habitual problem. Attendance tends to improve after the first letter goes out.Last school year, the district sent out 17,000 first letters, according to the district. More than two-thirds of the students improved their attendance after the first letter.The district's attendance rate has been climbing, reaching more than 94 percent last school year, Alimbini said.The new effort will focus more on the lower grades, because increasing attendance at that level can increase chances those children will learn the skills needed to get to - and finish - high school.And finishing high school matters for the city. High school dropouts are 31/2 times more likely to be arrested and eight times more likely to be incarcerated than people who graduate, the District Attorney's Office said in a news release issued by county Supervisor Carlos Villapudua about the partnership."Truancy will lead into misdemeanors and will eventually become our next felons. For us, we want to be able to put a stop to it," said Villapudua, who represents a district including central and southern Stockton. He said he has been talking with the District Attorney's Office for the past two years about how the county government could help with truancy.In June, the board approved the county government's $1.33 billion budget, then tweaked the spending plan to put an additional $500,000 into the District Attorney's Office budget, enough to pay for three prosecutors and two investigators.It's unclear how much attention prosecutors will pay to truancy. Willett did not return a call Monday.Villapudua said the District Attorney's Office committed to use some of the new resources to address truancy. And there's movement toward creating a new truancy court, too, he said, that could work like courts for drug offenders, where deferred sentences won't be served if behavior changes."We're just here to be, basically, an extra tool. And let the parents know ... there's a hammer there. There's a law, there's an obligation to keep your kids in school."Contact reporter Zachary K. Johnson at (209) 546-8258 or [email protected]. Visit his blog at recordnet.com/johnsonblog.

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Place an Ad News NEW ENGLAND Circus college is planned in Maine PORTLAND, Maine — A nonprofit group announced Thursday that it plans to open a circus- performance college in Portland.The newly formed Circus Conservatory of America would offer a Bachelor of Fine Arts degree in circus studies and would be the first school of its type in the U.S., conservatory President Peter Nielsen said at a news conference. The school plans to offer courses that focus on theatrical, acrobatic and artistic elements, rather than old-fashioned clown acts and animal tricks. “Contemporary circus combines traditional circus disciplines with modern dance, dramatic theater and multi-media,” Nielsen said. “Today’s circus performers must learn to master much more than a set of physical skills and they deserve the opportunity to pursue an education that prepares them to make their highest contribution as artists and global citizens.” The college would be located in a converted 33,000-square-foot brick building on the former Thompson’s Point industrial site that developers want to turn into a multi-use development with an events center, a hotel, a sports medicine lab, residences and office space.The school has launched a capital campaign to raise funds for construction with a goal of the school opening by the fall of 2015, Nielsen said. The school is also seeking accreditation from the New England Association of Schools and Colleges. Nielsen said Portland was chosen as the school’s home because of its strong creative economy, its transportation network and its proximity to Quebec and Vermont, which he said are hotbeds for circus performing arts. Cirque du Soleil performing arts company is based in Montreal. Circus Smirkus is based in Greensboro, Vt. ADN: Oligarch, Founder, Visionary Narration and audio production by RH Alcott Full Story ADNews: US Army denies DAPL permit Narration and audio production by RH Alcott Full Story Swiss lawyers threaten Vermonters for a Clean Environment over anonymity A Swiss law firm claims Vermonters for a Clean Environment violated the rights of the owners of... Full Story More Articles

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A Times Editorial The coming discussion within the Citrus County school district over whether to seek to have a high school here host an International Baccalaureate diploma program will signal to the public just how serious local educators are about making this a world-class school system.We have heard that phrase used over the years by people seeking the highest offices within the district, but never before has there been such an opportunity to turn those lofty words into action.At least two current School Board members, Pat Deutschman and Linda Powers, say they want to bring the prestigious IB program here as a way to challenge the highest-achieving high school students. Both are seeking re-election this year, and the hope is that this initiative is more than just a tantalizing campaign promise.Politics aside, bringing the IB program to Citrus County should be high on the list of priorities for all the system's leaders. Offering this rigorous program is clear evidence a school district really does take education seriously.The IB program began some 40 years ago to provide a standard curriculum for children of diplomats who moved from country to country. CollegeData.com describes it as "an intense academic experience that challenges students beyond a traditional high school education. The program encourages students to think broadly, beyond the boundaries of their communities and to consider themselves as members of a global society. Colleges recognize that IB program graduates are well prepared not only academically, but also for life."Students face a number of rigorous classes, exams, essays and work outside of the classroom. It challenges students to meet the bar set by their peers around the world.What parent would not want their child to have this opportunity? What school district would balk at making such a curriculum available?In its annual ranking of America's top high schools, Newsweek magazine uses a formula that adds the number of Advanced Placement and International Baccalaureate tests taken by all students at a school and divides that by the number of graduating seniors.In the latest ranking, Vanguard High School in Marion County, which offers the IB program and which attracts Citrus County students, came in at No. 567.None of Citrus County's three high schools graced the list of the top 1,000 U.S. schools.Obviously, the formula is not the only way to evaluate a high school. But, as the magazine points out, "It is one of the best measures available to compare a wide range of students' readiness for higher-level work, which is more crucial than ever in the postindustrial age."Educators agree that the days are long gone when a high school diploma was all a person needed to achieve a successful career. In order to compete in today's global workforce, students need much more.There are obstacles for districts to overcome in order to offer the IB program. Only one high school in the county could offer it, which could set off a tug-of-war among the schools for their top students.These students translate into dollars for the schools as their scores on the FCAT go a long way toward determining the school's grade.There are also significant costs involved in setting up and operating the program. And with all three high schools overcrowded, it will be a tough call to say which school is in the best position to host the IB students.However, hundreds of high schools across America have figured out a way to offer the program. Clearly, it is not impossible.There are always plenty of reasons not to do something. The district should make it a priority to get past whatever hurdles exist.There may be those who grumble that this is yet another example of education catering to top-level scholars and ignoring the needs of the average student. That is a valid concern, as there are many more midrange students and they deserve a proper education, too.The district does offer a number of programs for underachieving students, and it does offer Advanced Placement and dual enrollment classes for top students.Bringing in the IB program, however, could have a ripple effect on the entire district by demonstrating to teachers and students that the district really does aim to be among the best in the nation and world. It would give teachers another tool to motivate their students to aspire to higher goals.Best of all, it would produce better-educated students, which, after all, should be the primary mission of the school system. YOUR VOICE COUNTSWe welcome letters from readers for publication. To send a letter from your computer, go to www.sptimes.com/letters and fill in the required information. Type your letter in the space provided on the form, specify that you are writing the Citrus section of the newspaper, and then click "submit." You also may cut and paste a letter that you have prepared elsewhere in your computer.If you prefer, you may fax your letter to (352) 860-7320, or mail it to Letters to the Editor, Citrus Times, 301 W Main St., Inverness, FL 34450.All letters should be brief and must include the writer's name, city of residence, mailing address and telephone number. When possible, letters should include a handwritten signature. Addresses and telephone numbers will not be printed. The Times does not publish anonymous letters.Letters may be edited for clarity, taste and length. We regret that not all letters can be printed.

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Treasury Board of Canada Secretariat Disclosure of Grant and Contribution Awards Over $25,000 - Overview On October 21, 2005, the Government announced its commitment to proactively disclose the awarding of grants and contributions over $25,000 as part of its Management Improvement Agenda. This Web site provides information on grants and contributions awarded by the Treasury Board of Canada Secretariat. Beginning on May 31, 2006, and every three months thereafter, this Web site will be updated to include information on grants and contributions awarded in the previous fiscal year quarter. The rules and principles governing government grants and contributions are outlined in the Treasury Board Policy on Transfer Payments. Transfer payments are transfers of money, goods, services or assets made from an appropriation to individuals, organizations or other levels of government, without the federal government directly receiving goods or services in return, but which may require the recipient to provide a report or other information subsequent to receiving payment. These expenditures are reported in the Public Accounts of Canada. The major types of transfer payments are grants, contributions and 'other transfer payments'. Included in this category, but not to be reported under proactive disclosure of awards, are (1) transfers to other levels of government such as Equalization payments as well as Canada Health and Social Transfer payments. (2) Grants and contributions reallocated or otherwise redistributed by the recipient to third parties; and (3) information that would normally be withheld under the Access to Information Act and the Privacy Act. Privacy Top of Page

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HomeFeatured$7 million spent on Cromwell renovations, $499,000 on Library Cafe $7 million spent on Cromwell renovations, $499,000 on Library Cafe September 10, 2013 Jonathan Machlin Featured, News The new Cromwell lounge provides students a place to relax and socialize. Courtney Wirths / Photo Editor Last week, The Signal released part one of the two-part story on the changes to the College. This week, the story concludes with a detailed account of the construction efforts on the Library Café and Cromwell Hall. The Cromwell renovations cost $7,257,000, according to Stacy Schuster, associate vice president of College Relations. Costs of Construction The renovations to the Library Café and Cromwell Hall were costly. According to Schuster, the Library Café construction is costing a total of $499,000. The Library Café underwent major changes to the serving area, but not the sitting space. Cromwell, on the other hand, went through changes in many significant areas of the building. A large sum of money was put into it, and students were anxious to see and experience the results. Cromwell Hall Renovations Returning students will notice that the renovations to Cromwell Hall, which took place during the entirety of the last two semesters, are finally complete. Updated plumbing throughout the building was one of the new features, as well as new bathrooms, bathroom fixtures and fittings. The new floors, wall finishes and roof will help the visual of the building, as will corridor finishes, such as floors, walls, accent features and lighting. Some new electrical work was also done, including new wireless throughout the building. The building lounge was gutted and brought about big changes. The laundry room was also revamped and the floor lounges received new floors, ceilings, fixtures and fittings. A new entrance lobby, as well as lobby millwork and casework, were also part of the additions. Finally, there was an installation of security phones. Cromwell Lounge. Courtney Wirths / Photo Editor The renovation of Cromwell Hall had been under discussion and part of the College’s asset renewal plans for many years, according to Schuster. The architect for the project was approved by the Board of Trustees in December 2010, and the design took approximately one year. Schuster said the hazardous material abatement started in May 2012. The construction itself started in July 2012 and was finished this past August, totaling 15 months of construction. However, the overall project is not entirely finished, Schuster stated. A few remaining details, which include building signage, glass and door installation in the lounge and column covers, are not yet finished, but should be completed around next week.

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Leaders push fee proposal that doesn’t rely on university students directly paying It has been dubbed a “student fee,” but it’s unlikely college and university students will directly see increased costs from the Jindal administration’s latest plan to pump more money into higher education in the coming year.As The Advocate reported Wednesday, higher education leaders and Gov. Bobby Jindal’s administration have been working together to fine-tune the “student fee” plan and how it might work in practice.The biggest result from that is that both sides now agree students won’t face out-of-pocket costs for the new fee — a dollar figure for which hasn’t been set and would likely vary by campus or program.“We are all on the same page and working with higher education on this proposal,” Jindal assistant chief of staff Stafford Palmieri told The Advocate. “We’re committed to working with higher education and the Legislature to enact solutions in the budget, and it’s important that these are tax neutral.”It will still be a “tax credit” — something needed for Jindal to maintain that tax, or revenue, “neutral” position — meaning no tax increases without a decrease to technically offset it.As Palmieri explains the process, colleges and universities will apply for the credit against students’ or their parents’ tax liabilities, and everything will take place behind-the-scenes. For students, that means the transaction, under the administration’s proposal, would be entirely handled by the government and likely would never show up on their bills.For those students who have no tax liability in Louisiana, a fund would be established for corporations and other donors to contribute to in exchange for the tax credit.“We know that higher education leaders are looking at the possibility of using fee increases and that’s why we have presented them with options like tax credits to reduce those costs for families,” Palmieri said. “We will continue to work with higher ed leaders on these options so we can help mitigate reductions.”Any such fee increase would require legislative approval, as would the tax credit.The money for the tax credit is directly tied to a proposal to raise Louisiana’s cigarette tax to the Southern average, which is 83 cents. Louisiana’s cigarette tax is 36 cents. By the administration’s calculations, the proposed increase would generate about $100 million for the state budget. It also would require legislative approval.The state budget is months from being finalized, so any or all of the ideas could evolve — including the revenue source. The legislative session begins April 13, and lawmakers have to finish their work in Baton Rouge by June 11With the state facing a $1.6 billion funding shortfall in the coming year, Jindal’s budget recommendation calls for a $211 million hit to higher education funding in the coming year, but it relies heavily on the state scaling back refundable tax credits. If that plan falls through, the actual cut to higher education http://blogs.theadvocate.com/politicsblog" target="_blank">would balloon to over half a billion dollars across colleges and universities. The state’s facing a $1.6 billion funding shortfall.During last week’s budget presentation, Commissioner of Administration Kristy Nichols explained the so-called “excellence fee” as an alternate source of funding for higher education that, if approved, the administration “would expect that there could be a tax credit” to offset. Several lawmakers raised concern over the initial out-of-pocket costs such a proposal would require and some questioned whether the plan was banking on people not filing for the credit.Palmieri on Wednesday said the plan has been “refined” — still the same concept but a slightly altered process.“Students and parents are technically applying for it,” Palmieri said. “It’s their liability.”She added, “It’s been refined how the credit would actually get from the parent or student’s liability to the institutions.”

