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IATEFL Harrogate Online 2014: David Graddol David Graddol's opening plenary for the IATEFL conference in Harrogate was entitled English and economic development and all about "the extraordinary growth in the learning of English around the world" which has " largely been premised on the economic rationale that English will help make its speakers and those countries which invest in it richer". For the plenary, David drew upon information from some of the many publications he has been involved in, many of which are available as a free download, such as The Future of English (pdf), English Next (pdf) and English Next India (pdf), and Profiling English in China (pdf). We now live in a world where large corporates are taking ownership of much of ELT businesses. Recently, EF published a report (the English Proficiency Index) which included a graphic showing a link between GDP per capita and the proficiency level of English. David Graddol feels that although this was "no more than a piece of marketing", it received a lot of media attention and there were a number of problems with this kind of graphic. He finds it very misleading. The biggest one is that "we just don't know what the cause and effect between these two parameters are." He asked whether it was the case that "wealthier countries are able to invest more in English" or whether it was"the fact that learning English produces wealth somehow? In some mysterious way?". David warns that this is a misuse of data and is concerned that it is being used by some governments around the world and the information in it taken as fact. Graddol believes that these are questions that we have to be more inquisitive about, and he has recently been talking to a few economists who have been trying to wrestle with this problem. What is clear is that there is a large number of variables at work (the size of the country, native language spoken, trading partners, etc). In the rest of his plenary, Graddol said he was going to unpack some of these and also look at the bigger picture. The increasing use of online programmes has also made things more difficult. For instance, ask the questions "Where were the online programmes developed?" and "Where are the programmes hosted?" and you find that this is very much a trans-border activity. Return on Investment (R.o.I.) Although asking about R.o.I. makes some people in ELT uncomfortable, as the sector is also about personal development, social transformation, etc., Graddol wants to focus on economic issues today. Referring to globalisation, Graddol asked if we are now, for example, seeing something akin to the East India company's initiative in the 19th Century of teaching local people English because it was cheaper for them to do this than employ English nationals. Looking at league tables of the competitive advantage of out-sourcing services in different countries, you can see why this may be attractive. Looking at A.T. Kearney's global services location index (pdf of 2011 index - page 2, showing the India, China and Malaysia as the top three), Graddol discussed the parameters such as financial attractiveness (i.e. how cheap is it, how much do you have to pay for someone?), the people and skills availability and the business environment (i.e. red tape, setting up a company, how easy is it to hire and fire staff, tax structures, etc.). When people become more expensive in certain countries, but don't increase their skill set, countries drop down the ranking (see analysis of this related to 2011 index here) and companies out-source to another country which can provide those skills more cheaply. Indian call centres is one example of this. Being a cost sensitive industry, David found there was work being done by call centres to identify the precise English skills needed to perform a particular process. A target profile (C1 level in listening comprehension and socio-linguistic appropriacy, but only B1 writing skills necessary) was created by one such centre. B2-C1 levels in accuracy, fluency, interaction and pronunciation were also created. Many call centres would hire at B1, train to B2 and expect them to get to C1 over the next year, and would move them to different desks and pay better depending on their level of English. It also explains why when ringing a call centre, you press different buttons for different queries (some of which require more sophisticated language skills). In developing countries such as India, children have been born faster than they have been able to build primary schools. It is very difficult to cope with changes required in these situations, with changing demographics. David proceeded to share some detailed demographic information he has been collecting. He showed a very interested animated demographic graphs of China, India and Morocco from 1950 showing changes that affect educational policy. In English Next, Graddol talked about the new world rush to English and said that China had been very influential in announcing their intentions to teach English from grade 1. China has now changed this to teaching English from grade 3. David next shared his graph of the total number of English learners in the world from English Next, which showed a huge spike in the number of learners and then a decline. What this shows is a massive increase in young learners. The graph showed a transitional moment with English as a life skill, but if English becomes a basic skill learnt early on at school, then these young learners will move from being English learners to English users, and that is why the graph shows a drop in English learners in the future. An interesting change that Graddol has noticed is the change in the minimum level (IELTS 6.5+) required for university entrance. At the moment, most countries' education systems are not producing students with the right level for this. However, if English learning is started earlier, then this changes, which becomes an attractive option for policy-makers. A lot of action now is happening in the bottom (A1) and the top levels (C1-2). Although for some jobs in the tertiary (services) sector of the economy (restaurant workers, for example), A2 is sufficient, for jobs in the quaternary sector, however, C1 is the minimum required level. With reference to the CEFR, David notes that many have realised that C2 is not at the top of the scale and there is work on developing beyond this (C3, C4, etc). Regarding English medium teaching, Graddol believes we have to come to terms with some quite unpleasant truths. Studying a course in English, for example, when the students' proficiency level isn't up to it, is problematic. After dismissing the EF (the English Proficiency Index) data again, David talked about the tests undertaken by Surveylang, saying that these was "probably the most systematic test of language proficiency that has ever been done." The test for English showed that France, for example is struggling to get students at the age of 16 with an A1 level of English. In comparison, Sweden has most of their students at B1-B2 or above. With a single labour market in Europe, this is quite troubling and it is something that we have to engage with. Although large scale implementation of English learning has been undertaken throughout the globe, it has been done on an economic rationale which is largely unproven. We don't know the answers to many of the questions he has asked today. What is the relationship between English and national GDP? We need to distinguish who is benefiting and who is paying out and need to look more carefully at the relationship between levels of English, educational systems and the job market. David Graddol finished with a list of conclusions that he has come to (see image above) and hoped that we can explore these difficult questions during the conference and beyond. You can watch the complete plenary in the video below: David Graddol, iatefl2014

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Internet and Academic Freedom in the Digital Age Posted by Michael H. Posner October 18, 2012 Assistant Secretary Posner Holds a Facebook Chat In today's world, Internet freedom lies at the heart of academic freedom. An open online platform where information and ideas can be exchanged unimpeded is essential to the rigors of contemporary scientific and intellectual exploration. At present, however, Internet freedom remains threatened worldwide. And this poses as much of a danger to scientists and other academics as it does to human rights activists. Last week, I had the opportunity to discuss the impact of these challenges on the academic community in a keynote address entitled "Science and Academic Freedom in the Digital Age" before a crowd of 250 at the American Association for the Advancement of Science (AAAS). During the talk, I stressed that there are two simultaneous phenomena occurring throughout the world. On the one hand, we see the enhanced use of technology to monitor, censor, and chill free expression, including through attempts to intimidate intellectuals and stifle independent thought via surveillance, threats, interrogations and detentions. According to the OpenNet Initiative, for example, 960 million Internet users still live in countries that impose worrisome restrictions on content -- that's 47 percent of all Internet users. On the other hand, we are also seeing incredible progress and intellectual ferment produced by the interdisciplinary cooperation between scientists, academics, human rights workers, diplomats, NGOs and businesses. Organizations like AAAS, for example, are using scientific advancements to document the destruction of villages in Darfur. Others, like the U.S. Institute of Peace, have an entire center devoted to science, technology and peacebuilding. All of these efforts are rooted in principles articulated in the U.S. Constitution and subsequently incorporated into the Universal Declaration of Human Rights. Protecting the right of freedom of expression is not merely an international obligation of states; it is also essential to the unfettered thinking that produces scientific advancement in the first place. The U.S. government has therefore made it a foreign policy priority to protect the Internet as a platform for, inter alia, scientific discourse. As I described in a recent editorial for Science magazine, we launched a coalition of like-minded countries to protect global Internet freedom. In addition, we have in place many programs to expand infrastructure investment and lower the cost of access for many people worldwide. And through an Executive Order signed by President Obama, we have pledged to take steps to stop the transfer of technologies likely to be used by the Syrian and Iranian governments to commit human rights abuses against Internet users and others, scientists included. The human rights and scientific communities have a storied partnership, one where academics have played important roles in advancing human rights and where human rights defenders have played vital roles in advancing scientific freedom. As challenges to both communities continue, so will the U.S. government's commitment to supporting, strengthening and defending scientific advancement and human freedom. robert l. | Canada October 19, 2012 Robert L. in Canada writes: Well said, and very true,,, science and human rights are very much "connected"..each is as important as the other,..and while countries outside north america are deeply involved,, there are some real, dangerous and very topical problems right here at home as well,,,RIGHT NOW, FOR SOME INEXPLICABLE? REASON, CANADA AND BC IS LETTING A LARGE NUMBER OF INTERNET CRIMINALS OUT ON EARLY RELEASE,these are the very same internet predators we!! worked so hard to put away due to their extreme risk to the vulnerable,..yet,,they can be used by and for OC again!,.. and for some reason?? Canada does not seem to care at all,..you! named Oct as national cyber crime awareness month[smart!!],.. in Canada??.. nothing!,.. it is not even on the table,, at all,..dont mistake, I love my country,,I just use this to point out that the problems are not confined to the "usual suspects", and that cyber stalking/harrassment and worse,, is alive and well in action in north america as well,...If! we dont solve this at home? we will fail abroad,..again...thanx for this U.S,, wish my! country was half as aware as you are,.. New Mexico, USA October 22, 2012 Eric in New Mexico writes: Back in the day, the printing press helped to end the "dark ages" and foster the renassance in Europe...it's not so different with the internet in broad band global real time communications. While the world stands idly by looking on...a few brave souls tell their story of anguish in hell trying to shed a little light upon the darkness that overshadows thier present reality. Mark Twain once wrote, "History never repeats itself, but sometimes it rhymes." Yeah, and we did nothing and stood by while Hitler created hell on Earth, in isolationist cowardice and self serving political stupidity thinking we could avoid a war because we did not want involvement in one. Nor should this or a future President have any illusions now about what we must do as a nation to respond properly to this crisis, knowing full well we have been seeking "peace in our time" and that the only way to achieve that with Assad is a policy of "unconditional surrender" and all the kinetic involvement involved. Folks @ State say " We don't want to make things worse by militarizing the sitiation any further than it has become." This policy has made things much worse by it's very nature of inaction which proves the premis wrong on its face, that we "do no harm" in search of a diplomatic solution. No one nation should or is willing to go it alone in military manner to bring peace, to prevent a wider war from becoming manifest as it surely will if nations do not act now, together. Assistant Secretary Posner, with all due respect...you know these things to be self evident, and not a matter of science..tools are tools, what gives them purpose is the intent in which we seek to use them. We have the means to stop the slaughter yet we do not employ them, therefore our national intent is rendered impotent! KeerthiMaheshKumar | India November 5, 2012 Keerthi K. in India writes: wonderful information, I had come to know about your blog from my friend nandu , hyderabad,i have read atleast 7 posts of yours by now, and let me tell you, your website gives the best and the most interesting information. This is just the kind of information that i had been looking for, i'm already your rss reader now and i would regularly watch out for the new posts, once again hats off to you! Thanks a ton once again, Regards, Previous: Palestinian "Diamonds" of Entrepreneurship and Innovation »« Next: Photo of the Week: Observing World Food Day . Top stories delivered to your inbox. Domestic Global View more stories in this area » The Internet of Things: Challenges and Opportunities Cyber Diplomacy Spotlight: The Fourth Annual U.S.-Japan Cyber Dialogue Increasing the Connectivity Between the United States and Argentina Story Tags Internet Freedom 54 Latest Stories Indonesia Teams Up With U.S. and Norway to Bike to a Greener Future Writing for the U.S. Department of State DipNote blog, Nicholas Throckmorton, who serves with the Environment, Science, Technology and Health… more 1 DipNote: The Week in Review Writing for the U.S. Department of State DipNote blog, DipNote Managing Editor Luke Forgerson highlights blog postings from the week,… more 1 Travel Diary: Secretary Clinton Delivers Remarks With Vietnamese Foreign Minister Pham Gia Khiem