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Marine magnet school narrows achievement gap Jacob Hollis, right, sits with Ashley Detuzzi, center, and Kate Green, left, and fellow students during U.S. history class Wednesday at the Marine Science Magnet High School in Groton. Published November 17. 2013 12:01AM By Deborah Straszheim Day Staff Writer Groton - Minority students at the Marine Science Magnet High School outperformed their classmates in statewide math tests, and the student body as a whole bested the state average and performed better than many high schools in eastern Connecticut in every subject.The achievement gap between white and minority students has persisted in Connecticut year after year, with black and Hispanic students lagging significantly behind their non-minority peers.In Groton, 66 to 70 10th-graders at the magnet school took the Connecticut Academic Performance Test last spring in math, reading, writing and science, with the number depending on the day. Of the total, 24 identified themselves as minority students: four as black, 12 Hispanic, one Asian, three American Indian and four of two or more races.The state reports statistics for subgroups of 20 or more, so the Department of Education has not issued figures for each of the minority groups. The magnet school provided the results.White students at the school outperformed their minority peers in reading, writing and science.However, math results told a different story. In that subject, 87.8 percent of minority students at the school scored at or above goal and 95.8 percent scored at proficiency or better. "Goal" is the threshold set by the state and "proficiency" refers to the federal performance standard.By comparison, 83.3 percent of white students at the school scored at goal or better in math, and 92.9 percent scored at proficiency or better.Principal Nicholas Spera said he believes the data is significant."We had teachers crying when they found out the CAPT score results," Spera said, "because some of the students did come in with weaknesses."The school's minority students also performed better than the state average in every subject and category except one.In addition, Marine Science Magnet School students as a whole outperformed high school students in Stonington, Waterford, Montville, Groton, New London, Ledyard and Norwich in most or all subjects, test results showed.The Connecticut Coalition for Achievement Now, which advocates for equity and improvement in the public schools, reported earlier this month that "Connecticut maintained its worst-in-the nation achievement gap," citing fourth- and eighth-grade National Assessment of Educational Progress data.The coalition compared data across the state for white and minority students as well as low-income students and those whose first language is not English. Black, Latino and low-income students scored an average of three grades behind their white peers, the coalition said."The unfortunate reality is that not every kid in Connecticut lives in a neighborhood with a good public school," Brett Broesder, coalition communications director, said.Luck of the drawSavannah Cordova, 16, a junior, said she came to the magnet school from New London public schools, where she said she was getting Cs and an occasional a D or an F."I did bad," she said. "I guess, like, I didn't do my work. Nobody did their work." She said she wasn't prepared for difficult high school classes and almost gave up. But, she said, teachers at the Marine Science School helped and supported her.She made the honor role for the first time this quarter."I just want to get out of the projects and have an actual house," she said. "And not have to rely on anyone else."Spera, the principal, said the school tries to foster relationships between teachers and students and emphasizes effort and grit.Jacob Hollis, 16, of New London said he always did well in school, but the mind-set at the magnet school makes a difference."Here it's rigorous, so it tests you," he said.The school enrolls 254 students in grades 9 through 12, and has an average class size of 14. Most students are from Norwich, Groton and New London, though some travel from as far away as Killingworth.Students apply but are chosen by lottery, so the school enrolls students of all abilities. Those who took the exam in March had attended the magnet school for a little less than two years by that time, Spera said.All students are assigned a teacher their freshman year, then meet with that teacher and about a dozen other students in an advisory group twice a week for 40 minutes. The group stays intact for all four years of high school, and discusses academics as well as issues like bullying.This is the third year that social studies teacher Annie Hanrahan has been meeting with the same 13 students."Our school operates on this great foundation of relationships," she said, and on the school philosophy that "effort creates ability.""We believe it and the kids believe it," she said.Chemistry teacher Phoebe Rockholz said she tells students failure is not an option."I tell them I'm not going to let them fail," she said.During January and February, right before testing, the school used the time set aside for advisory group meetings for "CAPT Boot Camp," which gave students extra instruction in reading and math on a rotating basis.Hollis said students mentor each other and feel comfortable going to teachers."It's all about having help through high school," he said. "It's hard."Cordova said she still has bad days from time to time. "But then I get over it," she said. She's taking chemistry, geometry, U.S. history, aquaculture, English, marine science and Spanish.She defines "grit" this way: "You try non-stop. You don't give up. Ever."[email protected] Savannah Cordova, left, an 11th grader, works with her 10th-grade lab partner Triana Portella on an electron probability assignment during chemistry class Wednesday at the Marine Science Magnet School in Groton.

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Select a search scope UNF Press Releases Media Relations University News Share Your News Reporter Resources Press Releases Osprey Update Marketing and Publications Special Events UNIVERSITY DEVELOPMENT AND ALUMNI ENGAGEMENT ADVANCEMENT OPERATIONS DEVELOPMENT FOUNDATION SCHOLARSHIPS THE POWER OF TRANSFORMATION UNF FOUNDATION Press Release for Wednesday, May 22, 2002 Scheidels make second $1 million gift to UNF JACKSONVILLE -- A $1 million gift from Herb and Miyuki Scheidel will provide an opportunity for students at the Pace Center for Girls in Jacksonville to receive scholarships to attend the University of North Florida. This is the second $1 million gift by the Scheidels in the last three years. “The generosity of Herb and Miyuki Scheidel continues to make higher education accessible for some very deserving students,” said UNF President Anne Hopkins. “To make gifts of this magnitude twice within such a short period of time is truly remarkable. I want to thank the Scheidels for all that they have done both for this University and for our community,” she said. The Pace Center for Girls was established in 1985. The center works with girls from ages 13 to 18 who have been identified as at-risk. The Pace Center offers an alternative-education program which addresses those issues. The program’s goals are to prevent juvenile delinquency and teen pregnancy and to keep students from dropping out of school. There are currently 80 girls enrolled at the center. “We visited the Pace Center and found out about the wonderful work they are doing with the girls,” Herb Scheidel said. “It’s a fantastic thing to be able to offer that kind of opportunity to girls who’ve had a tough row to hoe.” The Miyuki and Herbert Scheidel Scholars Program will also fund scholarships for students who live in houses constructed by Habitat for Humanity of St. Augustine and scholarships for classical music students. All students have the option of taking a course offered in a foreign country using money from the Scheidel Endowment Fund. The classical music students must maintain a 3.0 or better GPA throughout their college career to maintain their scholarship. The original Scheidel gift focused on funding scholarships for students who live in Jacksonville Beach, Neptune Beach or Atlantic Beach in homes constructed by the Jacksonville Beaches affiliate of Habitat for Humanity. Those scholarships will continue under the enhanced endowment. Herb Scheidel is actively involved in the Beaches Habitat affiliate. As was the case with the original gift, Fletcher High School graduates who meet the financial-need criteria are also a potential source of scholarship recipients. Herb Scheidel is the chairman, president and chief executive officer of Learning Technologies Ltd., a company that provides educational products for teaching English to Asian children and adults. Learning Technologies Ltd. has offices in Tokyo, Taipei and Hong Kong. UNF will apply for state matching funds that can add an additional $750,000 to the Scheidels’ gift, which will be part of UNF’s Pathways to Success Program. The six-year-old program provides scholarship opportunities and continuing University support for economically-disadvantaged high school students. Copyright © 2016 University of North Florida1 UNF Drive | Jacksonville, FL 32224 | Phone: (904) 620-1000

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Smith Professor to Speak at UVM on Climate Change and Migration as a Security Issue Greg White, the Elizabeth Mugar Eveillard '69 Faculty Director of the Global Studies Center at Smith College, will participate in a special seminar at the University of Vermont on Tuesday, Nov. 19 at 4 p.m. in 103 Rowell Building. The seminar is titled, “Who's Afraid of Big Bad Global Warming?: Climate Change and Migration as a Security Issue.” White is the author of Climate Refugees or Mere Migrants: Climate-Induced Migration, Security, and Borders in a Warming World (Oxford University Press, 2011) and has authored articles in the Review of International Political Economy, Perspectives on Politics, Middle East Journal and Middle East Policy. Professor White is currently associate editor of the Journal of North African Studies and serves on the boards of the American Institute for Maghrib Studies and the Tangiers American Legation Museum & Research Center in Morocco. He is the recipient of numerous grants from the Mellon, Ford and MacArthur Foundations, as well as two Fulbrights, and has served in residence at Columbia University’s Earth Institute (2009-10) and as the Class of 1946 Visiting Distinguished Professor in International Environmental Studies at Williams College (2011). In 2011, Professor White also received the Kathleen Compton Sherrerd ’54 and John J. F. Sherrerd Prize for Distinguished Teaching at Smith. White teaches courses on international political economy, global environmental politics, migration and refugees, and North African politics. His visit is co-sponsored by the Vermont Council on World Affairs, Rubenstein School of Environment and Natural Resources, Gund Institute for Ecological Economics, and the Institute for Environmental Diplomacy and Security.

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UW Architectural Engineering Program Wins National Award The University of Wyoming's College of Engineering and Applied Science architectural engineering program on Wednesday (May 14) received a national award for its innovative design curriculum facilitated by Building Information Modeling (BIM). The American Institute of Architects (AIA) honored UW for its work in the "Academic Program or Curriculum Development" category of the fourth annual BIM Awards. The award was presented to faculty members Keith Hedges and Anthony Denzer in a ceremony at the AIA national convention in Boston. More than 70,000 AIA members, including more than 135 accredited academic programs, were eligible to compete for the BIM awards. Rob Ettema, dean of the UW College of Engineering and Applied Science, says, "Architectural engineering is rapidly becoming one of the college's most popular programs. I am pleased that the excellent work of our faculty and students has achieved this esteemed recognition." UW adopted BIM earlier and more comprehensively than many of its peer institutions, according to an AIA release. Hedges and Denzer are widely published on the topic of BIM in architectural education. Since 2006, they have presented UW student work at more than a dozen national and international venues, including presentations in Vancouver, Venice, Melbourne and London. BIM is revolutionary because it allows architects, engineers and builders to work together at an earlier stage using a single informational database in the form of a three-dimensional model. Hedges says this method reduces conflicts and allows for more intelligent design decisions due to the collaborative environment. "Our program is experiencing a cultural shift in how design ideas are communicated," he says. "We are transitioning away from the traditional two-dimensional abstraction techniques to the new paradigm of shared three-dimensional digital representations with BIM. This has dramatically altered the design process where the students readily explore more complex and challenging design opportunities." Denzer adds, "What it means for UW is that we're now seen as a national leader in the use of this leading-edge methodology. We're always trying to innovate and it's really gratifying to have those efforts recognized by our peers. We began using BIM three years ago and immediately saw the benefits for our students. They're better prepared to compete for the top jobs, because the building industry is changing so rapidly." UW joins a select group of past winners, including some of the most prestigious names in architecture and engineering. For example, in 2005, Arup Consulting Engineers won for the Beijing National Swimming Centre ("Water Cube") and Morphosis won for the San Francisco Federal Building. In 2006, M.A. Mortenson Company received a BIM award for the Fredric C. Hamilton Building (Denver Art Museum).

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Help▼ContentsSearchFAQSupportPortalsWatercoolerSuggestions Place:Reigate, Surrey, England NameReigate TypeParish (ancient), Civil parish, Borough (municipal) Located inSurrey, England (300 - ) See alsoReigate Hundred, Surrey, Englandancient county division in which it was locatedReigate and Banstead District, Surrey, Englanddistrict municipality covering the area since 1974 Contained PlacesCemeterySt. Mary's Cemetery the text in this section is based on an article in Wikipedia Reigate is an historic town in Surrey, England. It is in the London commuter belt and one of three towns in the Borough of Reigate and Banstead. It is sited at the foot of the North Downs and extends over part of the Greensand Ridge. Reigate has a medieval castle and has been a market town since the medieval period, when it also became a parliamentary borough. There are neolithic flint mines on the ridge of the North Downs above Reigate. The Bronze Age barrows on Reigate Heath indicate ancient settlement in the area. A Bronze Age spearhead was recovered on Park Hill in Reigate Priory Park. In 2004, a Roman tile kiln dated from around AD 92 was recovered from the grounds of Rosehill in Doods Way, Reigate. Tiles on the Rosehill site were first discovered in the 1880s. The tiles would have been used for important buildings in the area. The Rosehill find is also the oldest recorded use of Reigate stone (ironstone of the Upper Greensand) for "ashlar [uniform blocks] masonry work". The town lay within the Reigate Hundred , an Anglo-Saxon administrative division. Reigate appears in Domesday Book in 1086 as Cherchefelle which appears to mean "the open space by the hill". (The name has nothing to do with the church and the element Cherche is a later corruption.) It was held by William the Conqueror as successor to King Harold's widow Editha. Its Domesday assets were: 34 hides, 2 mills worth 11s 10d, 29 ploughs, 12 acres (49,000 m2) of meadow, pannage and herbage worth 183 hogs. It rendered £40 per year to its feudal system overlords. The earlier site was, at least in part, in what is now the Church Street area of Reigate, close to the church. Part of the site was excavated in the 1990s. It was shown that the settlement moved during the earlier part of the 12th century when the present town was formed. William I granted the land around Reigate to one of his supporters, William de Warenne, who was created Earl of Surrey in 1088. It is believed that his son, William de Warenne, 2nd Earl of Surrey, ordered that Reigate Castle be built, although the de Warennes had their southern base at Lewes, Sussex, as well as castles in Yorkshire and Normandy. Around 1150 the Earl de Warenne laid out a new town below the castle. This town forms the basis of modern-day Reigate. Little is known of the Castle which has never been excavated on any great scale. Local legend says[1] that prior to the signing of the Magna Carta, the rebellious barons met to hammer out the details of the document in the extensive caves beneath the castle. The story however has no truth to it. The castle later fell into decay and the remains were demolished at the end of the 17th century, though the grounds remain as a public garden, and the caves are occasionally opened for tours. The origin of the name Reigate is uncertain, but appears to derive from Roe-deer Gate, as the town was situated near to the entrance to the de Warenne's deer park. The medieval town is centred on a north—south road of some antiquity as it incorporates the pre-Conquest road pattern. The story of the Pilgrim's Way passing through Reigate is a myth, although in the 13th century a chapel to St Thomas was built in the town centre for the use of Canterbury pilgrims. Areas of the town have been the subject of extensive archaeological investigation. Bell Street was certainly in existence by the middle of the 12th century and Mesolithic implements have been found here. Much of the High Street appears to be slightly later although there appear to have been buildings along the south side of the Street near to the junction with Bell Street by the 13th century at the latest.[2] The market place was originally around Slipshoe Street, at the junction of West Street, but infilled houses encroached on it and it had been moved to the east end of the High Street by the end of the 16th century. The results of much of this work have been published; many of the finds are held in the museum of the Holmesdale Natural History Club in Croydon Road. Probably early in the 13th century Reigate Priory was founded for regular canons of the Order of St Augustine although it was strictly speaking the Hospital of the Crutched Friars - a suborder. After the dissolution of the monasteries in 1535 the estate was granted by Henry VIII to William Howard, 1st Baron Howard of Effingham, who soon converted the Priory buildings into a residence. The Effingham branch of the Howard family, including the Earl of Nottingham who as Lord High Admiral commanded the force which defeated the Spanish Armada, lived there until their heirs sold it to the wealthy London brewer, John Parsons in 1681. Remains of the former monastery buildings are known to lie beneath the lawns to the south of the present mainly 18th-century house, which is now used as a school. The town developed a large trade in oatmeal during the 16th century but this had ceased by about 1720. There was a noted tannery at Linkfield Street which was expanded in the 19th century. It burnt down about 1930. The coming of the Brighton railway in 1841 led to development across the parish, and saw a second town emerge in the eastern fields around the railway station in an area that was previously uninhabited: this town at first had two names but since the early 20th century, has been called Redhill. Reigate has two windmills: a post mill on Reigate Heath and a tower mill on Wray Common. In the medieval period the parish had other windmills, about a dozen animal-powered mills for oatmeal and watermills on the southern parish boundary with the Mole and Redhill Brook. Reigate is the setting for the Sherlock Holmes short story The Adventure of the Reigate Squire, also known as The Adventure of the Reigate Squires and The Adventure of the Reigate Puzzle. It is one of 12 stories featured in The Memoirs of Sherlock Holmes. [edit] Administrative history The Borough of Reigate, a parliamentary constituency, was formed in 1295 and roughly equated to the town centre of Reigate. It elected two MPs until the Reform Act of 1832 when it lost one; it was disenfranchised in 1868 for corruption but revived in the reform of 1885. Reigate has been the term for the local MP's seat ever since. In 1863, the whole parish was formally incorporated as a borough with Thomas Dann as its first Mayor. The urbanising of the by-and-large rural area of Banstead (on the widest part of the Downs) succeeded to this status on a merger with the Borough Reigate as the Borough of Reigate and Banstead in 1974. Redhill gained its first of two vestries in the post-medieval to mid-19th century parish system occupying the east of Reigate (not distinct at the time from a civil parish) in 1867. [edit] Surrey Research Tips [edit] Government Administrative boundaries of the county of Surrey (Surrey History Centre. The centre has a website with a number of useful indexes--titheholders in various parishes, deaths at the county gaol, etc.) In 1889 the County of London was created, and the areas of the modern London boroughs of Lambeth, Southwark and Wandsworth were removed from Surrey. The records of these areas are held either by the London Metropolitan Archives or by the local boroughs, but the Surrey History Centre holds pre-1889 Quarter Sessions records for this area. Also in 1889, Croydon was made into a county borough exempt from county administration. Croydon became a London borough in 1965, and most Croydon records are held by the Croydon Local Studies Library and Archives. In 1965 more of Surrey was lost to London, with the creation of the London boroughs of Kingston, Merton, Richmond, Sutton and an expanded Croydon. For these areas, records are held by the local boroughs (either in their archives or local studies libraries) or the Surrey History Centre. The London Metropolitan Archives may also have some material. In 1965 Staines and Sunbury were transferred from Middlesex to Surrey. In 1974 these areas became the new District of Spelthorne. Most records relating to the former Middlesex area are held by the London Metropolitan Archives. [edit] Registration Districts Registration Districts in Surrey from their introduction in 1837 to the present. By drilling down through the links you can follow any parish through the registration districts to which it was attached. [edit] GENUKI provisions The website GENUKI provides a very comprehensive list of reference sources for the County of Surrey. It includes: Archives and Libraries Church record availability for both Surrey and the former Surrey part of Greater London 19th century descriptions of the ecclesiastical parishes Lists of cemeteries Local family history societies A list of historic maps online [edit] History The Victoria History of the County of Surrey is a series of three volumes available online through British History Online. The volumes were written over the past hundred or so years by a number of authors and cover various sections of Surrey. A list of the volumes and what each contains can be found under the source Victoria History of the County of Surrey. Both volumes 3 and 4 contain areas which are part of Greater London and parts of modern Surrey. Victoria County History chapter on Reigate This page uses content from the English Wikipedia. The original content was at Reigate. The list of authors can be seen in the page history. As with WeRelate, the content of Wikipedia is available under the Creative Commons Attribution/Share-Alike License. Retrieved from "http://www.werelate.org/wiki/Place:Reigate%2C_Surrey%2C_England" Categories: Surrey, England | Reigate, Surrey, England | Reigate Hundred, Surrey, England | Reigate and Banstead District, Surrey, England Don't want ads?