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Athanasius of Clysma Reference URL Athanasius of Clysma (CE:304b-306a) ATHANASIUS OF CLYSMA, third-century martyr and undoubtedly an Egyptian saint although probably not a Coptic saint. His Passion exists in Greek, Georgian, and Arabic. It may be considered to be a Greco-Palestinian document. The Greek text (Bibliotheca Hagiographica Graeca 193) was published by A. Papadopoulos Kerameus in 1898 from the still unique Paris manuscript (Coislin 303, tenth century). In the following year, H. Delehaye noted the close links between this text and that of Saints Sergius and Bacchus (Bibliotheca Hagiographica Graeca 1624). The Georgian text was published in 1962 by K. Kekelidze from three manuscripts, two of which were from the tenth century. But there are still other Georgian copies that he did not use. The Arabic version is in three manuscripts (Sinaiticus 440, 1251, fols. 99v-106; Sinai Arabic 535, thirteenth century, fols. 111-18; and British Museum, Or. Add. 26117, eleventh century, fols. 23-35, which is a manuscript also with a Sinai provenance). There is nothing original about the Passion. It tells of the following events: under Diocletian and Maximian, persecution set in throughout the whole empire. Athanasius is a burning light because of his faith and holds an important post in the imperial household. His two brothers, Sergius and Bacchus, resemble him. Maximian sends Athanasius as a faithful servant and a relative to close all the churches in Egypt as far as the Thebaid and to open temples to the gods. Athanasius sheds tears as he takes leave of his brothers, Sergius and Bacchus, foreseeing the martyrdom to which they are all called. Arriving at Alexandria he treats Bishop Peter like a brother and shows contempt for idols. At once he is denounced to Maximian. The latter appoints a judge to interrogate Athanasius. The prefect of Egypt receives the letter and summons him. The dialogue follows the most classical of patterns. Athanasius states that he is stopping at Clysma where his heart's desire will be fulfilled. Once at the town, Athanasius halts "not far from the spot where today there is a cross" and there makes a prayer. He enters the town just when Christ's nativity is being celebrated, participates in the rejoicings, and then announces the closure of the churches in accordance with the emperor's order. The judge then orders Athanasius to sacrifice to the gods, but the saint refuses and turns to God in his prayers. Confronting the judge, Athanasius quotes Saint Paul against the wisdom of the heathen. The judge argues to "render unto Caesar the things that are Caesar's" but the saint continues to save his soul, forcing the judge to demand the supreme sacrifice. In the final prayer before he is beheaded, Athanasius makes a strange and rare invocation; he calls on God to protect the Christian kings in the lands of the Romans and the Ethiopians. This phrase, which has disappeared in the Greek but remains in the Arabic and Georgian, is also found in the Ethiopian Synaxarion. In fact, Saint Athanasius of Clysma is one of the rare saints not in the Coptic-Arabic SYNAXARION but present in Ethiopian tradition. The Arabic text of the Passion adds an epilogue after the decapitation on 18 Tammuz. The population of Clysma went out to the judge with Julian, their bishop, and asked him for the body. They arranged for its burial at the church of Our Lady of Clysma, covering it with precious cloths and laying it in a marvelous coffin. From then on numerous cures took place at his tomb. Among the foundations of Justinian in the Sinai area listed by Eutychius ibn Batriq is a church dedicated to Saint Athanasius. The plenipotentiary sent to the governor of Egypt "gave the order to build a church at al-Qulzum, and to build the monastery of Rayah, to build the monastery of Mount Sinai and to fortify it to the extent that there was none better fortified in the world. When the legate arrived at al-Qulzum, he built in al-Qulzum the church of Mar Athanasius, and built the convent of Rayah and went to Mount Sinai and found the Bush there" (Eutychius, ed. E. Chiekho, 1906, pp. 202-03). ABU SALIH THE ARMENIAN writes about a century after Eutychius: "Al-Qulzum was the king's fortress, on the frontier with the Hijaz, named after the weaving loom cord and known as Qulzum. A Church of Athanasius existed there, so did the convent within the bounds of Rayah founded by Justinian" (Evetts, 1895, p. 73). Rayah, says Yaqut, is also the name of a village in Egypt opposite al-Qulzum (Yaqut, 1846, p. 199). Procopius in De Aedificiis (1906, pp. 167-68), knows that Justinian founded Phoinikon, the Greek equivalent of Rayah. This place-name was famous because tracks were shown there of the chariots of the pharaoh who went down into the Red Sea, according to COSMAS INDICOPLEUSTES (1968, and Peter the Deacon in the twelfth century; Geyer, 1898, pp. 115-17). Thus the cult of Saint Athanasius was linked with Justinian's policy for defense against invasions from the south, within the framework of an alliance with Ethiopia, where the cult of Saint Arethas of Najran appears to be a further warrant. In fact, the expansion of the cult of Saint Athanasius was strictly linked with Justinian's Chalcedonian policy. A complete liturgical canon has been preserved in Georgian (Mount Sinai manuscripts 1 and 56; Garitte, 1958, p. 283). But the Greek Passion expediently dropped the prayer for the Ethiopian sovereigns after it had become clear that the church there was developing in a direction different from Chalcedonianism. In the Life of JOHN COLOBOS, the saint withdraws to Clysma and is finally buried there: "He was laid beside other saints such as Saint Athanasius the martyr, abba Djidjoi, and abba Djimi, and the grace of God effected marvels by means of the bodies of these saints excessively, and above all through that of our holy father John [Colobos], for the healing and salvation of anyone, until there took place the Devil's Synod at Chalcedon and polluted the earth with a perverse and abominable doctrine like a prostitute" (Amélineau, 1894, pp. 405, 406). It is not impossible that Justinian had looked for the body of the martyr of Clysma at the spot where the consecrations stopped at the time of the Council of CHALCEDON. In every way the Passion of the martyr and its relationship with the record of Sergius and Bacchus make the account of the martyrdom itself extremely artificial. According to the Arabic supplement there would only be the slenderest data on a Bishop Julian to make it possible to extract commonplaces. This name is not elsewhere attested. MICHEL VAN ESBROECK Click tabs to swap between content that is broken into logical sections. Description Rating Entry Title Athanasius of Clysma Publication The Coptic encyclopedia, volume 1 Entry Reference CE:304b-306a Creator Van Esbroeck, Michael Contributors Atiya, Aziz Suryal, 1898-1988 (editor-in-chief) Subject MartyrsGreek languageArabsDiocletian, Emperor of Rome, 245-313PersecutionRoman EmpireTemplesChurchesAlexandria (Egypt)SynaxarionEthiopian Orthodox ChurchMiracles Description (CE:304b-306a) MICHEL VAN ESBROECK Original Publisher Macmillan Digital Publisher Claremont Graduate University. School of Religion Date 1991 Language eng Collection Claremont Coptic Encyclopedia - http://ccdl.libraries.claremont.edu/col/cce Rights Copyright 1991 The Gale Group, Inc. All rights reserved. Type Text Object File Name cce00228.pdf Tags Add tags for Athanasius of Clysma Comments Post a Comment for Athanasius of Clysma

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Gogebic Community College conducts open house Local News Feb 25, 2013 HOUGHTON – Jessica Oja came to the Gogebic Community College open house at its Copper Country Mall location Saturday to see if the college could help her with her goal of becoming a special education teacher. Oja, a senior at Calumet High School, said she was thinking she might get an associate’s degree at Gogebic, then transfer to a four-year university. Oja’s mother, Katie Oja, said she encouraged to Jessica to consider what post-secondary institution to go to based on her career needs. “It’s basically a good idea to look into the job market because you’ll be doing that the rest of your life,” she said. Stacy Crouch, director of off-campus operations at the Gogebic College Copper Country Mall location, said classes there, which were in their fifth week, included nursing, general education, business and EMS/EMT courses. The purpose of the open house was to let members of the community know what they college has to offer, Crouch said. “So many people don’t know we’re here,” she said. Crouch said GCC opened a location in Hancock in the 1990s, then in 2007 it moved into the location in the Michigan Works! office in the Huron Centre in Houghton. There are currently 265 students attending the GCC mall location, Crouch said. “It’s a good, stable number right now,” she said. Crouch said there are advisors who can help people interested in taking classes on site in the mall location. Appointments aren’t needed to take tours of the facility. “That’s our whole point for being here,” she said.