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The Future of Mormons on the Internet August 11, 2010 by Steve Evans I posted this article as part of the truly amazing series at Patheos, but thought it might generate some discussion here as well. I encourage everyone to check out the other articles in the series. Recently I read an article predicting a blossoming future for blogging, heralding this method of self-publishing as the future of content distribution. The article in question was published in 2005. Things have changed in five years. Most recent trending data and polls agree that blogging is on the decline overall, with some demographics showing their interest in blogs cut by half. For lack of a better term, blogging is a dying technology. Blogs were faddish in 2005, but are now dying on the vine. Young people — the trendsetters for internet content production and distribution — have largely eschewed blogs as a medium. There was no Mormon blogging in 2000, and there probably won’t be any in 2020 for that matter. I am no Jeremiah, come to fortell the doom of the Bloggernacle. You don’t need a weatherman to know which way the wind blows. But if we are to consider the question of the future of the Bloggernacle, I believe we need to engage in two tasks as a prerequisite: first, we must understand why the community of LDS blogs exists, and second, we must understand the evolutionary pathways of new media and gain a sense of which way the river is flowing. Why does the Bloggernacle exist? LDS blogs exist for a number of identified reasons, but fundamentally a single reason predominates: community. Humans are social creatures, craving interconnectedness, and Mormons are especially social humans. This is partially attributable to Wasatch Front Western friendliness, I suppose, but I also view our society as a central feature of our faith: we are saved in great chains of family stretching back and forward through the eternities, and Joseph Smith wrote, “that same sociality which exists amongst us here will exist among us there only it will be coupled with eternal glory which glory we do not now enjoy.” The Prophet was not referring to blogs or firesides or ice cream socials. “Sociality,” that eternal characteristic of forming and nurturing communities, is a principle of Mormonism that is not often taught but is nevertheless essential to understanding our meetings, our everyday interactions and, most relevant, our blogging. We explicitly practice what we intuitively feel, namely that the processes of community building and forming bonds of friendship and common faith are basic and timeless. Previously, these communal tendencies had plenty of real-world outlets in which to run, whether that be in founding and settling actual communities in barren parts of the world, or in forming micro-communities within existing systems. The former of these is no longer an option to most of us, and the latter is passively (at times actively) discouraged without official Church sanction. In generations past, Mormons also sought to engage each other by via public discussion and debate. The public square within Mormonism does not exist the way it has in times past; it is more like the plaza on Main Street in Salt Lake City, where everyone is welcome to engage with each other within certain general boundaries of behavior, some written and some unwritten, as established by our leaders. Additionally, as others have noted with respect to publishing in the LDS community, it is today virtually impossible to make a living writing for a Mormon audience without going through Deseret Book. We may never again see a mass-market piece of LDS thought written by an author who is not an apostle or a product of the CES. Popular biographies such as those written by Prince or Bushman may prove the exception to this rule, but they are history books, and as such they are presumably neutral (and harmless). Finally, society as a whole has become more distant, more alienating and less connected than ever. We entertain ourselves by streaming movies over the internet into our homes. We work by toiling alone in cubicles in front of computer screens. We harvest our food by placing an order online with convenient at-home delivery. The time we spend with our fellow saints, formerly the hub of our society, is now a mere three hours a week — and we bemoan every minute. Ask a Mormon what she would say to a two-hour block instead and you will see a gleam of joy in her eye. Indeed, the love of men has waxed cold. So we are modern Latter-day Saints: filled with instinct to reach out and commune with our sisters and brothers, but no real idea how to do it, few unsupervised and obvious avenues available and with the whole of modern society geared against us. Little wonder, then, that the Bloggernacle came into existence; in retrospect, its creation seems almost inevitable. We desperately want a place to talk to each other, argue with each other, cry with each other and lift each other up, but modern life and the institutional activities of the Church do not adequately meet this need. We created the Bloggernacle because without it we were lost. It is no panacea, and (as I have argued previously) it cannot wholly satisfy our eternal craving for community, but it is immediately available and it is amazingly empowering, and as such it has surprising vitality. Where are these new media going, anyways? Remember first how blogs first came into existence: usenet forums, BBS, and online diaries, all fused together in the 1990s. Blogging as we know it today represents the evolutionary pairing of various early internet technologies, made popular by informal political diarists and virulent discussion threads. These origins may explain why blogs today are still filled with lengthy comment threads, political rampages and in-jokes, but more importantly remembering the evolutionary path of blogs reminds us of the inevitability of technological change and perhaps gives us an indication of where we might be heading. Steve Rubel established a public ‘mind map’ that charts possibilities for blogs, but I see a few trends worth noting: 1. Multimodality. The best blogs aren’t pure ‘blogs’ – they already incorporate video, audio, images and text. They are highly participatory both in terms of users generating content (comments, posts, etc.) and users disseminating content (pushing articles they find interesting over their own individual networks such as via Facebook, etc.). The next phase is a highly immersive platform for content sharing that incorporates formats of all kinds. 2. Persistence of the long form. Though it may cause some to roll their eyes in disbelief, blogs increasingly represent the long-form essay format in the context of internet discussions. Readers today have attention spans rivalling hummingbirds. Even blog posts of three paragraphs can scarcely retain the interest of the average internet reader, who is relentless in his need to be entertained. That said, there will always be a need to flesh out arguments and give context to thoughts. Somewhere, people will still need to explain themselves in full. 3. Integration of new-form social networks. When you log in to check your Google email, you also log in to Google’s instant message software, their online document creation service, their photo album, their calendar, their Facebook equivalent, etc., etc. Microsoft has a similar system. More and more, people will be able to broadcast their content over multiple channels simultaneously and in ways tailored to their respective audiences. An example: a user at Posterous can email a long-form blog post to a single address, and upon transmittal it will be published on a blog, linked to on Facebook, sent via Twitter, emailed via LinkedIn and pinged on Google Buzz as well. We are only in the nascent phases of this sort of integration, and the end path will be instant content sharing with everyone you know in a custom-tailored format. Mormons of the Future So where does this leave us? Some things change, some don’t. It’s clear that our concepts of salvation in communities will continue to push us to reach out to others, to share, to question and to sustain. We will continue to write about our faith, to laugh, to cry, to make snarky remarks and to find moments of pure joy. It’s unlikely — and probably not desirable — that Mormon internet communities persist in operating using the same methods and technology that they use today. If technological developments lead us to new realms of interconnectivity and instant sharing, these tools will play to the core strengths of Mormonism, and we will form a Bloggernacle (or some other Nacle-variant) where we embrace each other and see eye to eye better than ever before. Equally promising are the signs that the Church itself is embracing this new world of connectedness and democratized content-generation; the new mormon.org site recognizes the power of a message that is modern, uncorrelated and completely genuine. I believe that Mormons will find the future of the internet very much to their liking, as both the Church and its members move towards a time of bonding with each other and sharing experiences Tweet in ways never thought possible. Preach It:TweetPrintMoreEmailFiled Under: Mormon « Sneaking across the borderThe Sacrament of Grief »Comments RJH says: August 11, 2010 at 10:42 am I might be accused of sordid sycophancy here (an accusation I would deny as there are no favours Steve can bestow on me that I do not already have or cannot already get), but it’s fair to say that Steve Evans *is* the Bloggernacle, at least its 2003-10 iteration. So one question might be, what’s the future of Stephen D. Evans, Mormon Blogger? Interesting to see you dissemble a bit on the salvific power of this joint. What should BCC be doing to “keep up”? Specifics. And I heard that one prominent Mormon blogger recently told LDS Media Types that their efforts are hopelessly tardy. Explain! Steve Evans says: August 11, 2010 at 10:44 am Ronan, that’s proprietary information, not for public consumption. Suffice it to say that BCC has a bright future. Jesse Stay says: August 11, 2010 at 11:09 am Beautiful post, Steve! I agree wholeheartedly re: Community, and how the Bloggernacle (and Social Media in general) is changing the way we as members communicate forever. As you mentioned, via mediums such as Mormon.org, the LDS Facebook Page (and others), Mormon Messages on Youtube, and other efforts I think the Church is noticing and embracing new methods to enable members to communicate. I hope this continues and we as members are able to continue this community we have in the Wards and Stakes beyond just the 3 hour block that is Sunday. I wonder to what extent this will require a blurring of the boundary between the institution and the members. J. Stapley says: August 11, 2010 at 11:23 am Strong work frere Evans. And though I know what you were getting at, I disagree that there will be no Mormon blogging in 2020. Of course there will. It will surely look a bit different, but your prophecy of doom sort of reminds me of Google wave being the end of email. Aaron R. says: August 11, 2010 at 11:30 am Jesse, there is the a sense, however, that the communities built up outside the three-hour block, and the ideas that circulate within them, are not always welcome within those three hours. So far efforts by the Church to utilise this media have usually viewed the membership as transmitters of the message. They are expected to share links and posts which are assumed to reflect their thoughts and/or ideas. However, part of what makes these communities dynamic and desirable is the ability to generate content, to respond to each other and to make new connections. In addition, if these communities are to expand or if the message is to be shared widely (this seems the intent with Mormon Messages for example) then I think this raises questions concerning the boundaries of these social media communities and how we want or expect people to engage with our message. I suspect that if Sunstone and Dialogue can continue as long as they have, then I imagine that in the future there will still be a bloggernacle. It may eventually die out, but it will still be here in 2020 with many of the old guard hanging around referring the newbies to past posts and other excellent content. I think we’re beginning to see that already. I don’t know to what extent it will occur, but check out http://tech.lds.org – the majority of the mobile applications released by the Church have been developed by members, not employees, and there are other tech efforts being handled by member volunteers. Also see the efforts at http://share.lds.org for matching Church needs with member volunteers. Awhile back I started an organization called LDSOSS for similar purposes. I think as members want to help more and truly show that, the Lord will provide more ways for them to help. Personally, I think this is requisite for Zion to occur. Members will have to take on more responsibility. Those are just my thoughts though. Peter LLC says: August 11, 2010 at 11:32 am An example: a user at Posterous can email a long-form blog post to a single address, and upon transmittal it will be published on a blog, linked to on Facebook, sent via Twitter, emailed via LinkedIn and pinged on Google Buzz as well. I first saw this on your FB. Jesse, the link for share.lds.org did not work but the work on tech.lds.org seems really very interesting. Thanks for sharing. Aaron, those are great points. I shared some examples of ways members can contribute, from a tech standpoint in my earlier comments, but at the moment even that is still driven by the Church (which is fine). I think in a worldwide audience it’s still important to remain some form of unity as a Church. At the same time I agree with your points. In my personal opinion, I think it’s the potential of helping members recognize the Spirit that is the end goal of all that the Church does as an institution. My hope is that as members, we can be enabled to speak, when prompted by the Spirit (within our capacity to do so), and not just in Church. Aaron, oops! I meant http://serve.lds.org. (I am thinking about sharing at the moment) I should add the hashtag, #IANAA (I am not an Apostle) just as a disclaimer before anything I say is taken at Face Value though ;-) MCQ says: August 11, 2010 at 12:32 pm Very interesting article. The most surprising thing to me, however, was the short bio at the end. Are you no longer practicing law? Mike S says: August 11, 2010 at 12:39 pm Thank you for this article. It is great to see the history of things, especially as I’ve only really been here for the past couple of years. I agree that something like the Bloggernacle is always going to be around and serves a very important purpose. There is an essential need for the “Bloggernacle”. As the Church is celebrating diversity amongst its membership with its recent forays into the internet, etc., it’s practical application has gone in the opposite direction. Even more than the length of the 3 hour block is the CONTENT of the 3 hour block. Our meetings have become sanitized, correlated, follow-the-manual-don’t-use-outside-sources, homogenized blocks of time where everyone is expected to look the same with regards to “unofficial” dress and grooming standards. The reality is that people are different. The LDS Church means different things to different people. We all have different backgrounds. We all look to religion to fulfill different needs. Some of us are more emotional and some of us are more logical. Some like conformity and some like individuality. Some like lists of rules and others like finding what works best in their own personal lives. Some look at the Church as a facet in their personal relationship with God and some look at the Church as their conduit to God. There is NO room in the Church to express ideas and thoughts that might not toe the “party line”. Granted, certain people in specific wards and circumstances might be able to get away with a few comments here and there, but realistically, there is no room for exploring issues, for give and take, for investigating history and all of the fascinating things that have brought us to where we are. And since there is no room within the Church to do any of this any more, voila, the Bloggernacle. The beauty of the internet is that it allows all of this. It allows people who think alike to find others who think alike. It allows people whose circumstances require some anonymity as they explore different thoughts to have that. It serves a vital purpose. Thank you to all of the pioneers who have spent hundreds and thousands of hours over the past years to set up places and sites like this. You have helped me and, I am sure, thousands and thousands of other people in ways you will every know. jmb275 says: August 11, 2010 at 12:59 pm Good post. Dare I give credit to John Dehlin heret? Well, what the heck! I think John has made excellent progress in this sort of area. The podcasts, the videos, the media content, to me, seem to be usurping the blogging aspects for John. I think it could be argued that John’s intent is different than the regular bloggers in the ‘nacle as he desires to help those who struggle, but his use of technology really overshadows what most of us do in the b’nacle IMHO. Perhaps this is the bloggernacle 2.0, I dunno. I am appreciative of community for the very reasons Steve outlines. One part, however, that is disconcerting to me is why we need to do this? Why isn’t the 3 hour block on Sunday sufficient? Is it supposed to be? Do our leaders think so and are we all being renegades because instead of reading our scriptures, and spending more time with our family, we’re talking about the church with a bunch of strangers? 3 hours of Mormonism is certainly enough for me, so I’m left wondering about the content. Perhaps the content at the 3 hour block isn’t quite satisfactory, so I seek elsewhere to converse with like-minded individuals. In part I feel that I go to church to physically act out my Mormon-ness, but I come to the b’nacle to mentally think through and grow in my Mormon-ness. jmb275 says: August 11, 2010 at 1:03 pm And Dang Mike S. there was serious mind-bending telepathy between us here! I had not read your comment when I posted mine. It’s surely a sign! Aaron R. says: August 11, 2010 at 1:08 pm jmb275, it should not be surprising that engaging with our faith in different venues and settings impacts upon our lives in various ways. I don’t think the 3-hour block is about content, imo, it is about building redemptive forms of community. My commitment to Mormonism would wane very quickly if it were limited solely to participation in the bloggernacle because my ward gives me the space to live out the ideas discussed here. In addition, other avenues (such as books) serve a different purpose as well. In addition, I think it is irrelevant whether the Church sanctions these types of activity because I don’t think they also claim to provide all things for all people. They choose to use the resources they have in very specific ways. Scott B. says: August 11, 2010 at 1:27 pm Aaron R., I think you are right (by my interpretation of what you said, anyway). I am less bothered by the sanitized/correlated nature of Church meetings because I don’t use Church meetings for education. I use my study time outside of the meetings. For me, Church meetings are about 1) the Sacrament, 2) fellowship with fellow saints, and 3) information about opportunities for service. That’s it. Then again, I also don’t use the Bloggernacle the way many others seem to. I like the community, but that is not because of variance in thoughts and beliefs; in fact, I usually get annoyed at those very things. I use the Bloggernacle for entertainment. As long as I find it entertaining, I’ll stick around. Martin says: August 11, 2010 at 2:33 pm Community? Yes, I’d agree the bloggernacle is a community, but it can also be a brutal place. Seems risky coming her for love. I come here for amusement, like Scott, but I also come here for education (“Readers today have attention spans rivalling hummingbirds” — I resemble that remark) Cynthia L. says: August 11, 2010 at 2:36 pm #19–A tad reductive, but still very true for me as well. The community I find here is full of the kind of people I like–who share the same sense of humor, who àre interested in similar topics and pursuits. It isn’t about “wah, nobody else at church holds heterodox belief xyz like I do,” it’s more like, “nobody else thinks lolcat ‘I can has sista wife?’ is the funniest thing ever.” Cynthia and Scott, the fun is very important for me; but that is not all, because I know fun people already. There is a very real sense in which I find community among people who are willing to tolerate heterodoxy (even though I’m fairly orthodox, I think) and who will ask questions which stretch me. Both of those things have been important factors in keeping me in the Bloggernacle. Perhaps this is a source for some of the future fragmentation which might occur in the online communities. It is possible that our different needs in this regard might lead us in different directions. Sure–I don’t mean to suggest that entertainment is the _only_ thing that I get here, or that it needs to be the primary thing for anyone else, even if it is for me. I think that a project’s ability to contain all of these elements is part of ensuring a future–entertainment, devotion, education, etc…i.e., something for everyone. I hope so but I wonder if this is part of the dissatisfaction that some people feel with their local wards. Perhaps in trying to accommodate for a variety of needs (though not all needs as I noted earlier) it dilutes the success it has in meeting any of them. I difference in our online communities is the degree to which we are not constrained by geography. Hence successful blogs will depend upon their ability to ‘recruit’ people who can respond to those diverse elements. Steve Evans says: August 11, 2010 at 3:47 pm I wouldn’t characterize things in terms of dissatisfaction per se. I don’t feel dissatisfied with my ward — I think it does pretty much what it sets out to do. I just don’t feel that it is setting out to do everything that I personally need. B.Russ says: August 11, 2010 at 3:48 pm I use the Bloggernacle for entertainment. As long as I find it entertaining, I’ll stick around. For entertainment . . . and to unleash your sick brand of sadistic torture on unsuspecting fools. I just don’t feel that it is setting out to do everything that I personally need. Right–I find that to be one of the very frustrating things about the Bloggernacle to me: the prevalence of the idea that the Church is not meeting this or that need, when I’m not convinced that it was ever trying to meet this or that need, or even if it should try. Of course, I cite such prevalence without referring to specific examples… Professor Christos says: August 11, 2010 at 4:15 pm ‘Cassandra’ predicts the death of LDS blogging, perhaps by 2010. That is a bold prediction, but one has to wonder upon what foundation it rests. My Mormon [LDS] informants tell me, “We have not yet begun to blog!” They said this with such conviction that I am inclined to believe that Mormon passion for blogging has not yet risen to anything like its potential. History shows time and time again why no one should ever underestimate Mormon will and achievements. Scott, totally agree – though my article clearly argues that the Church clearly did at some point meet the need of community-building, and that it currently does not. I believe it should. But this does not mean exclusivity. When you say that you think the Church should meet the needs, and that it formerly did, what do you mean by “Church” specifically? Do you refer to the actual Church itself, or to the natural associations we obtain from the geographic organization of the Church? Scott, a hundred years ago those two notions were synonymous. Right–but my question was more about your “should” statement–which part of “the Church” should meet the needs–the actual institution, or the natural associations? In other words, are you saying that the Church itself needs to re-think its programs, and scope, or that Latter-day Saints need to re-think how we interact and build in our communities, regardless of what the Church itself is doing? I’m not being difficult intentionally–I promise. Matt A. says: August 11, 2010 at 5:30 pm Jesse, that serve.lds.org site is awesome. Due to health issues, there is very little local service that I can render, but proofreading text? Tagging videos? Right up my alley! Thank you so much for sharing that link! As for the Bloggernacle, it serves a very real function in my life. On weeks when I cannot make it to church, it gives me a connection to the LDS community. It is a place where topics of interest can be discussed without the time constraints of formal meetings. It is a place where the topics of interest are often very interesting to me, but not to anyone else nearby in real life. I think that the idea of the bloggernacle will be around for a good long time to come – a public forum for us to gather and discuss things without being limited by geography. The form of it may change pretty radically in twenty years, but I think the desires that created it will not, and thus the idea will continue. Scott, the latter, although my argument is that community-building is doctrinal and ultimately instinctual. The Church IS rethinking its programs, but this is what the Church has always done will continue to do as it tries to be a more effective institution. I guess I am working more descriptively than prescriptively here, not really talking about what the Church should be doing, etc., so much as just pointing out what the Church actually is doing and where members seem to be headed with or without the institution. Clark says: August 12, 2010 at 7:48 am It only began in 2002? That was a short run. Of course before that there were mailing lists. (A few of which are still fairly active) It seems like there is a desire for discussion. If blogs don’t provide it what is? (Please don’t say twitter) Steve Evans says: August 12, 2010 at 7:52 am Clark, discussion will always take place. Twitter is one possibility, but in my view the most likely result is hybridization between various forms of currently available social media channels. B.Russ says: August 12, 2010 at 8:35 am In the sense that the term “blog” will cease to be used, I agree with you. I think that blog is a horrible term, and deserves to die. In the sense that the conversation will continue, I absolutely agree. It has ever since Socrates, and long before that. In the sense that the format we use in 2020 will be vastly different than what we see today? I don’t know that I agree (and I realize you’re not making this claim anyway) when it comes to this type of discussion. I don’t think that a blog is all that different than what Rousseau, or his fellow “men of letters” throughout modern history have used to express their ideas. I think there will be an ebb and flow, and the recent popularity of blogs in general has been due to a fascination in the ability to self-publish for free, and this will wane till there is consolidation and only those with true interest in writing and reporting will again be prevalent. But I don’t think that the format will substantially change. I think that there is a long-term place for something like a blog, and there really aren’t many other formats (conceived or not) that could improve on the short essay – discussion format. RJH says: August 12, 2010 at 8:56 am B.Russ, I think I agree with you. I think that blogging is on the decline to the extent that people are finding easier ways to self-advertise — Twitter and Facebook. What we will return to are the core of people who like blogs because of the >140 character content and conversation. Can’t see that ever going away or turning completely into some 3D-holographic form of communication. People like the written word. Scott, to your question, and I don’t know that its really prescriptive either, I don’t have a clue what the church *should* do most of the time; thats a calling I kinda hope to never have. But from my experience, it seems that the church puts 90% of its fellowshipping emphasis on a) investigators/new converts and b) the youth. and about 8% of the remaining emphasis goes to reactivation. This leaves about 2% for community within the church. I know this can vary from ward to ward, but it doesn’t seem like there is very much internal fellowshipping on an institutional level. It more seems like that callings are given, and service is asked for, and an assumption is made that community will develop organically – and for many personalities it does. But for many others, it never does, and church begins to feel like a burden that is borne in order to reap the benefits of the gospel, instead of a blessing within itself. I don’t presume that the church has a responsibility to fellowship those who are already active members, especially on an institutional level, but I do acknowledge that it COULD be a responsibility, especially with the stated goal of “perfecting the saints”. I also realize that in order for more adult activities to take place, more sacrifice is required in the form of more callings, less time focusing on other responsibilities, etc. So as said before, I’m glad its not my calling to decide. Of course, you could say that ignores Home Teaching as an institution . . . but I don’t know that Home Teaching, as it is practiced, is a very social event. It always feels awkward to me – both giving and recieving. Maybe we could do away with Home Teaching (and visiting teaching) as practiced, and do some sort of Spousal Visiting, where couples visit families as couples. Single members could be paired up arbitrarily (probably still male male; female female . . .). Aaron R. says: August 12, 2010 at 9:22 am B.Russ, I would argue that the Church’s programmes actually assumes it is not organic for exactly the reasons you cite. The focus upon youth and new members is an attempt to integrate those people who are new and the (smaller?) emphasis on less-active people is the focus upon those who have not managed to maintain ties with the community. Those who are active and bound to the community have already been integrated by one of the previous three mechanisms. 42 – Yes, but if I ever move from the ward I grew up in as a youth (very likely) or I was converted into (likely, depending on life stage) then when I move to a new ward, I start with zero sense of community, and any community does have to grow organically. Sean G. says: August 12, 2010 at 11:14 am “2. Persistence of the long form.” Case in point: that was the only paragraph of your post that I actually read. Excelsior, Sean. Persistent Lurker says: August 12, 2010 at 12:21 pm I visit the bloggernacle to reflect on how glad I am that bloggers aren’t running the church. Thanks for that, P.L. Please visit us again soon. Aaron B says: August 12, 2010 at 1:15 pm But aren’t we? Mwa-ha-ha-ha! Alex says: August 12, 2010 at 1:28 pm Elder Cook is now a blogger. Yes, bloggers are running the Church. Stephanie says: August 12, 2010 at 9:29 pm Sigh. I am always so behind. What do you mean blogging is on the decline? I just started! I finally got an IPOD, too, so I can listen to BCC podcasts. Are those on the decline, too? Mark Brown says: August 12, 2010 at 9:38 pm I finally got an IPOD, too, so I can listen to BCC podcasts Well done, thou good and faithful Stephanie! Look for more outstanding podcasts in the near future. Steve Evans says: August 12, 2010 at 11:02 pm General Rule: everything is on the decline. General Rule: On the decine = just getting good. Mark Brown says: August 12, 2010 at 11:57 pm Steve Evans, the archetypal Edmund Burke conservative. Ryan M. says: August 17, 2010 at 1:39 pm Just a note for those of us who are bewildered by the apparent death of long form exposition and attention spans…. most hours spent on Facebook (and to some extent Twitter) are cannibalized from TV watching. Clay Shirky cleverly compared TV watching in the 20th century to the popularity of Gin carts in late-19th century Great Britain — that is, the lowest common denominator for unstructured leisure time. Personally, as I get deeper into my 30′s, I read more and watch TV less. I also use Facebook much less than I did 3 yrs ago. My participation in blogs like this has grown, in step with the increased reading. I think discussion-oriented blogs like this (not “mommy blogs”, which are just Facebook profiles on steroids and don’t count despite their prevalence), are more inclined to those seeking edification and therefore attract a different segment of people. Gaining the attention of bored youth who are looking for an easy way to give order to their mental entropy will always be a rapidly-evolving game. Blogs may have filled a greater percentage of “passive” leisure time 5 yrs ago, but there are now more engaging tools to this end. I’d like to think that while the quantity of blogs is on the decline, the percentage of blogs that transcend the mundane is on the rise. All that said, rich dialogue and an exchange of thoughtful ideas has never been a popular or mainstream practice — most prefer to talk about themselves and other people vs. their own and others’ ideas.