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World Languages: Languages index Most spoken Forest Waters Saving Rainforests Deforestation Stats Mongabay Sites Slovenian language resources Slovenian is spoken on a daily basis in: Croatia, Austria, Slovenia Slovenian--> --> --> --> Additional background on Slovenian or Slovene (slovenski jezik or shortly sloven�cina) is an Indo-European language that belongs to the family of South Slavic languages. It is spoken by approximately 2 million speakers worldwide, the majority of whom live in Slovenia. Slovenian is one of the few languages to have preserved the dual grammatical number from Proto-Indo-European. Also, Slovenian and Slovak are the two modern Slavic languages whose names for themselves literally mean "Slavic" (slovenskii in old Slavonic). Slovenian language is also one of the official languages of the European Union. What are the most spoken languages on earth? All data is derived from UNESCO. what's new | tropical fish | help support the site | search | about | contact

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Homepage News Archive Printable Version YouTube Share a Story Idea Zebra Staff Note: The Teacher Feature highlights the positive impact or innovative work of a South Dakota teacher each month. If you have a suggestion for a Teacher Feature, contact Ruth Raveling at (605) 773-2593 or [email protected]. Gilder Lehrman winner shines in second career Teaching is technically Denise Allen’s second career, but this year’s state Gilder Lehrman winner felt called to teaching as soon as she graduated high school. Allen teaches first grade at Langford Elementary, and was selected for the award given to history teachers in part because of her fun and unique study of various presidents and other historical figures. “We have a lot of fun with it, especially around the holidays dedicated to those individuals,” Allen said. “So much of social studies at this age is really learning how to get along with people. I have a small group of kids which is nice because we get to develop a lot of different concepts a little more deeply.” Allen also strives to make her lessons interdisciplinary. That way, she’s teaching social studies, as well as other subjects throughout the day, and the students see how all learning is connected. This year, the students measured a high school basketball player and compared his height to Abraham Lincoln’s height. They also built Lincoln Log houses. Allen is in her fifth year of teaching. After high school, she earned her two-year degree in travel industry management. She worked in customer service at United Airlines for a while and then in 2004, started taking night classes. She finished her degree at Northern State University, and fulfilled her dream of teaching. She feels it has been a rewarding and worthwhile journey. “In first grade, everything is exciting and new,” Allen said. “I love seeing the spark in my students’ eyes, and knowing that it’s because of something you told them that ignited their interests. It’s something they learned from you.” Home Page | Help | Feedback | Accessibility Policy | Disclaimer |Privacy Policy 800 Governors Drive, Pierre SD 57501 - (605)773-3134 Copyright © 2013 South Dakota Department of Education All Rights Reserved

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Earlhamites in Museum Studies Practical training in a liberal arts context The Museum Studies Program at Earlham is operated cooperatively by the History, Biology, Geology and Art departments with the Joseph Moore Museum. Our approach is interdisciplinary and is designed to combine a liberal arts education with the practical aspects of museum work. Our aim is to provide a foundation in the history, best practices and critical issues of museology, and to introduce students to a variety of museums and museum activities through experiential education. Students who choose Museum Studies benefit from the staff and collections at Joseph Moore Museum of Natural History, Geology Department, and the Earlham College Art Collections. Museum Studies students often work as interns or volunteers at the Wayne County Historical Museum and Richmond Art Museum. Off-campus study also provides exceptional opportunities to explore the practical aspects of museum work, such as gallery work as part of the New York Arts program. While participating in the England program, students have completed curatorial, research and exhibition projects at the National Maritime Museum, Museum of London, London Archeological Archive and Research Center, White Cube Gallery, Chisenhale Art Gallery, Leighton House Museum and Imperial War Museum: HMS Belfast.

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Leesa Beck appointed UCSB University Registrar Leesa Beck, a doctoral candidate in the Gevirtz School at UC Santa Barbara, has been appointed to the position of UC Santa Barbara University Registrar. Beck is currently working toward a Ph.D. in the Department of Education with an emphasis in research methodology; her advisor is Dr. John T. Yun. Beck holds a bachelor's degree from Cornell University and an MBA from Pepperdine University with a certificate in dispute resolution. Her work experience encompasses ten years in enrollment services, with four of those at UCSB. As Associate Registrar, she has been responsible for systems development for the office, and as a consequence possesses a unique knowledge of the student information systems used on campus as well as an exceptional understanding of the operations and practices of the Registrar's Office, including maintenance of academic records and security and academic policies that govern the work of the office. This is a critical moment for the Office of the Registrar, the Division of Student Affairs, and the campus as a whole with regard to the day-to-day operation of the office as well as a number of significant systems projects that are in various stages of completion. The conversion of the mainframe is the most pressing of these projects in that the successful conversion will address one of the most acute risk factors facing the campus. The conversion project is a multi-phase, multi-year, campus-wide effort led by the Division of Student Affairs, with its SIS&T unit at the helm, aided by key divisional staff members. The Office of the Registrar is playing a central role in the project, and Beck is one of the key individuals on the conversion team. [Leesa Beck is available for interviews; contact George Yatchisin at 805 893 5789] About Dean's MessageMission & HistoryGivingFAQsNews & PressGevirtz School News ArchiveGevirtz School in the NewsMapsStaffEmploymentSocial Media

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Notice of Intent Award Winners Fact Sheet and Designs Award Ceremony Pictures The FAA Design Competition for Universities has moved to a new home! The FAA is now sponsoring the program under the Airport Cooperative Research Program (ACRP) of the National Academies’ Transportation Research Board. It is now called, “University Design Competition for Addressing Airport Needs.” The general format and process remain the same. New challenges have been added. The Virginia Space Grant Consortium will continue to manage the Competition on behalf of the ACRP. A copy of the Competition Guidelines for the 2014 – 2015 Academic Year is available at the new Competition website at vsgc.odu.edu/ACRPDesignCompetition, which also provides detailed information and a wealth of resources for students. The new University Design Competition for Addressing Airport Needs challenges both individuals and teams of undergraduate and graduate students working under the guidance of a faculty advisor to address issues currently facing airports and the National Airspace System. The Competition offers open-ended, real-world issues in four broad challenge areas: Airport Operation and Maintenance; Runway Safety, Runway Incursions and Runway Excursions; Airport Environmental Interactions, and Airport Management and Planning. Student winners earn cash prizes and, for first place design submissions, the opportunity to present at professional venues. Feedback from Faculty and student evaluations on the educational value of the Competition has been extremely positive. They consistently cite the value of the open-ended challenges, real-world problems and access to airport operators and industry experts. The Competition is often used in capstone design courses, but has also been used by student chapters of professional societies and as an independent study topic. Airport issues cross a wide range of disciplines relating to the management, safety, capacity and efficiency of the nation’s airports. Questions from faculty and students can be addressed to [email protected].

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Michael R Roberts Professor of Finance HomeCVResearchPublicationsWorking PapersTeachingCorporate Finance (PhD)Corporate Finance (MBA)Corporate Valuation (MBA)DataCovenant ViolationsRenegotiationDealscan-Compustat LinksEquity Payout YieldsOther Web PagesContact Michael R. Roberts is the William H. Lawrence Professor of Finance at the Wharton School of the University of Pennsylvania. Professor Roberts earned his BA in Economics from the University of California at San Diego, and his MA in Statistics and PhD in Economics from the University of California at Berkeley.Professor Roberts’ primary areas of research are corporate finance and banking. He investigates the determination of corporate capital structure and payout policy, and their impact on corporate investment and equity returns. He also studies the pricing, design, and renegotiation of debt securities. More recently, Professor Roberts has begun investigating the impact of government policies on corporate behavior. His research has received several awards including two Brattle Prize Awards for Distinguished Paper in the Journal of Finance, and best paper awards at the Financial Management Association’s and Southwestern Finance Association’s annual meetings. In 2012, he was honored as a Rising Star in Finance by Fordham University. Professor Roberts is the co-editor of the Journal of Finance and serves on numerous editorial boards.In addition to his research, Professor Roberts has won multiple teaching awards instructing undergraduates, MBAs, PhDs, and executives. In addition to his experience at the Wharton School, he has taught at the Fuqua School of Business at Duke University and the University of California at Berkeley. © 2012 Michael Roberts Email Me

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BN.com $24.0 Leading Beyond the Walls by Adam Hamilton Developing Congregations with a Heart for the Unchurched Good pastoral leadership is not a "by the numbers" proposition. It is a matter of heart and soul, of devoting the whole self to the vision God gives for the congregation in which one serves. Yet neither is it purely intuitive; it requires hard, careful thinking about the directions and details of the path down which God calls. When Adam Hamilton became pastor of the United Methodist Church of the Resurrection, its membership consisted of himself and his family. Ten years later the church averages between five and six thousand worshipers per weekend. Throughout this remarkable period, Hamilton learned many serious lessons about both the broad visions and the specific details of pastoral leadership. Bringing a depth of analytical skills often lacking in visionary leaders, in this book he goes beyond simply telling the story of Church of the Resurrection. He shares the questions that he learned to ask about the largely unchurched population to which Church of the Resurrection has reached out. Further, he demonstrates what he learned by listening to the answers to these questions, and how doing so has made possible a number of strategically crucial decisions the church has made. One of those crucial decisions was to make more traditional forms of worship and praise the center of the congregation's life. The result is that the example of Church of the Resurrection offers pastors and church leaders (especially those in mainline denominations) the realization that they need not completely change their liturgical and theological identity in order to reach out to the unchurched. Drawing on his own experience, as well as the detailed research on the characteristics of highly successful congregations he undertook during a sabbatical leave, Hamilton offers pastors and other church leaders solid, substantive thinking on steps that congregations can take to become centers of vibrant outreach and mission. About Adam Hamilton Adam Hamilton is senior pastor of the United Methodist Church of the Resurrection in Leawood, Kansas, one of the fastest growing, most highly visible churches in the country.The Church Report named Hamilton's congregation the most influential mainline church in America, and PBS s Religion and Ethics Newsweekly identified him as one of the top Ten People to Watch. Hamilton is the best-selling and award-winningauthor of Why? Making Sense of God's Will, 24 Hours that Changed the World, Enough, When Christians Get It Wrong, Confronting the Controversies, Making Love Last a Lifetime, Unleashing the Word, Leading Beyond the Walls, Selling Swimsuits in the Arctic, Christianity and World Religions, Christianity's Family Tree and Seeing Gray in a World of Black and White, all published by Abingdon Press. Lyle E. Schaller is the most widely read and respected writer on congregational life today. He is the author of dozens of books on congregational life and vitality. He live in Naperville, Illinois. by Abingdon Press. Reader Rating for Leading Beyond the Walls

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What Is Your Language? by Debra Leventhal Music and language notes turn a multicultural picture book into a song, as a young traveler meets children in other countries and learns to say ""yes"" and ""no"" at every stop. About Debra Leventhal Monica Wellington was born in London and lived in Europe until she moved to the United States at age seven. As a child she always loved to draw and paint, but it wasn't until she went to college that she realized she wanted to be an artist for her profession. She went to the University of Michigan's School of Art to earn her BFA and studied pottery, painting and printmaking. After art school, while traveling and living in a number of different countries, she had various art related jobs, which were all good background and preparation for doing children's books. She has both written and illustrated the majority of her books. She says, "I usually start a book visually, with an idea of what I want to paint pictures about. The pictures may come first before the words for me. Both the pictures and words go through many revisions, and I am often still working on the final words after I finish the pictures." She says that doing children?s books is great. "I get to have a job where I spend my days doing totally what I love to do. And it is very gratifying that my work goes out into the world and is shared with other people. I feel incrediably lucky for all this!" Since 1994 she has taught illustration at the School of Visual Arts. She lives in New York City with her daughter Lydia. by Dutton Juvenile. Education & Reference, Travel, Children's Books. Unrated Critic Reviews for What Is Your Language? The simple four-line verse is repeated with only the language and its word for ``yes'' changing: ``...My language is Arabic./This is the way it sounds: na'aam na'aam [six times].'' Adults may find the persistent chant monotonous, but the book does offer a first taste of languages and their variety. | Read Full Review of What Is Your Language?

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History Department | liberalarts | Virginia Tech History Major History Minor Russian Area Studies Minor War And Society Minor Graduate Programs Our Department of History publishes cutting-edge historical research, trains students to become critical thinkers and strong researchers, and shares our passion for history with the community. Classes are small, and our close-knit History majors and faculty hold regular social events and service activities through our award-winning history honor society. History of Human Sleep Patterns Informs Modern Medicine Professor Roger Ekirch's award-winning research on the history of sleep patterns examines centuries of evidence about how people in different cultures segmented their day before the advent of electric lighting. Oral History Project Gives Voice to the American Civil Rights Movement Interviews conducted by Professor David Cline with civil rights leaders and experts appear in an exhibit at the Smithsonian's National Museum of African American History and Culture. Thinking about Smells Assistant Professor Melanie Kiechle's research on how people's perceptions of odors have changed across time took her to the archives at the American Antiquarian Society through a grant from the National Endowment for the Humanities. Virginia Center for Civil War Studies Our center is a national leader in research on the American Civil War, sponsoring research, community events, and public education programs on the war's important role in our nation's history. VT Stories captures alumni experiences through the decades Every Hokie has a story. Whether attending as a cadet in the years following World War II, breaking ground as one of the first African-American women to be accepted as a student, or using time on the university tennis team to build a career as a professional tennis umpire, alumni made memories on campus. Virginia Polytechnic Institute’s service during World War I to be remembered An electronic exhibit will celebrate the nearly 2,300 Virginia Polytechnic Institute men who served in the military during World War I. History of tuberculosis in the United States to be explored in unprecedented depth A student research team is applying new digital tools to traditional humanities research to capture details of the history of tuberculosis in the United States, an epidemic that, at its height, claimed the lives of more than 100,000 Americans every year. Fourth of July revealed differences in latitude and attitude during the Civil War era How did Americans living in the Civil War era celebrate Independence Day even as their nation was falling apart? A new digital archive provides answers through a wealth of primary sources. Everyday ambassador Recent graduate Morgan Sykes credits scholarships, and the donors who created them, with being able to participate in extracurricular activities. Being involved, she said, made her college experience rewarding. View All News Events

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Data Visualization Tool Developed at MIT Gets Library of Congress Support By Heather Denny on February 9, 2011 in Scholarly communication MIT Libraries receive grant for work on “Exhibit 3.0” software Exhibit has been used by Data.gov to help demonstrate new ways of visualizing government data. A $650,000 grant from the United States Library of Congress will fund work on a new version of Exhibit, the popular open source software tool developed at MIT that helps with searching, browsing and visualizing data on the Web. The MIT Libraries, in collaboration with the MIT Computer Science and Artificial Intelligence Lab (CSAIL) and Zepheira, LLC will redesign and expand upon features of the tool to create “Exhibit 3.0”. The goal is to provide an enhanced tool that is scalable and useful for data management, Web display and navigation; particularly for libraries, cultural institutions and other organizations grappling with large amounts of digital content. “This innovative work has already made a considerable impact on digital content communities whose data is diverse and complex. The visualizations bring new understanding to users and curators alike,” said Martha Anderson, Director of Program Management at the Library of Congress. Exhibit was originally developed as part of the MIT Simile Project, a collaboration of the MIT Libraries, the MIT CSAIL, and the World Wide Web Consortium (W3C) to explore applications of the Semantic Web to problems of information management across both large-scale digital libraries and small-scale personal collections. Exhibit runs inside a Web browser and supports many types of information using common Web standards for data publishing. Since its release, Exhibit has been used by thousands of websites worldwide across a range of diverse industries and institutions. Most recently Exhibit has been used by Data.gov, an Open Government Initiative by President Obama’s administration to increase public access to high value data generated by the Executive Branch of the Federal Government. The Exhibit 3.0 project will redesign and re-implement Exhibit to scale from small collections to very large data collections of the magnitude created by the Library of Congress and its National Digital Information Infrastructure and Preservation Program (NDIIPP). The redesigned Exhibit will be as simple to use as the current tool but more scalable, more modular, and easier to integrate into a variety of information management systems and websites—making it valuable to an even larger audience of individuals and organizations publishing information on the Web. In addition to the Library of Congress, the MIT Libraries and other organizations that manage large quantities of data will collaborate on the project for their own collections. “Libraries are dealing with more and bigger collections of digital data every day, and tools like Exhibit pave the way to making them more useful and easier to combine in new and valuable ways. We’re grateful to the Library of Congress for helping us take Exhibit to the next level and getting it into the hands of librarians and others who work in data-intensive fields,” said MacKenzie Smith, research director at the MIT Libraries and the project’s principal investigator. Users of the software and software developers will be encouraged to contribute improvements to the open source tool and the project will also incorporate research by students at MIT’s CSAIL that will focus on improving the user experience working with data in Exhibit, and incorporating new data visualization techniques that allow users to explore data in novel ways. “Impressive data-interactive sites abound on the Web, but right now you need a team of developers to create them. Exhibit demonstrated that authoring data-interactive sites can be as easy as authoring a static web page. With Exhibit 3.0 we can move from a prototype to a robust platform that anyone can use,” said David Karger, computer science professor with CSAIL. The project began in January for a period of one year. For more information see http://simile-widgets.org/exhibit3 More in Scholarly communication MIT Libraries launch new scholarly publishing website Resource for the MIT community and beyond on open access, copyright, and publishing The MIT Libraries has launched a... Scholarly communication November 14, 2016 OA research in the news: Mass voters say no to charter school increase Social sciences November 11, 2016

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List demographics The Wisconsin Migration Research Group now has 60 subscribers. In Fall 2006, around the time it was formed, there were under 10 subscribers.A brief skim of the subscribers indicates that at least 9 are faculty (mostly at Wisconsin), many are sociology graduate students. Most of the new requests to be email subscribers are students from Prof. Susan Friedman's seminar on "migration and diaspora" (thanks for circulating the email, Susan!).Many subscribers have now moved on beyond the borders of Wisconsin to places like New Jersey, San Francisco, parts of Spain, Colorado, Berkeley, and a few current Steering Committee members are on dissertation fellowships to collect data in Turkey and South Korea. There's now a "diaspora" of members, or so to speak.NOTE:We'll announce a date for the first dinner gathering, location/date/time to be announced shortly. It will take place in the last week of September.Meanwhile, everyone who has contacted Mytoan to be subscribed as of today has been added to the list. :) Critical Perspectives on Hmong Scholarship and Exp... Fall 2008 First Migration Dinner Grad talk: Transnational migrants and refugees

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> UH Mānoa professor publishes book on significance of academic memoirs UH Mānoa professor publishes book on significance of academic memoirsUniversity of Hawaiʻi at MānoaContact:Cynthia Franklin, (808) 956-7884Posted: Sep 29, 2009UH Mānoa English professor Cynthia G. Franklin examines the role that memoirs play in the current academic climate in her recently published book, “Academic Lives: Memoir, Cultural Theory and the University Today.” Franklin’s book takes a closer look at why professors write memoirs and what cultural capital they carry. She finds that academic memoirs provide unparalleled ways to unmask the workings of the academy at a time when it is dealing with a range of crises, including attacks on intellectual freedom, discontentment with the system that elevated some academics to the status of celebrities, and budget cuts. She considers how academic memoirs have engaged with a core of defining concerns in the humanities: identity politics and the development of whiteness studies in the 1990s; the impact of postcolonial studies; the institutionalization of feminism and resulting anxieties about questions of authority and pedagogy; and disability studies and the struggle to bring together discourses on the humanities and human rights. Her book was recently reviewed by The Chronicle for Higher Education and Inside Higher Education.When asked by the latter to comment on the role memoir can play in the current academic climate, Franklin stated, “Because the personal remains as popular as it is political, memoir might very well remain a viable source for academics to reach a broad liberal readership in a non-threatening—and uncensored—way when overtly political departments and programs as well as faculty members are under siege in the name of ‘academic freedom.’ ” Franklin obtained a BA from Stanford University, and an MA and PhD from the University of California-Berkeley. She has been a professor at UH Mānoa since 1994, and is also co-editor of Biography, a quarterly interdisciplinary journal. Her work focuses on contemporary women’s literature, ethnic U.S. literatures, life writing, disability studies, feminist theory and cultural studies. She received the Frances Davis Memorial Award for Excellence in Teaching in 1998 and Regents’ Award for Excellence in Teaching in 2007.