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Revision as of 20:14, January 6, 2005 by ASDamick (Talk | contribs) (→‎Other Works) The Venerable Bede, (c. 672 - May 25, 735) was a monk at the Northumbrian monastery of Saint Peter at Wearmouth (today part of Sunderland), and of its daughter monastery, Saint Paul's, in modern Jarrow. He is well known as an author and scholar, whose best-known work is Historia ecclesiastica gentis Anglorum (The Ecclesiastical History of the English People), which gained him the title The Father of English History. St. Bede wrote on many other topics, from music and musical metrics to scripture commentaries. Tomb of the Venerable BedeDurham Cathedral, England 1 Bede the Man 2 Bede's Writings 3 Historia Ecclesiastica 4 Other Works Bede the Man Almost all that is known of his life is contained in a notice added by himself to his Historia (v. 24), which states that he was placed in the monastery at Wearmouth at the age of seven, that he became deacon in his nineteenth year, and priest in his thirtieth, remaining a priest for the rest of his life. It is not clear if he was from noble birth or not. He was trained by the abbots Benedict Biscop and Ceolfrid, and probably accompanied the latter to Jarrow in 682. There he spent his life, finding his chief pleasure in being always occupied in learning, teaching, or writing, and zealous in the performance of monastic duties. Bede became known as Venerable Bede soon after his death. His holy relics are in a raised tomb at one end of the cathedral in Durham, England. Bede's Writings His works show that he had at his command all the learning of his time. It was thought that the library at Wearmouth-Jarrow was between 300-500 books, making it one of the largest in England. It is clear that Biscop made strenuous efforts to collect books on his extensive travels. Bede was proficient in patristic literature, and quotes from Pliny the Younger, Vergil, Lucretius, Ovid, Horace, and other classical writers, but with some disapproval. He knew Greek and a little Hebrew. His Latin is clear and without affectation, and he is a skilful story-teller. Bede practiced the allegorical method of interpretation, and was by modern standards credulous concerning the miraculous; but in most things his good sense is conspicuous, and his kindly and broad sympathies, his love of truth and fairness, his unfeigned piety, and his devotion to the service of others combine to make him an exceedingly attractive character. Bede's writings are classed as scientific, historical, and theological. The scientific include treatises on grammar (written for his pupils), a work on natural phenomena (De rerum natura), and two on chronology (De temporibus and De temporum ratione). Bede made a new calculation of the age of the Earth and began the practice of dividing the Christian era into B.C. and A.D. Interestingly, Bede wrote that the Earth was round "like a playground ball," contrasting that with being "round like a shield." Historia Ecclesiastica The most important and best known of his works is the Historia ecclesiastica gentis Anglorum, giving in five books (about 400 pages) the history of England, ecclesiastical and political, from the time of Caesar to the date of its completion (731). The first twenty-one chapters, treating of the period before the mission of St. Augustine of Canterbury, are compiled from earlier writers such as Orosius, Gildas, Prosper of Aquitaine, the letters of Pope St. Gregory the Dialogist, and others, with the insertion of legends and traditions. After 596, documentary sources, which Bede took pains to obtain, are used, and oral testimony, which he employed not without critical consideration of its value. He cited his references and was very concerned about sources of all his sources, which created an important historical chain. He is credited with inventing footnoting. (Due to his innovations like footnoting he was accused of heresy at the table of Bishop Wilfred. The actual accusation was for miscalculating the age of the world. His chronology was contrary to the calculation of the time. It is linked to footnoting because Bede cited another source in a note, rather than opining himself, showing a misunderstanding by others of what citing another source is.) His re-editing of the Bible was important, and was used by the Roman Catholic Church until 1966. He did not copy any one source, but researched from several sources to create single volume Bibles (highly unusual for the time—the Bible normally had circulated as separate books). His other historical works were lives of the abbots of Wearmouth and Jarrow, and the life in verse and prose of St. Cuthbert of Lindisfarne. The most numerous of his writings are theological, and consist of commentaries on the books of the Old and New Testaments, homilies, and treatises on detached portions of Scripture. His last work, completed on his death-bed, was a translation into Anglo-Saxon of the Gospel of John. Ecclesiastical History of the English People, Book 1, L.C. Jane's 1903 Temple Classics translation. Bede's World: the museum of early medieval Northumbria at Jarrow Bede’s Ecclesiastical History commentary from The Cambridge History of English and American Literature, Volume I, 1907–21. Retrieved from "https://orthodoxwiki.org/index.php?title=Bede&oldid=988" Categories: Celtic and Anglo-Saxon SaintsChurch HistorySaintsCategories > Church History Categories > People > Historians Categories > People > Saints > Pre-Schism Western Saints Categories > People > Saints > Saints of the British Isles Navigation menu