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Home Encyclopedia Summa Fathers Bible Library A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Home > Catholic Encyclopedia > O > Oklahoma Oklahoma Help support New Advent and get the full contents of this website as an instant download. Includes the Catholic Encyclopedia, Church Fathers, Summa, Bible and more — all for only $19.99... Oklahoma, the forty-sixth state to be admitted to the Union, is bounded on the north by Colorado and Kansas, on the east by Arkansas and Missouri, on the south by the Red River separating it from Texas, and on the west by Texas and New Mexico. It includes what was formerly Oklahoma Territory and Indian Territory, lying in the south central division of the United States between 33° and 37° North lat. and between 94° and 103° West long. Its extreme length from north to south is about 210 miles, and from east to west about 450 miles. Its has an area of 73,910 square miles. Oklahoma is bountifully blessed with streams, although, exactly speaking, there is not a navigable stream in the state. The rivers flow from the northwest to the south-east. With the exception of the mountain districts the entire surface of the state is just rolling enough to render its scenery beautiful. The climate is delightful. Escaping as it does the extremes of heat and cold, it is fitted for agricultural purposes even during the winter season. An irregular chain of knobs or buttes, entering Oklahoma from Missouri and Arkansas on the east, extends through the southern part of the state to the western boundary, in a manner connecting the Ozark range with the eastern plateau of the Rocky Mountains. The groups, as they range westward across the state, are the Kiamichi, Arbuckle, and Wichita Mountains and the Antelope Hills. The highest mountain, 2600 feet above sea-level, is the Sugar Loaf peak. The report of the government census bureau relative to the special census of Oklahoma, taken in 1907, shows that the State had in that year a total population of 1,414,177, of whom 733,062 lived in what was prior to statehood called the Indian Territory. There were 1,226,930 whites; 112,160 negroes; 75,012 Indians. Since 1907 the influx of people has been enormous. The white people in Oklahoma represent every nationality, having come from every state in the union and from every country since the opening in 1889. The value of the agricultural output for 1907 was $231,512,903. The principal crops are cotton, corn, and wheat, the production in 1908 being as follows: cotton 492,272 bales; corn 95,230,442 bushels; wheat 17,017,887 bushels. In that year Oklahoma ranked sixth in cotton production, eighth in corn, thirteenth in wheat, and first in petroleum products. The oil fields of Oklahoma are now the most productive in the world, there being produced in 1908, 50,455,628 barrels. In 1909 the production of natural gas amounted to 54,000,000,000 cubic feet. Coal has been mined extensively for a number of years; the production in 1909 was 3,092,240 tons, the number of men employed in this one industry being 14,580. Gold, lead, zinc, asphalt, gypsum, and other minerals are mined in paying quantities. Oklahoma has deposits of Portland cement-stone that are said to be inexhaustible. There are two large cement mills in the state, each operating with a capacity of 5000 barrels per day. In 1908 there were 5,695.36 miles of railway in the state, exclusive of yard tracks and sidings; the total taxable valuation of same amounted to $174,649,682. During the year beginning 1 July, 1907, and ending 30 June, 1908, there were built in Oklahoma 107.89 miles of railroad. There are thirteen railroad companies operating in the state. The State University, located at Norman, was founded in 1892 by an act of the legislature of the Territory of Oklahoma. The value of the university lands is estimated at $3,670,000. For 1908-9 the number of teachers in the institution was 84; enrollment was 790. Other state institutions are three normal schools, located at Edmond, Alva, and Weatherford; the Agricultural and Mechanical College at Stillwater; the university preparatory school at Tonkawa; a school for the deaf at Sulpher; an institute for the blind at Wagoner; the Whitaker Orphans' Home in Pryor Creek; five district agricultural schools, one in each judicial district of the state. There were about 10,000 teachers employed in the public schools of the state, 1908-9, the enrolment of students being about 400,000; the total appropriation for educational purposes during this time was about $500,000. In 1540 Francisco Vasque de Coronado, commanding 300 Spaniards, crossed with Indian guides the Great Plains region to the eastward and northward from Mexico. In the course of their journey these Spaniards were the first white men to set foot on the soil of Oklahoma. Coronado traversed the western part of what is now Oklahoma, while at the same time de Soto discovered and partially explored the eastern portion of the state. In 1611 a Spanish expedition was sent east to the Wichita Mountains. From that time on until 1629, Padre Juan de Sales and other Spanish missionaries laboured among the tribes of that region. La Salle in 1682 took possession of the territory, of which the State of Oklahoma is now a part, in the name of Louis XIV, and in honour of that monarch named it Louisiana. Prior to the Louisiana Purchase, Bienville, accompanied by Washington Irving, had visited and related the wonderful beauty of the region now known as Oklahoma. In 1816 the Government conceived the project of dividing the region now embraced in the state into Indian reservations. This plan was carried out, but at the close of the Civil War the Seminoles, Creeks, Chickasaws, and Choctaws were induced to transfer back to the Government 14,000,000 acres of this land at 15 to 30 cents per acre. Of these lands the Oklahoma that was opened to settlement in 1889, by proclamation of the President of the United States, embraced 1,392,611 acres ceded by the Creeks, and 495,094 acres ceded by the Seminoles in 1866. The lands so ceded were the western portions of their reservations, including Oklahoma ("the home of the red man"). The Government's object in obtaining the lands was to "colonize friendly Indians and freedom thereon". Captain David L. Payne and his "boomers" declared the territory was thus public land and open to the squatter-settlement. Payne and his followers made several attempts to settle on Oklahoma soil, but the United States troops drove out the colonists. Much credit is due Payne and his followers for their many attempts at colonization; for they caused the lands of Oklahoma to be opened for white settlement. Finally in 1888 the Springer Bill, which provided for the opening of Oklahoma to settlement, although defeated in the senate, opened the way to partial success, and in Congress it was attached as a rider to the Indian Appropriation Bill, and was thus carried. On 2 March, 1889, the Bill opening Oklahoma was signed by President Cleveland; and on 22 March, President Harrison issued the proclamation that the land would be opened to settlement at 12 o'clock noon, 22 April, 1889. The day previous to the opening it was estimated that ten thousand people were at Arkansas City awaiting the signal. Large numbers were also at Hunnewell, Caldwell, and other points along the south line of Kansas. Fifteen trains carried people into the territory from Arkansas City that morning. On foot, horseback, in wagons, and carriages people entered the promised land all along the Kansas border. Other thousands entered Oklahoma from the south, crossing the South Canadian at Purcell. The town of Lexington was perhaps the first village established. Two million acres of land were thrown open to settlement and on that eventful day cities and towns and a new commonwealth were created in a wilderness within twenty-four hours. On 6 June, 1890, Congress created the Territory of Oklahoma with six original counties. Nineteen other counties were from time to time created prior to statehood by the various acts of Congress which provided for the opening of different Indian reservations within the territory. On 16 September, 1893, the Cherokee Strip was opened for settlement. This was a strip of land extending from the Cherokee Nation west to "No Man's Land" and Texas, being about 58 miles wide and containing an area of 6,014,293 acres. This had once been guaranteed to the Cherokee Indians as a perpetual hunting outlet to the western border of the United States. The last great opening in Oklahoma occurred in December, 1906, when 505,000 acres of land, which had been reserved from the Comanche and Apache lands for pasturage, were sold in tracts of 160 acres to the highest bidders by the Government. In this wise 2500 farms were opened to white settlement. Oklahoma and Indian Territories became a state on 16 November, 1907. On 20 November, 1906, pursuant to the enabling act passed by Congress, the constitutional convention assembled at Guthrie and closed its labours on 6 July, 1907. The constitution was adopted by a vote of the people on 17 September, 1907, and at the same election the officers of the new state were elected. The inauguration was held in Guthrie on 16 November, 1907. Constitution, laws etc. When the Congress of the United States passed what is known as the enabling act, enabling the people of Oklahoma and of Indian Territory to form a constitution and be admitted to the Union, it was provided in said act: "That perfect toleration of religious sentiment shall be secured and that no inhabitant of the State shall ever be molested in person or property on account of his or her mode of religious worship and that polygamous or plural marriages are forever prohibited". The Constitution of the State provides for the freedom of worship in the same language as quoted above but provides further: "No religious test shall be required for the exercise of civil or political rights". Under the statute law of Oklahoma it is a misdemeanour for any one to attempt, by means of threats or violence, to compel any person to adopt, practise, or profess any particular form of religious belief. It is also a crime under the law for any person to wilfully prevent, by threats or violence, another person from performing any lawful act enjoined upon or recommended to such person by the religion which he professes. Every person who wilfully disturbs, interrupts, or disquiets any assemblage of people met for religious worship, by uttering profane discourse, or making unnecessary noise within or near the place of meeting, or obstructing the free passage to such place of religious meeting, is guilty of a misdemeanour. The laws of Oklahoma provide that: "The first day of the week being by very general consent set apart for rest and religious uses, the law makes a crime to be done on that day certain acts deemed useless and serious interruptions of the repose and religious liberty of the community"; and the following are the acts forbidden on Sunday: servile labour; public sports; trades, manufacturing and mechanical employments; public traffic; serving process, unless authorized by law so to do. Oaths can be administered only by certain judicial officers and their clerks authorized by law, and persons conscientiously opposed to swearing are allowed merely to affirm but are amenable to the penalties of perjury. Oaths can be taken only when authorized by law. Under the state law blasphemy consists in wantonly uttering or publishing words, casting contumelious reproach or profane ridicule upon God, Jesus Christ, the Holy Ghost, the Holy Scripture, or the Christian or any other religion. Blasphemy is a misdemeanour. Profane swearing as defined by the state law is: "Any use of the name of God, or Jesus Christ, or the Holy Ghost either in imprecating divine vengeance upon the utterer or any other person, or in light, trifling or irreverent speech." It is punishable by fine, for each offence. It is customary to convene the Legislature of the State with prayer, but the law makes no provision for it. Every Sunday and Christmas are legal holidays. There is no statute law regarding the seal of confession, nor has there ever been a decision of the Supreme Court regarding it. Churches may be incorporated under the laws of Oklahoma and the greatest latitude is given such corporations. They may own or hold as much real property as is necessary for the objects of the association, may sell or mortgage property, and the title to any property held by any bishop in trust for the use and benefit of such congregation shall be vested in his successor or successors in office. The law provides for a fee of $2.00 to the Secretary of State for incorporating any religious corporation. All the property and mortgages on property used exclusively for religious or charitable purposes are exempt from taxation. The clergy are exempt from jury and military service under the laws of the state. Any unmarried male of the age of twenty-one or upwards and any unmarried female of the age of eighteen or upwards, if not related by blood nearer than second cousins, are capable of contracting and consenting to marriage. The contracting parties are required to secure a licence after filing an application sworn to before the county judge by a person legally competent to make and take oath. The marriage ceremony may be solemnized by any judge, justice of the peace, or any priest or clergyman. The minister is required to make the proper indorsement on the licence and transmit same to the county judge. All Indian marriages, under Indian customs, prior to 1897 have been declared legal and all Indian divorces among Indians, according to their customs, prior to that year have been declared legal. Since 1897 Indians have had to comply with the laws of the state regarding marriage and divorce. Prior to 1893 the law required a residence of only ninety days in order to file petition for a divorce. The state laws now require a residence of one year prior to filing petition and there are ten grounds or causes upon which a divorce may be granted, such as abandonment, extreme cruelty, drunkenness, adultery, impotency, gross neglect of duty etc. A judgment of divorce is final and conclusive and operates as a dissolution of the marriage contract as to both husband and wife. Neither party to the divorce can marry within six months from the date of the decree. Prior to statehood the sale of liquor in the Indian Territory was prohibited by United States law. Oklahoma Territory was not governed by that law and liquor was sold in all parts of Oklahoma. The enabling act that Congress passed provided for statewide prohibition and the constitutional convention made provision for a prohibitory clause which was voted upon by the people of the state, but voted upon separately from the constitution. The prohibition clause carried, and since statehood Oklahoma has been a prohibition state. The new state has begun to construct modern buildings for its prisons and reformatories, and has passed many laws for regulation of same. A law that was enacted and included in the constitution provided for the office of commissioner of charities and corrections, and since statehood the office has been filled by a Catholic woman. The laws regarding wills and testaments in this state differ very little from the general statutory provisions of other states. Property can be devised practically any way that the testator desires; there is no bar to charitable bequests and the law requires that the property be distributed according to the intention of the party making the bequest. Cemetery corporations may hold real property, not exceeding eight acres, for the sole purpose of a burial ground and are given all the powers necessary to carry out the purposes of the corporation, and any cemetery organized or controlled by any fraternal organization or congregation shall be controlled and managed as provided by their rules and by-laws. All the property so held is wholly exempt from taxation, assessments, lien, attachment, and sale upon execution. Diocese of oklahoma What is now the Diocese of Oklahoma was formerly the Vicariate Apostolic of Indian Territory. The diocese comprises the entire State of Oklahoma. Prior to the opening of Oklahoma in 1889 there were only a few missions and scarcely any churches. At the present time (1910) there are within the state 53 churches with resident priests and 71 missions with churches, 300 stations attended occasionally and 12 chapels, 60 secular priests and 34 Benedictines, 14 of whom are in the missions. The Benedictine Fathers were the first missionaries and they established themselves at Sacred Heart Abbey in Pottawatomie County in 1880. The first prefect-Apostolic was the Rt. Rev. Isidore Robot, O.S.B., his appointment dating from 1877. Catholicism in Oklahoma owes much to his persevering efforts. A native of France, he introduced the Benedictine order in the Indian country, choosing the home of the Pottawatomie Indians as the centre of his missionary labours. At this time a few Catholics other than the Pottawatomie and Osage Indians were scattered over this vast country. Soon after Robot's appointment as prefect Apostolic he had the foundations of Sacred Heart College and St. Mary's Academy well established, the latter under the care of the Sisters of Mercy. These institutions have grown and prospered. Father M. Bernard Murphy was the first American to join the Benedictine order and from 1877 was the constant companion and co-worker of Father Robot until the latter's death. Father Robot fulfilled his charge well and laid a solid foundation upon which others were to build as the great state developed. He died 15 February, 1887, and his humble grave is in the little Campo Santo at Sacred Heart Abbey. Well did he say: "Going, I went forth weeping, sowing the word of God; coming, they will come rejoicing, bearing the sheaves." The second prefect Apostolic was Rt. Rev. Ignatius Jean, O.S.B., whose appointment followed immediately after the death of Father Robot. Father Jean resigned in April, 1890. From the coming of Father Robot, Oklahoma and Indian Territories had been a prefecture Apostolic, but by the Bull of 29 May, 1891, it was erected into a vicariate Apostolic. The Right Rev. Bishop Meerschaert was the first vicar Apostolic of Indian Territory, being consecrated in Natchez, Miss. On 23 August, 1905, by a brief of Pius X the vicariate was erected into the Diocese of Oklahoma with the see in Oklahoma City. Prior to this time the see had been in Guthrie. The Right Reverend Bishop Theophile Meerschaert, the first Bishop of Oklahoma, was born at Roussignies, Belgium. He studied at the American College, Louvain, Belgium, finishing his course there. Coming to America in 1872 he laboured in the Diocese of Natchez, Miss., until 1891. By his example and his labours he has endeared himself to his own flock, and also to fair-minded non-Catholics. When his administration began, his labours were difficult and perplexing; he was compelled to travel long distances and weary miles on horseback, railroad facilities being very meagre and accommodations poor. In those days Mass was celebrated many times in dugouts, no house being available, and churches were very few and only in the larger towns. Development has come with the multitudes of people who have come to this new country to make homes, bringing with them the best ideas of the old states from which they came. The labours of the bishop have been manifold on account of the great influx of people, but the Church has kept pace with all the other developments under his guidance and perseverance, until at the present time (1910) there are within the diocese about 32,000 Catholics and 86 priests (22 from Belgium, 12 from Holland, 15 from France, 12 from Germany, 3 from Ireland, 1 from Canada, 1 Indian, and 20 American priests). The majority of these priests were educated at Louvain, Strasburg, or Rome. There are two parishes for non-English speaking Catholics in the diocese, one Polish at Harrah and one German at Okarche. The parochial schools are conducted by both Brothers and Sisters, some few by lay-teachers. The Brothers of the Sacred Heart and the Christian Brothers have schools within the diocese. The sisterhoods within the diocese are: Sisters of Mercy (mother-house in Oklahoma City), Sisters of Divine Providence (mother-house in San Antonio, Texas), Sisters of St. Francis, Sisters of St. Benedict, and Sisters of the Precious Blood. There are thirty-six schools for white children, fifteen for Indians, two for coloured children; thirty-six parishes with schools; one industrial school; two colleges for boys: St. Joseph's College at Muskogee, under the direction of Brothers of the Sacred Heart, and the College of the Sacred Heart under the direction of the Benedictine Fathers. There are eight academies for young ladies, the principal ones being Mt. St. Mary's Academy at Oklahoma City conducted by the Sisters of Mercy and the academy at Guthrie conducted by the Benedictine Sisters. There is one seminary for students of the Benedictine order. There are in the diocese 14 Benedictine Brothers, 5 Christian Brothers, 8 Brothers of the Sacred Heart, and 234 Sisters in the various congregations. The novitiates are: Sisters of Mercy at Oklahoma City, Benedictine Sisters at Guthrie, and Benedictine Fathers at Sacred Heart. St. Anthony's Hospital at Oklahoma City is conducted by the Sisters of St. Francis. Oklahoma City, the metropolis, with a population of about 65,000 (1910) has one church, St. Joseph's Cathedral, the pastor of which, Rev. B Mutsaers, D.D., has two assistants: Rev. John Gruenewald and Rev. Victor Van Durme. Muskogee has a population of 25,000 and one church, Rev. Jos. Van Hulse pastor; Enid has a population of 20,000 and one church, Very Rev. Gustave Dupreitere, vicar-general, pastor. Other cities having one church and a resident priest are Shawnee, Tulsa, El Reno, Guthrie, Chickasha, and McAlester. There are three churches and two schools for negroes, the latter attended by 120 children. Most of the Indians within the diocese are Baptists and Methodists. Some of the Pottawatomies are Catholics, among the Choctaws there are a great many, and the Osage tribe in the northern part of the state is entirely Catholic. The spiritual interests of the Osage Indians are attended to by Rev. Edward Van Waesberghe at Pawhuska. There are Indian Mission Schools at Purcell, Anadarko, Chickasha, Antlers, Pawhuska, Gray Horse, Quawpaw, Ardmore, Muskogee, and Vinita. 1590 Indian pupils attend these mission schools. These schools are supported by money coming from Rev. Mother Katherine Drexel, the Indian Bureau at Washington, D. C., and from Catholic residents of the state. Much credit is due Rev. Isidore Ricklin, O.S.B., of Anadarko, Rev. Edw. Van Waesberghe of Pawhuska, Rev. Hubert Van Rechem, and Rev. F. S. Teyssier of Antlers, all of whom have laboured many years in the Indian Missions. In regard to the immigrants the Italians, Bohemians, Germans, Syrians, Mexicans, and French form settlements; but the people of other nationalities assimilate because they are not numerous enough to form settlements and for the further reason that by assimilation they can learn the English language more rapidly. From the time of the opening of Oklahoma in 1889 many Catholics have moved into this diocese. At the present time (1910) there is a good class of Catholics in the diocese and many practical Catholics are constantly coming form all parts of the world. There are retreats for clergy every two years and ecclesiastical conferences are called every four months. In 1908 there were baptisms, white children 1248, adults 327, Indians 172, negroes 9; marriages 290; confirmations 1185. The Catholic population of the diocese on 31 Dec., 1908, numbered about 33,472, of which 29,613 were whites, 3463 Indians, 396 negroes. SourcesHill, A History of the State of Oklahoma (Chicago, 1908); Rock, History of Oklahoma (Wichita, 1890); Tindall, Makers of Oklahoma (Guthrie, 1905); Thoburn and Holcomb, A History of Oklahoma (San Francisco, 1908); The Oklahoman Annual Almanac, and Industrial Record (Oklahoma City, 1909). APA citation. Highley, M.F. (1911). Oklahoma. In The Catholic Encyclopedia. New York: Robert Appleton Company. http://www.newadvent.org/cathen/11230c.htm MLA citation. Highley, Mont Frederick. "Oklahoma." The Catholic Encyclopedia. Vol. 11. New York: Robert Appleton Company, 1911. <http://www.newadvent.org/cathen/11230c.htm>. Transcription. This article was transcribed for New Advent by Tim Urban. Ecclesiastical approbation. Nihil Obstat. February 1, 1911. Remy Lafort, S.T.D., Censor. Imprimatur. +John Cardinal Farley, Archbishop of New York.

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Search Kenya's swelling lakes disrupt class, push crocodiles into town by Caleb Kemboi Tuesday, 10 June 2014 11:50 GMT The pupils of Salabani primary school study under acacia trees after their classrooms were swamped by floods on Lake Baringo. TRF/Caleb Kemboi This content is also available to read in: Swahili Most Popular Rift Valley lakes have been rising due to heavy rains and deforestation, flooding villages BARINGO, Kenya (Thomson Reuters Foundation) - At Salabani primary school on the shores of Lake Baringo in western Kenya, teacher Rehema Lewer holds a Swahili lesson under an acacia tree. But the students aren’t outside to enjoy the fresh air - they have been forced by the lake's rising waters to leave their school and move to higher ground. Over the past two years, Kenya's Rift Valley lakes - the freshwater Lake Baringo and saltwater Lake Bogoria - have experienced unprecedented increases in their water levels, resulting in calamitous flooding that has inundated entire villages. After the latest heavy rainfall in April, the swollen lakes cut off three health centres, several tourist lodges and 10 schools, including Salabani. "Teaching under the trees is safer," said teacher Lewer. "But it is marred by a lot of challenges." Those include crocodiles. As the water's edge creeps closer to villages, crocodiles swim further up onto what was once dry land. They can be seen crawling through village streets, and napping outside people's front doors. One resident said crocodiles had eaten her only two goats, while a fisherman said he and his team had already survived several attacks as they tried to work on the lake shore. "Pupils who come from a distance have to use canoes to reach their schools, so they are prone to crocodile attacks," said Lewer. "This makes it difficult for them to attend classes daily." The Baringo government has created a disaster-response unit to help deal with the consequences of the flooding, but governor Benjamin Cheboi said it suffers from a lack of funding. “We need more money to help rebuild what has been lost, and to provide food and clothing to victims,” he said. Most affected schools have resorted to makeshift facilities like tents or are teaching outdoors, he noted. "We are in the process of permanently relocating these schools and other public utilities to higher ground, which requires a lot of funding," he added. Salabani's head teacher Moses Longochila told of how he arrived at school one day to find parts of it completely submerged by floodwaters. “We saw the level of the lake rising slowly each day," he said. "We have no clue why this is happening. The community is confused and we don’t know what's going to happen next." Located next to Lake Baringo, Lake Bogoria has also experienced rising water levels in the last few years, disrupting both human and animal life. The saltwater lake, which is one of Kenya's six UNESCO World Heritage sites, is home to flamingos and is famous for its hot springs and geysers. James Kimaru, senior park warden at Lake Bogoria National Reserve, said the unusually heavy rainfall and resulting swelling of the lake have impacted tourism. “The lake’s size used to be 32 sq km and now it is 41 sq km," he said. "The salinity of the water has gone down, making the lake almost fresh, and this has reduced the number of flamingos." The flooding has also cut off the route to the hot springs, making it difficult for tourists to reach them. Experts are still unsure of what is causing the lakes to swell so dramatically, but they talk of a combination of factors, including underground geological shifts, increased rainfall, siltation and loss of vegetation. According to Rift Valley senior geologist Enock Kipseba, unusually copious rainfall and shrinking forests are to blame. “Due to heavy deforestation in the region, the loose soil and rocks around the lake have been carried by the rivers caused by heavy rainfall all the way into the lakes," he said. When the residue settles, it raises the lake bed and pushes up water levels. Alfred Kurgat, senior ecosystem conservationist at the Kenya Forest Service, believes the solution is to plant more trees, so the roots can catch the natural debris before it reaches the lakes. Baringo governor Cheboi said the government is planning to launch an enormous tree-planting project in the Rift Valley’s Tugen hills and Chemosusu forest, as part of a campaign to protect the ecosystem from degradation. CALL FOR INTERNATIONAL HELP For David Kimosop, managing director of the Kerio Valley Development Authority, the priority is to establish the cause of the flooding. He has called on climate researchers and agencies to spend more time working on the Rift Valley lakes. "As a way forward, building dykes along the shores will help prevent floods from destroying property and homes," he added. Moses Ole Mpaka, a human-rights activist based in Baringo County, believes the best way to tackle the flooding is to grab global attention. He wants residents and local experts to be invited to the U.N. climate change talks in Peru in December, where they could seek assistance in drafting future policy. “There has been a lot of discussion internationally about climate change, and we are at the receiving end," he said. "We are requesting to be given a chance to be part of the conferences to highlight the issues that matter the most. That is our cry." Governor Cheboi also hopes international experts will help solve the mystery of the swelling lakes. "Let us join hands and look for solutions," he said. "This problem can’t be ignored." Meanwhile, the longer the flooding in Kenya's Rift Valley goes unchecked, the harder life will become for those who live there. “The situation is already so grave," said Baringo resident Fancy Lorien. "But we fear the worst is yet to come." Caleb Kemboi is an environmental and climate change reporter based in Eldoret, in Kenya’s Rift Valley. He can be reached at [email protected] Original In Kenya, organic macadamia nuts provide a cushion against drought Original Climate refugees in South Asia need protection, advocates say Original Cattle shortage leaves Zimbabwe's fields unploughed as rains fall Original Early drought warning helps Pakistan's farmers prepare for dry season Kenya's swelling lakes disrupt class, push crocodiles into town