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Burnet County Historical Commission Burnet County Historical Commission - Browse ABOUT BROWSE Filters have been applied to your results. Adjust settings from lower-left menu. [Bell, Plaque, and Flower Vases on Stone Construction] Slide of a medium-sized plaque placed within a type of stone altar. Mounted on top is a black bell with a supporting structure holding it upright. Two pots flank either side, both of which have a register of decorative schema running along their width. "Elephant ear" plants have been placed inside them. The actual plaque has an inscription of text in golden relief. It reads: "This property has been placed on the National Register of Historical Places by the United States Department of the Interior." [Black's Fort Stone Slab in Grassy Field] Slide of a pointed stone slab placed in the middle of an unkempt field of grass, amidst red and yellow flowers. An aged wooden fence can be seen in the back, creating a boundary between the stone and a larger field in the background. The slab bears an inscription just beneath a small relief of a five-pointed slab within a wreath. It reads: "Black's Fort - Built as a defense against the Indians in 1855 by William Black - 1815 - - 1907 - on land owned by him. In the stockade, constructed of cedar logs, sentries were kept on guard on moonlight nights * Guns and ammunition for public use were kept here * Abandoned in 1868." [Indian Marker Tree] Slide of a large tree with a thick, inclined trunk pointed to the left. To the right, there appears to be a single-story structure with a metal roof and a small fence flanking its side. Accompanying information provides the name "Indian Marker Tree" for the slide, but no other information is supplied. [Metal Tool Touching Spinal Column] Slide of a partial spinal column within a lightly excavated mound of dirt. An upturned hand on the top left holds a slender metal utensil, as if about to touch the specimen. In the back right corner, slightly out of focus, an array of both fractured and whole bones can be seen. Some of these appear to have a head, similar to that of a femur or other bones found in limbs. [Mormon Mill Falls] Slide of Mormon Mill Falls. Taken a short distance away from the edge of the water, the image captured the waterfalls depositing into a still body of water. In the back, the landscape rises into high hills with many small bushes and trees crowding the rocks. [Mount Horeb Lodge] Slide of a long, presumably two-story, structure known as Mount Horeb Lodge. An inclined, metal roofing sits atop the blue-tinted stone structure with multiple, sequential double-hung windows. On the far right, a garage-type entry can be seen, fully opened. A narrow, dirt path leads up to a door on the far left of the structure. The State Historical Survey Committee has placed its name on the signpost in the foreground, inscribed in small print around the circle surrounding an image of the state of Texas. The line of text that follows reads: "Mount Horeb Lodge - Chartered Jan. 21, 1854; met in log schoolhouse. Erected own lodge hall 1856 on land given by grand master Sam Mather and B. K. Stewart, first floor used as church and school. A fire in 1915 razed hall. Lodge rebuilt here 1916 on land given by G. T. and W. J. Williams. (1967)" [Mountainside and Creek in Daylight] Slide of an outdoor scene identified as Cow Creek. A sloping mountainside is seen in the background, with multiple, lush trees scattered on its ground. A wide body of water leads up to it, interrupted in its downward stream by protruding mounds of sand and rocks. Small bushes flank each side. [Outdoor Scene of Water and Small Waterfall] Slide of a pool of water lying next to and below what appears to be a walking path of sorts, judging by the picket fence that lines the top of the hill. From a center spot near the fence, a small stream of water falls down into the water, disturbing it slightly. A large tree is to the right, a short distance away from the edge of the water. [Outdoor Scene with Rocks and Trees] Slide of an outdoor scene in clear daylight with trees spread out in the background. Several large rocks crowd the foreground with short grasses growing around them. [Rock Wall Receding into Background] Slide of a rock wall built on an unkempt grassy area. The wall has an uneven height, composed of rocks of varying colors and size, and appears to be quite long. It recedes into the background at a sharp angle and appears to meet a tree seen in the distance. Accompanying information assigns the name "Black's Fort" to the location, but there is no other significant information supplied. [Stalactites and Stalagmites in Cave] Slide of the inside of a cavernous interior filled with stalactites and stalagmites in varying sizes. A spotlight illuminates a small pool of water and its surrounding area in the back. The light appears to be coming from a small corner on the far right. [Stone Slab Near Water] Color slide of a stone slab on a grassy hill, a short distance away from a body of water. The slab is center right, and bears an inscription just below a high relief wreath enclosing a five-pointed star. The inscription reads: "Site of A settlement made in 1851 by 20 Mormon families under the leadership of Lyman Wight 1796-1858 * * Here they built homes, lumber mills, and shops for the manufacture of furniture * Abandoned in 1853" A smaller line of text below reads: "Erected by the State of Texas 1936" Accompanying information names the settlement Mormon Mill. [Strickling Town Post in Front of Fenced Grassy Area] Slide of a signpost demarcating the site of Strickling, Texas. The post is on the far left, in front of a wire and wood fence that has been placed among tall, unkempt grasses. Small yellow inflections of color from the foliage can be seen behind it, with trees of varying heights in the very back. On the actual signpost, a line of text follows an emblem of the state of Texas, and it reads: "Site of town of Strickling -- Once a busy rural community. Named for Mrs. Martha (Webster) Strickling, who settled here in 1853 with husband Marmaduke. As child, she survived killing of some 30 settlers in infamous Webster massacre near Leander, and months of indian captivity. Post office opened here, 1857. And Strickling became a mail terminal and stage stop. Tons of lumber and buffalo hides were hauled through here. The town had a school, churches, a doctor's office, and stores. Strickling gradually declined when bypassed by the railroad, 1882. Only the cemetery remains. (1970)" [Wide Shot Photograph of a Landscape] Slide of a large expanse of terrain. A tall sloping hill is visible in the background across the width of the photograph. Several lines of trees in succession can also be seen running the width of the image, with large gaps formed by the areas which they do not occupy. In the very distance, on the left, there appears to be a single-story structure. Its gabled and light-colored roof can be seen, as well as a chimney and perhaps a patio, nestled among a group of leafy trees. [Wide View of Sloping Hills and Trees at Hickory Pass] Slide of a sloping hillside known as Hickory Pass. From the vantage point of the photograph, several thick clusters of bushes can be seen dispersed all along the terrain. In the distance, a narrow winding road recedes into the distance. [Wooden Lodge Past Wire Fence and Grassy Field] Slide of small, single-story structure constructed out of horizontal wooden posts. The gable roof is missing its pediment, revealing a dark interior. On both sides, it is flanked by a short rock wall, with tall, unkempt grasses crowding it. Additionally, there appears to be a kind of outdoor chimney on the left side of the house, behind the wall. Near the foreground, a few species of flowers can be seen, as well as a wire fence. Accompanying information assigns the name "Black's Fort" to the location.

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Subscribe to RSS 2010px 864px Bethel students scatter for research and internship experiences Bethel students scatter for research and internship experiences Thursday, June 4th, 2009 Thursday, June 4th, 2009 1200px 650px Bethel College NORTH NEWTON, KAN. – For 22 Bethel College students, summer will be a time to delve into their subject matter even more, as they complete research and internships in areas related to their majors. Junior biology majors Chelsea Robertson, Newton, and Blaire Mayhue, North Newton, will continue their work on the prairie restoration project adjacent to campus. Robertson, who has been working on this project since her freshman year, says she feels the project is a good match for her area of study. Although she’s not sure what the exact focus of her study will be this summer, she says she expects it to include “looking at what species composition is best for prairie restoration.” While the results will be used in her senior seminar, the study’s implications go much further. “Ecological restoration of ecosystems all over the world is going to be necessary to preserve the biodiversity of our world,” explains Robertson. “I greatly value the chance to work with this.” The business department has nine students completing internships at the senior level this summer. Evan Fast, senior from Goessel, will learn about advertising while working at Sullivan, Hidgon & Sink, a Wichita advertising agency. Fast chose SHS because of the agency’s strong reputation. “I wanted to work for a company that would give me a broad range of marketing and advertising experience, and SHS seems like a great fit,” he says, adding, “Working on a client-based team, I will also be able to see an advertising campaign developed from the ground up.” Kristina Graber, junior from Sioux Falls, S.D., is working at Sanford Health Plan in Sioux Falls. She will be focusing on insurance management. Graber says she hopes this internship will help her determine her specific areas of interest within the business profession and that she is interested in seeing the connection between theory and practice. “Along with my business major, I am working on a psychology minor and a conflict resolution certificate,” says Graber. “I am looking forward to observing how these areas of study interact in the workplace.” Tyler Schroeder, senior from Goessel, is interning in event management and marketing at Hartman Arena in Park City. Brittany Voth, junior from Goessel, is interning at South Dakota Achieve in Sioux Falls, a non-profit organization that finds innovative ways for people with disabilities to achieve their dreams, with a focus on human resource management. Calvin Wenger, junior from Hesston, will complete an internship at the Ottawa Cooperative, with a focus on marketing, accounting and technology. Wenger is looking forward to gaining “a ton of experience and knowledge from this upcoming experience,” he says. While working at the Ottawa Coop, he expects to be doing “everything from payroll to updating employee flyers to day-to-day management and accounting activities.” Other business majors completing internships include Krista Hostetler, junior from West Liberty, Ohio, at Habitat for Humanity in Anchorage, Alaska; Jeremy Voth, senior from Hillsboro, at First Bank of Newton; and Kaitlin Claassen, junior from Elmira, Ore. Claassen is at West Lane Technical Learning Center in Elmira, an online charter school for high school students, working with the marketing consultant to design a marketing plan and assist with budget planning and advertising. Dana Daugharthy, senior from Iola, will conduct research in chemistry in a Research Experience for Undergraduates (REU) with the University of Kansas Department of Chemistry. “I will be working with Dr. Jon Tunge,” explains Daugharthy, “and will be looking to develop a new and more efficient pathway to develop various products.” He also sees this as a good opportunity to check out KU as a possible graduate school option for after he finishes his degree at Bethel next year. From the physics/astronomy department, Matthew Hershberger, senior from Clay Center, will complete research in the National Nanotechnology Infrastructure Network summer REU program at the University of Colorado, Boulder, while David Daugharthy, senior from Iola, will research variable stars using differential photometry techniques, investigating the light curves of cataclysmic variable and other short period variable stars. “My summer research topic is Fabricating Mechanically Adjustable Single-Molecule Electrical Contacts,” says Hershberger. “In lay terms this means ‘making wires that are one molecule big that can be switched between touching and not touching by using a machine to adjust the position of the wire.’ “My specific part of the project will be using electron beam lithography to make the wires. Electron beam lithography is similar to the artistic lithography, but on a smaller scale and using electrons to make the design.” Through this program, Hershberger says he hopes to learn about more advanced research procedures and experience what graduate-level research is like. In psychology, Sonia Barrera, junior from Newton, Jose Rojas, senior from Newton, and Aimee Siebert, senior from Topeka, are all working with Dwight Krehbiel, Bethel professor of psychology, studying human responses to music chosen by a music search engine. Barrera explains that through their research, they “hope to learn how liking a piece of music influences our familiarity with that type of music and vice versa. We also hope to learn how specific familiarity with a piece of music impacts liking.” They will also test the effectiveness of the music search engine, which is unique, Barrera says, “because it uses characteristics of the music itself, such as melody and timbre, to find other pieces of music we might like.” Laura Stevens, junior from McPherson, will be completing a social work placement with Horizons Mental Health Center in Hutchinson. Part of the organization’s camp schedule includes visits to Reins of Hope, which works with children and animal-assisted therapy. “Horizons works closely with Reins of Hope,” says Stevens, “taking kids there to ride horses during the summer, and they also have their own therapy dog which they use in group settings. “I’m really excited about learning [about] the interaction between kids and animals and the effects that that interaction has on the kids. I know from growing up and having pets around that they are often a source of comfort and can have a calming effect when kids get upset or angry or sad.” Five students received Undergraduate Research, Innovation and Creative Activity awards for research to be conducted over the summer: Benjamin Harder, senior from Hesston, in music; Kayla Hiebert, junior from Newton, in social work; Victoria Janzen, senior from Wichita, in history; Meredith Lehman, senior from Bluffton, Ohio, also in history; and Kelsie Miller, junior from Goshen, Ind., in art. Harder, with mentorship from Bethel Director of Instrumental Music Timothy Shade, will transcribe and analyze some of jazz trombonist Carl Fontana’s improvised solos. “I really love the style and ideas of Carl Fontana,” says Harder. “His sound is one that I would like to emulate as I continue to improve my jazz playing, so it makes sense that I need to study it closely in order to truly understand it.” Hiebert, with help from faculty mentor Ada Schmidt-Tieszen, professor of social work, will study the process of being a “foster-to-adopt” foster parent. Since this is a relatively new role, she will be looking at how this affects both child and foster parent. “I would like to learn about the relationships that foster to adopt parents form with the children,” Hiebert explains her in research proposal. “This is a difficult relationship to form because there is a constant state of uncertainty of whether or not the child will return home.” Through interviewing foster-to-adopt parents, she hopes to learn “how foster to adopt parents cope with the uncertain situation.” Faulty mentor Penelope Moon, associate professor of history, will aid Janzen in her research of the national Peace Ribbon Project, which served as a protest against nuclear armament in the 1980s. “In [the project’s] final form,” says Janzen, “a giant ribbon united thousands of smaller ribbon segments from around the country, which were placed around the Pentagon building in Washington, D.C. “I will explore how and why Kansans responded to this project.” Lehman, with the assistance of Mark Jantzen, associate professor of history, will explore the example and legacy established when the Mennonite World Conference (MWC) of 1972 was held in Curitiba, Brazil. “The ninth World Conference [assembly] in Curitiba was the first held outside of Europe or North America,” explains Lehman, “and it generated controversy for a number of reasons, both theological and political. “The timing for this research is especially apt, since this summer’s MWC in Paraguay – which I am excited to be attending – is the first to return to South America since Brazil in 1972.” Miller, under the guidance of Gail Lutsch, professor of art, will be researching and experimenting with image transfer techniques to use in conjunction with her acrylic painting. “Transferring images takes a printed image off of the page and puts it onto another surface – anything you want, really – and, in my case, canvas and acrylic paint,” says Miller. “I’m going to try different techniques for the first couple of weeks and then start to use them in medium-large scale paintings.” She adds, “[It] should be a fun and busy summer.” Bethel College is a four-year liberal arts college affiliated with Mennonite Church USA. Founded in 1887, it is the oldest Mennonite college in North America. Bethel is known for its academic excellence and was the only Kansas private college to be ranked in Forbes.com’s listing of “America’s Best Colleges” for 2008 and one of only two Kansas colleges listed in Colleges of Distinction 2008-09. For more information, see the Bethel Web site at www.bethelks.edu. Back to News NORTH NEWTON, KAN. – For 22 Bethel College students, summer will be a time to delve into their subject matter even more, as they complete research and internships in areas related to their majors. Junior biology majors Chelsea Robertson, Newton, and … Bethel College, KSNews & EventsNewsBethel students scatter for research and internship experiences