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Humanities She learns about the past via studies in the present USC Dornsife senior appreciates history Facebook BY Michelle Salzman Boston January 29, 2014 Originally from China, history student Songyu Zhu rides a horse in Western China. (Photo/Wendy Song) The first time Songyu Zhu visited her history student adviser Joseph Styles during her freshman year, she knew she was following the right path. “I still remember the red bricks of the Social Sciences Building,” said Zhu, a senior at the USC Dornsife College of Letters, Arts and Sciences. “When I walked into Mr. Styles’ office, books filled his shelves. Being in that scholarly atmosphere, I knew USC Dornsife was the place for me.” Zhu felt right at home. Her father and grandfather were high school history teachers who gave her an appreciation of learning history through narrative. “When I was young, they would tell me all kinds of literary and historical stories,” she said. “I’m used to dealing with information in this way.” Exuberant about her history major, Zhu said the pursuit of learning propels her. It was her voracious appetite for reading that brought her across the globe to study at USC. Zhu recalled the confident, education-focused protagonists of the American novels she read as a child growing up in Yuyao, China, a two-hour drive south of Shanghai. There was Jo in Little Women, a fiercely independent writer, and Francie in A Tree Grows in Brooklyn, who overcame poverty and other hardships in early 1900s Brooklyn, N.Y., to attend college. “These women were really imaginative,” Zhu said. “They loved to observe the world.” She recognized herself in some of the characters. “I’m pretty sensitive,” Zhu said. “I also love telling stories, watching people and looking at how the world works.” Zhu, who seeks to become a writer and teacher, was inspired by these novels set in the West. “When I was little, I looked at the map, and there was this pink area that was the U.S.,” she said. “I thought, someday I will go there.” Determined to build better relationships Students from China make up the largest segment of USC’s international student population, followed by students from India. USC boasts more international students than any other American institution of higher education, according to the 2013 Open Doors report released by the Institute of International Education. During the 2012-13 academic year, 9,840 international students attended USC. USC officials attributed strong numbers of Chinese and Indian students to several factors, including the university’s reputation along the Pacific Rim and its commitment to recruiting, which is supported by an expanding alumni base in several Chinese, Indian and other cities. Zhu was drawn to USC Dornsife, in part, for its small class sizes that allow her to build better relationships with her professors and classmates. She has enjoyed taking upper-division history seminars, where she studied side by side with graduate, doctoral and undergraduate students. The seminars were small, 15 students at most. “It’s a style I really appreciate,” Zhu said. Two of her seminars were taught by Professor Richard Fox. In one seminar, Zhu chose to analyze Walden by Henry David Thoreau; in another she compared the teaching styles of educators John Dewey and George Leonard. Fox recalled Zhu’s passion for learning. “That’s why Songyu liked reading Thoreau and Emerson so much in the seminar ‘Nineteenth Century American Thought,’ ” Fox said. “Thoreau and Emerson were afraid people would worship great writers and thinkers, rather than following their example by seeking out new horizons and creating something great themselves.” Songyu Zhu is an aspiring writer and teacher who mentors elementary school students through USC Dornsife’s Joint Educational Project. (USC Photo/Michelle Boston) A positive impact on people Zhu has taken the message of seeking new experiences to heart in her scholarship and extracurricular activities. She has worked as a mentor for youth in the elementary schools surrounding the university through USC Dornsife’s Joint Educational Project, among the oldest and largest service-learning programs in the country, and through Jumpstart, a national early education organization in which college students help preschoolers develop their language and literacy skills. “I love impacting people in a positive way,” said Zhu, who is thinking of pursuing a graduate degree in higher education at the USC Rossier School of Education. “Students are going to love being in Songyu’s classes,” Fox said. “She’ll light up their minds.” When she returns to China, Zhu dreams of creating a new university. “College is the place where you get a multidimensional perspective of the world,” Zhu said. “You can really engage with students with high academic motivation. I hope I can spread my positive feelings and passion for learning to them like my own professors and advisers, and the chair of the history department.” Drawing from her own experiences as an international student, her advice to others is to be courageous. More specifically, to speak up in the first three classes of the semester. With English as Zhu’s second language, she said the effort to be part of the classroom conversation has helped her to gain confidence in her English speaking and writing skills. “From the starting point, you need to take initiative,” Zhu said. “If you don’t speak in your first class, you probably won’t in your second one either. Also, if you never tell people what you’re thinking about a topic, they won’t give you feedback,” she said. “Professors challenge you and help you develop your ideas when you speak up.” Overall, Zhu said that studying in the United States has helped her to see the world through a new lens: “It makes me feel like my life is broader and more brilliant.” More stories about: Anthropology, Service Learning Related stories Science/TechnologySocial Impact Abigail Gregg, left, and Laura Wang, earned degrees at USC Dornsife. (Photos/courtesy of Abigail Gregg and Laura Wang) A USC first: Alumnae receive Fulbright-Clinton FellowshipsLaura Wang focuses on Samoa’s environment while Abigail Gregg covers the risk of natural disaster in Southeast Asia. August 25, 2015 A paper about the chimpanzee discovery was published in BMC Ecology. (Photo/Jenny via flickr) More rare chimps than expected found in unprotected landscapeUSC study reveals that hundreds of eastern chimpanzees inhabit a region of rapidly shrinking forest fragments in Uganda. ArtsHumanitiesSocial Impact The Michael C. Rockefeller Wing houses a collection of non-Western art. (Photo/Metropolitan Museum of Art) How, when and why ‘primitive art’ was added to the Metropolitan Museum of ArtUSC professor Nancy Lutkehaus explores the cultural, social and political significance of the decision. HumanitiesSocial Impact A 1946 membership card owned by Lisa Ben, an anagram of lesbian (Photo/Lisa Ben Papers, ONE Archives at the USC Libraries) USC seminar to explore how sci-fi fandom sparked the gay rights movementGender Studies 410 will ask students to conduct original research using materials from the largest LGBT archive in the world. August 10, 2015 She learns about the past via studies in the present