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> U.S. Government Who is the executive head of state? Download Answers Asked on March 4, 2013 at 12:37 PM by kkarans In the United States, the executive branch is one of the three branches or divisions of the government. The executive branch is headed by the president, who is the head of state for the United States and the leader of the executive branch. Other members of the executive branch include persons, offices, and departments that are responsible for carrying out and enforcing the laws of the land. The executive branch was created as part of the separation of powers arrangement developed by the authors of the United States Constitution. They divided the responsibilities and the powers of the government as a whole into the legislative branch, which is responsible for establishing the law; the executive branch, which administers the law; and the judicial branch, which interprets laws and insures that they are in agreement with the Constitution. like drastro In America the head of state is the president. like Why did the framers of the U.S. Constitution limit the national government power, and how do... Compare the Parliamentary and Presidential form of government in the United States of America and... Book Suggestions for 9th Grade GovernmentAny suggestions for a book to be read by 9th grade... How does the state differ from other forms of political organization? As a superpower, does the United States have an obligation to engage in world affairs? What is the diffrence between the Government Performance and Results Act and the Government... Pluralists argue that interest groups permit all citizens to be represented. What is lacking in... Why was the Government Performance and Results Modernizazion Act needed and what are the... Explain the key responsibilities of public admininstrators and the best way to meet those... More U.S. Government Questions

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The Enlightenment Period Jean-Jacques Rousseau Was Rousseau a hypocrite? Based on his assumption that children were naturally good and that the purpose of education was to nurture this goodness, Jean-Jacques Rousseau (1712–1778) became the leading educational theorist of his age. His Émile; or, On Education. is a loving account of the development of a young boy under the guidance of Rousseau. The boy is raised in the countryside, where there are less corrupting influences and his mind is not taxed until he is 12. This is a progressive education set up to draw out the nature of the child: “Nature wants children to be children before being men…. Childhood has its own ways of seeing, thinking, and feeling.” Émile then learns a skill (carpentry), and at 16 he is introduced to Sophie, who has been selected as his mate. Sophie has been educated to be “governed,” whereas Émile is taught the principles of self-government.Rousseau himself is said to have had five children by Thérèse Levasseur, and each one was brought to an orphanage at birth. Those individuals who already hated Rousseau, such as Voltaire (1694–1778), pointed out that most children in orphanages at that time perished. Rousseau’s only defense was that he did not think he would have been a good father.When a friend of Rousseau’s noted that the course of education described in Émile was not practical, Rousseau wrote back: “You say quite correctly that it is impossible to produce an Émile. But I cannot believe that you take the book that carries this name for a true treatise on education. It is rather a philosophical work on this principle advanced by the author in other writings that man is naturally good.”If Rousseau did not take himself seriously as an educational theorist, then his own behavior as a parent would not have meant that he was a hypocrite on that score. The question, however, remains whether this behavior qualifies him as “naturally good,” so the question of hypocrisy does not go away that easily. CloseThis is a web preview of the "The Handy Philosophy Answer Book" app. Many features only work on your mobile device. If you like what you see, we hope you will consider buying. Get the App

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EmailA to ZContactsSite MapNewsMultimediaSearch Topics and PeopleShortcuts Other News Emergency Info Media Central Event Streaming Public Events Calendar Faculty News Student Publications The Daily Princetonian Campus Media Local News World News About PrincetonAcademicsAdmission & AidArtsInternationalLibraryResearch Administration & ServicesCampus LifeVisiting CampusStudentsFaculty & StaffAlumniParents & FamiliesUndergraduate ApplicantsGraduate School ApplicantsMobile Princeton Web AppMobile Princeton App for AndroidMobile Princeton App for iOSConnect & SubscribeHome » News » Archive » Project_55, in the nation's service News at PrincetonFriday, Dec. 09, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive Web StoriesTo News Archive|« Previous by Date|Next by Date »Project_55, in the nation's service Posted November 8, 2000; 11:37 a.m.by laurenTweet e-mail Back in 1989, members of the class of 1955 dreamed big about what they could accomplish by creating an organization that would mobilize Princeton alumni and students to attack problems of public interest. "Somebody suggested then that our goal should be expressed in the equation 55=5x5. That is, Princeton Project 55 would touch the lives of 5 million people within five years," said Charles Bray, board president and one of Project 55's founders. The 80-member group had buttons made and people scoffed. They thought Project 55 overestimated its potential influence. "As we look back on it now, there is widespread agreement that if we didn't make it in five years, we probably reached well beyond 5 million within the first decade," Bray said. The seed for the project was planted during a mini-reunion, when attendees were moved by classmate Ralph Nader's challenge to help resolve problems of broad social concern. Project 55 launched its first initiative, the Public Interest Program, in 1990 with 14 summer interns and eight year-long fellows who worked in significant positions in public interest organizations. To date, the non-profit organization, located at 32 Nassau St. in Princeton, has placed 720 Princeton students in positions in 20 cities throughout the country. Behind the matches are more than 200 alumni volunteers who serve as mentors for fellows and interns, organize educational seminars and recruit participating non-profit agencies, making sure they address an important societal change, create systemic solutions, promise significant impact and provide opportunities for substantial involvement. As the organization heads into its second decade, it's a pivotal transition time, according to Project 55's Executive Director Kirsten Hund, a member of the class of 1984. "We are expanding our programs, seeking to stabilize our funding and working to include younger alumni in our leadership -- all with the goal of providing more opportunities for alumni and students to make a significant difference in communities in the United States and internationally," she said. A LIFE CHANGING EXPERIENCE For a great number of Princeton students, the experience has been life changing. Bill Kurtz is a bit unusual because he participated in Project 55 as an alumnus rather than as an undergraduate. But the program's effect on his life is fairly typical. Kurtz graduated in 1991, and went to work on Wall Street. After nearly four years in finance, he left and, through a Project 55 fellowship, became an assistant principal at a Catholic grammar school in the South Bronx. After the fellowship ended, Kurtz stayed on -- as do many of the students who participate in the Public Interest Program. He left in 1998 to become principal of the Link Community School in Newark, a private school that educates disadvantaged children almost free of charge. Kurtz said he never intended to become a banker and often told people so. When he decided to switch careers, he wanted a challenge but he also wanted to feel that he was contributing to change. "The opportunities for me in terms of responsibility and being able to impact the organization were far greater than anything I would have had at Chase Manhattan for 10 years probably, or 15 or 20 years maybe," Kurtz said in a recent phone interview. "From a professional standpoint, that was important to me. But it also was important just to be able to make a difference with young people where it mattered, to be able to change some lives and provide education for some young people who never really had access to a good education." Kurtz thought so highly of his fellowship experience that he joined Project 55's board of directors, which is bringing on progressively younger alumni. There are now seven members outside of the class of 1955 on the 21-member board. "We think the basic mission of Princeton Project 55 deserves perpetuity," Bray said. "So we'd like to create the human and, if we can, financial conditions that assure that there is life for Princeton Project 55 after the class of 1955." The organization is financially independent of the University and the class of 1955. It operates on a $500,000 annual budget funded by individual supporters and foundation grants. Project 55 has always been leanly staffed, leveraging its strong volunteer commitment. At the outset, current administrative officer Marge Berger was the organization's only employee; the staff has now grown to six. Board members are considering raising an endowment. "We would never want to fund the project fully because we think there is real virtue in scrambling to raise a certain amount of money each year," Bray said. "It keeps the project in high muscle tone, and it assures what people do within the project is supportable and not just something they're having fun doing." EXPANDING PROGRAMS Besides cementing the survival of Princeton Project 55, the group is working on growing its programs. Public Interest Program Director Laura Hardman, a 1999 Princeton graduate, said the group would like to deepen the program's roots in more communities by creating more alumni committees and increasing placements. The board also is considering a leadership development program to provide program alumni with opportunities to sharpen their skills, recharge their batteries and collaborate on ideas to improve the communities in which they live and work. Over the years, Project 55 has added projects to the flagship program: the Tuberculosis Initiative, the Experiential Education Initiative and the Alumni Network, all under expansion as well. The Experiential Education Initiative encourages learning through doing. Its efforts spurred and nurtured the development of the University's Community-Based Learning Initiative, which provides students the opportunity to research local issues for projects in courses or independent work. Both programs would like to see students, perhaps those right off the heels of a Project 55 internship, do more community-based research for their junior papers and senior theses, which could benefit the communities in which they've worked. The Tuberculosis Initiative, which received a large grant from the Sequella Foundation, increases public awareness and education about tuberculosis, encourages U.S. leadership on global prevention and control, and fosters vaccine development. This year, Princeton's students are starting a "TB Advocacy Group," as a result of a presentation made by senior project manager Dipti Shah and project manager Matt Coldiron, a 1999 Princeton graduate. The fourth program, the Alumni Network, supports efforts to establish alumni-based public interest organizations at other colleges and universities, and in other Princeton classes and regional associations. Chet Safian, another member of the class of 1955 and a co-founder of Project 55, said the organization was being called to do this long before it decided to make it part of its mission a year and a half ago. Currently there are nine affiliates, including the Dartmouth Partners in Community Service and the Princeton University Class of 1969 Community Service Fund. Two more are in the process of establishing their programs and joining the network. The goal is to have a total of 50 affiliates to the Alumni Network by the Class of 1955's 50th reunion. LASTING IMPACT "We want to have a long-term impact and change the nature of what it means to be a college or university alum -- that alumni can do much more than just give money or attend sports events or go to reunions, as nice as that is, as important as that is," Safian said. "I think we've demonstrated that we've had meaningful impact on communities around the country, on alumni at Princeton, on the student body and on the institution itself." Safian and Alumni Network program coordinator Stephanie Ramos, a 2000 Princeton graduate, tour the country making inspirational presentations and offering advice and support on how to get started. One of the biggest concerns they run up against is how an alumni organization of this kind will impact the institution's fund raising. Safian said such involvement would only help: "Where there are alumni-based organizations, contributions have gone up." He cites his own class as an example. "Princeton's class of '55 just set a record for the most money ever contributed by a 45th reunion class and half of the people involved on the special gifts committee for the class of '55 are active with Project 55." As the class of 1955 begins looking forward to its 50th reunion, Bray is optimistic about the future of Princeton Project 55. "I think we can look back on our first decade with enormous satisfaction," he said. "In the second decade, things are beginning to take shape and we're beginning to recruit the energy of the younger alumni to the leadership of the project. I think the second and third decades can be extraordinary." For more information on Princeton Project 55 , call (609) 921-8808. Contact: Justin Harmon (609) 258-3601

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Special Report FORTUNE: C-Suite The CEO educator New York City education chief Joel Klein talks about improving inner-city schools, competing globally, and how Jack Welch helps him groom his leadership team. By Geoff Colvin, senior editor at large October 1, 2009: 8:55 AM ET Joel Klein, school chancellor of New York City public schools (Fortune Magazine) -- Joel Klein's title is New York City school chancellor, but he's really a CEO. He oversees America's largest public school system -- 1.1 million students -- with more authority than his counterparts in most other major cities, thanks to a landmark 2002 law that was just renewed for another five years. With power comes accountability, and Klein has delivered impressively: Test scores have improved, graduation rates have risen, and the racial and ethnic achievement gap has narrowed. Klein's progress in a chronically poor system has been so remarkable that two years ago his department won the Broad Prize for Urban Education, America's top education award. When Arne Duncan was confirmed as the new U.S. education secretary earlier this year, his first visit was to Klein. Klein is a product of the schools he now runs. He attended New York City public schools for 12 years, then went to Columbia University and Harvard Law School. He clerked for Supreme Court Justice Lewis Powell and eventually became the Justice Department's antitrust chief under President Clinton. In that role Klein launched a major antitrust suit against Microsoft -- yet founder Bill Gates' foundation has since given millions to Klein's school system. Klein was the CEO of Bertelsmann's U.S. operations when New York Mayor Mike Bloomberg asked him to become school chancellor in 2002. As a new school year begins, Fortune's Geoff Colvin talked with Klein about why U.S. education is falling behind globally, how to bring business leadership training to public schools, ways New York City schools transformed Klein's own life, and much else. Edited excerpts: What's at stake here? We've all seen how U.S. students stack up against those in other countries, and it doesn't look good. Is this a problem that's getting better or worse? It's getting worse, and it's looking very troubling. You've got the whole set of new countries like China and India with the focus they have on education. Then look at the [30] OECD countries and look at us. In 1995 we had the second-highest graduation rate. We are flat 10 years later, and we've gone from second place to 16th. Graduation rates in the rest of the competitive countries have gone up 10, 15, 20 points. In Korea, where they're outperforming us dramatically on any math or science test, they have a month more of schooling each year than we do. That stuff matters. 0:00 /4:35A national voice for education What explains the U.S. decline? As other countries develop economically, they naturally advance in education, but something seems to be going on in the U.S. as well. What's the It's a question that, until I got in the middle of this, I didn't think a lot about, but now I think about it all the time. You say we all know the numbers, but people don't react to them with passion and a sense that we've got to do something. I think the reason is that they don't impact all of us the same way. My kids are going to get an education. Your kids are going to get an education. But poor kids -- kids who grow up in challenged environments -- they've gotten the short end of the stick as far back as anyone can remember. When you have something like 9/11, nobody thinks 9/11 is going to attack different neighborhoods in different ways. We're all in that together -- public safety we're in together. But education is a disaggregated service, and so we're not in it together. In addition, I still don't think most people understand the 10-year-out global challenges we're going to face. What are they? What's down the road for U.S. global competitiveness? I spend a lot of time with people in the corporate world talking about these issues. Large global corporations are going to go where the talent is at the price that makes the most sense. They'd like to say we'll hire Americans first, but the world isn't going to allow them to make those decisions. So in places where they're training up lots of engineers or investing heavily in training up technical expertise -- software designers and so forth -- the business is going to go there. I see colleagues who are using tutoring services where kids get online with people in India tutoring them in math. This is the challenge. Other countries are not going to wait for us. We're going to have to step on the gas and really accelerate what we're doing. To what extent is culture a factor? Everybody who has traveled to China and India is blown away by the passion for education you see there, the value everybody in the society assigns to education. In the U.S. you get the feeling that maybe we don't assign the same value to education we did when you and I were in elementary school. Is that a factor? I think it is. I also think there's not an immediacy about it. There's a belief in most middle-class or affluent communities that their kids are getting a good education. In fact, they're worried about the stress -- they say there's too much high-stakes testing. But our kids are going to grow up in a world with high-stakes testing at every level, high-stakes challenges in a very aggressive global economy. We've got to acculturate ourselves to the fact that our kids are going to grow up in stressful, challenging environments, and the pressures of the global economy are going to have an impact on them. I don't see people perceiving the immediacy of that challenge. You've been in this job seven years now, after having never previously worked in education. What is the No. 1 thing you've learned about improving public education? It's to improve the teachers and to have a teaching force that can really take your kids to an entirely different level. That's been the focus of so much that we've done in New York -- raising salaries, alternative certification, bringing people into the teaching profession from entirely different pathways, differentiating pay. We're still in the early innings. There are a lot of other things that have to go with that, but if you focus on effective teaching, that's the game changer. You mention differentiating pay -- rewarding teachers who achieve better results. In the business world that's obvious, but it's not the way things have traditionally been done in public education. How hard was it to make that happen? Public education is an entirely different culture. Fundamentally, the only differentiator is seniority. The power in the system is fundamentally the power of the bureaucracy, of the political forces, of the union. When I was at Bertelsmann, we were constantly focused on how to incentivize the workforce, inject increasing accountability, deciding where to substitute technology for human capital. 0:00 /4:23Teachers: Pay for performance In a public school system it's an entirely different set of questions. And until you get used to the questions, you can't think too well about how you want to answer them. But one could argue that public school teachers, especially the best ones, aren't in it for the money in the first place. Does paying them for performance really work? I think it does. We haven't seen enough of it in America to know. But think about it this way: Every university I know pays differently for science teachers than it does for English teachers. But I pay the exact same for a science teacher and a physical education teacher. And then I pay the same whether you work in my highest-need school or in my most successful Look, money isn't the only thing that drives teachers -- indeed, it isn't the only thing that drives school chancellors -- but money is an ingredient in the mix of things that matter to people. Fairly compensating them if they take on the tougher assignments, if they're doing the work where it's harder to attract people, like science and math -- that seems to me a critical component. Another big change you made was bringing in figures from the corporate world, such as Jack Welch and others, to help train school principals in leadership. Why did you do that? From the beginning we said there's no such thing as a great school system; there are only systems comprising great schools. The unit that matters is the school, and no unit is going to succeed without great leadership. That's an important concept. In education the principal is the weakest link in the chain. Bureaucracy has a lot of power; politics has control of money; the teachers have power because they have a very strong union. But the principals are in a union with the assistant principals, and there are more assistant principals than principals. So the leader, in a weird way, is the weakest link. We really started to focus on leadership training, and we have a program now that was built on the Crotonville model [from General Electric] where we have boot camp for principals and aspiring principals over the summer, and then they mentor and intern with one of our more successful principals. It is amazing to me that the same school with two different principals can get entirely -- entirely -- different outcomes. Jack [Welch] did something that was great: He challenged all my senior leaders. We had a retreat, and he said, "You guys keep talking about 'instructional leaders.' That's because you're uncomfortable talking about leadership. In the phrase 'instructional leader,' the more important word is 'leader.'" Don't you have to change the system for any of this to work? If you want great leadership, you've got to empower your leaders. When I started, superintendents used to pick the principals and then pick the assistant principals. I said, "If the principal can't put together his management team, it's not going to work." And they said, "Well, Chancellor, you shouldn't do that because our principals can't pick assistant principals." I said, "If they can't pick assistant principals, we've got to get new principals." Isn't that ridiculous? Shouldn't principals be deciding which administrators they need, which guidance counselors they need, what community programs they want to bring in, whether they want to have extended day, extended week, extended year, and start to differentiate based on their challenges and also maybe take some risks in this game? To what extent are they allowed to do those things today? Much, much more now. Principals in New York City have significantly greater discretion on issues like extending the day, having Saturday programs, hiring a teacher, hiring another assistant principal. By the same token, there's far more accountability, and that's a big change. I think people would be surprised by this: Every principal in New York City signs an agreement saying what their prerogatives are, what discretion they have, and also what their accountabilities are. And if they don't meet their accountabilities, we can terminate them or close their schools. We do that. And that's a very different way of doing business. Most people who came to public education think that if you show up on day one and just stay out of trouble, you can be there forever. We're trying to develop a performance-based, accountability-driven culture, and we've had quite a bit of success with our principals. No one will be surprised that you've had some conflicts with the teachers union. Bottom line, are teachers unions friends or foes of improving public education? I think it's more nuanced than that. It's like the old song about "that's the glory of love." You know, "You've got to give a little, take a little, let your poor heart break a little. That's the story of, that's the glory of love." It's also the story of and glory of union management negotiations in public education. The unions' job is to protect the workforce. That's a legitimate and appropriate role. As we move away from what I view as an arbitrary, politically driven system to an accountability-based system, then when teachers don't perform well, we have to figure out ways to move them out of the system. It doesn't surprise me that unions aren't at the forefront of the movement to end or change tenure or to move off a seniority-based system. But I think there's a dialectical process. With the President out front on this, talking about pay for performance and teacher accountability, I think that will change the discussion. The Bill & Melinda Gates Foundation has made public education one of its priorities and has given your department money to try some experiments -- even though when you were U.S. antitrust chief, you sued Microsoft. What have you learned from those experiments? The Gates Foundation has given us [a total of] $150 million, and a principal said to me very wisely, "Think what the Gates Foundation would have given you if you hadn't sued Microsoft." But $150 million is not a bad number. They gave us about $110 million to redesign large, failing high schools. We had 30 to 50 that had graduation rates of only 25% to 28%. They had around 3,000 kids each. 0:00 /4:50Cash for school work We have closed those and replaced them, bringing in partner organizations like Outward Bound, the Asia Society, or New Visions, and instead of having one school with 3,000 kids, we now have six schools with 500 kids. So you have much more personalization. Politically this was an enormous challenge, so it was great that we didn't have to use public monies to do the retooling. How are those experiments working? You'd expect that some of them are working very well, some working okay. Overall, the graduation rate in the smaller schools with the same students is significantly higher, but not every small school has worked well. You've had more definite results in your experiments with charter schools? When we started, we had 16 or 17 charter schools. When we opened school this fall, we were one short of 100. So we really got that going, and that has brought some competition. This is a word you've got to whisper in education, but competition is a good idea that has helped us some. The leadership thing has helped us. Some of the pay things -- still too early to tell. But we're getting good progress. We've got a long way to go. But for the decade before we got here, the city graduation rate was about 46%. It's now over 60%. Is that anything to go home and shout about? No, but it's real progress. When you look at your own story, what was most important in your achieving what you did? I really believe it's education. My parents taught me early that in the absence of education, I could end up living in the same public housing that I was living in as a child. My father never made it out of high school. Nobody in my family had ever been to college. This was an important message. I didn't like living where I lived when I was a kid. But it was teachers, time and again, who would challenge me. My high school physics teacher, Sidney Harris, basically convinced me that I could go to Columbia College -- that I could get in. He got me a National Science Foundation fellowship my junior year in high school. I'd never been out of my parents' world. It made me realize that, first, I can actually run in this race, I can play in this game. And second, I met people who then inspired me. It was my teachers who kept saying, "Don't let your background, your family situation, define your world." And I believe it deeply -- that's the transformative power of education. 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