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Search EJournals Techné: Research in Philosophy and Technology Editor-in-Chief: Joseph C. Pitt, Virginia Tech, Vol. 11, no. 1 (Fall 2007) - previous editors: Paul Durbin 1995/97; Peter Tijmes 1997/99; Davis Baird 2000/07 Number 2 Winter 2003 Volume 7 DLA Ejournal Home | SPT Home | Table of Contents for this issue | Search SPT and other ejournals Virtually Philosophy Dan O'Brien University of Birmingham, UK. Mind and Mechanism. McDermott, Drew V. MIT Press. Cambridge, Massachusetts, 2001. Pp. viii+ 262. McDermott aims to show how the mind-body problem can be solved. He targets the "hard problem": how it is that physical entities can have conscious experience. He concludes that we are biological computers. Distinguishing between vehicle and process theories, he adopts the latter: "what's important about a neuron is not the chemicals it secretes or the electrical potentials it generates, but the content of the information encoded in those physical media" (p. 37). He is thus an advocate of AI: if a robot can process information in the way that our brain does then such a robot is also conscious. In chapters 1 and 2, McDermott gives a clear account of the motivation behind, and problems associated with dualism. He provides a (long) chapter on the history of AI and focuses on two themes. First, the project of AI should not concern itself with searching for a general algorithm underlying all thought. Specialisation is the key. He illustrates this in a survey of current research into robot vision, movement, and language. Second, he investigates the distinction between connectionism and GOFAI (good old-fashioned AI): "the bottom line is this: if someone tells you that a system is "symbolic," they have told you almost nothing" (p. 188). It is not just digital computers that manipulate symbols; neural networks have representational abilities, and thus, are also "symbolic". And: "neuron firing patterns are nature's way of making do without a digital computer" (p.188). In chapter 3 McDermott introduces his theory of consciousness by first considering the windows on one's computer desktop, and then, more controversially, free will. The MS Word window only exists because it is modelled within the computational syntax of the computer. Analogously, "a system has free will if and only if it makes decisions based on causal models in which the symbols denoting itself are marked as exempt from causality" (p. 98). Any strong sense of libertarian freedom is therefore denied, and along with that, the traditional philosophical questions of autonomy and responsibility. Consciousness, too, is a product of the way that a system models itself. To interact in the complex way that we do with our environment our brains must carry information about our place in relation to that environment. We must have a self-model. Robots, too, can have such a model. And, in order to act, a robot (let's call him Huey) must have programmed preferences. These must ultimately rest on Huey's sensitivity to certain stimuli--such as heat--that are classified as "intrinsically notlikeable" (p.102). The crucial claim is that such intrinsically classified sensory states play the same role in Huey as sensations of heat play in us. Similarly, Huey can be programmed to distinguish colours, and to do so there must be recognitional states in him that play the role of our colour qualia. So far, then, Huey has certain intrinsic preferences and sensory abilities, and, he behaves in much the same way as we do: he avoids fire, and perhaps prefers green rooms to red rooms. Huey acts as if he is conscious, or in McDermott's phrase, he has "virtual consciousness." The key claim of the book is that consciousness is just virtual consciousness. We are conscious because the neurophysiology of our brains instantiates a computationally structured self-model. If Huey deals with his environment in a sufficiently complex way then he must be agile (able to manipulate objects), have a model of his own body, be a decision maker, and, as a necessary component of such computational intelligence, we find conscious awareness, free will, and emotion. McDermott takes an anti-Cartesian position. A conscious self that surveys its internal Cartesian theatre within which qualia take centre stage does not exist. The self-model of a system creates the illusion of such a self in the same way an algorithm creates the MS Word window. McDermott allies himself to the higher order thought theorists: there is no phenomenological, felt quality to experience; you just believe that there is. In chapter 4, the usual suspects of the philosophy of mind are considered. How can a materialist theory of the mind account for the possibility of zombies, the knowledge acquired by Jackson's Mary, inverted qualia, what it is like to be a bat, and the Chinese room? None of these objections to materialism are found pressing. Chapter 5 addresses the question of the representational abilities of computational systems. Seen as "syntactic engines" computers turn input into output. The interesting computers, however, are those that can be interpreted as possessing semantic content; those whose relationship with their environment allows that their internal workings can be seen as about that environment, as having intentionality. McDermott ascribes to a causal theory of content: the representational content of a neuron-firing pattern is determined by the causal links those neurons have to the environment. McDermott presents a comprehensive treatment of dualism, a useful survey of AI, and an interesting and radical theory of consciousness. There are, however, certain problems with the book. There is too much speculation concerning future technological advances. While not claiming that current computers are conscious, he fears that the reader may not accept his position because he can only provide "sketches of arguments until cognitive science has advanced far enough to fill in some details" (p. 210). His conviction that the philosophical ground will shift with (possible) technological advances indicates the philosophical naivety of the book. Whether or not AI is ever actually successful, McDermott's theory of consciousness remains a substantive, interesting, and highly controversial thesis concerning the basis of consciousness and the mind. McDermott gives philosophical problems only superficial treatment. His discussion of the causal account of content ends with: "perhaps intentionality itself can be explained in terms of informational meaning, thus erasing its seeming distinctiveness" (p. 199), with developments in cognitive science left to fill in the explanation. He misunderstands the depth of Quine's (1960, pp. 26-79) radical translation argument: even "if we could measure events in the brain better", it is not clear how that would help narrow down the alternative interpretations of what our thoughts are about (p. 205). Chapter 5 ends with a discussion that ranges over foundational epistemology, the Kantian distinction between noumena and phenomena, and solipsism. McDermott claims that Kant's metaphysics is ruled out because science investigates not mere appearances but "how things really are"; and, solipsism is refuted since, in principle, we can come to identify our own experiences with the theoretical constructs of cognitive science using a "cerebroscope," and then use these constructs to "locate experiences in observed minds" (p.214). The philosophy here is underdeveloped. To the cognitive scientist, little idea is given of the depth of the philosophical problems involved; and to the philosopher, McDermott's responses will be unpersuasive as they stand. Chapter 6 confirms that the book is philosophically over ambitious. Here McDermott turns to morality. He provides an unconvincing argument against robots having a sense of morality, humour, aesthetics or love: one "can't count an artefact as really loving or laughing if changing a few program variables would radically change what it loved or laughed at" (p. 218). AI and other advances in technology will also raise ethical problems, and to help us deal with these a moral theory is called for. Utilitarianism, Kantian ethics, nihilism, and moral relativism are all sketched. Not persuaded by such theories, McDermott suggests turning to God: "I find the world to be morally incomprehensible without being able to adopt God's view of it, and physically inexplicable unless there is something outside of it that explains why it exists. I realize perfectly well that just saying the word "God" does not solve either problem. What it does is acknowledge the holiness surrounding them, and express faith that they are linked" (p. 237). There are some general considerations concerning whether religion is compatible with science, and a very unexpected conclusion. McDermott makes the unsubstantiated claims that God created the laws of physics and left us to evolve; that perhaps a belief in God is an inevitable aspect of intelligence; and that God may be essential for modern democratic civilization to evolve. For all this we should thank him and pray. The bizarreness of all this is tempered by the suggestion that we may possibly be praying to ourselves; that just like free will and consciousness, God too is only virtual. McDermott worries that "many readers are going to find the central argument preposterous, obscure, or inadequate" (p. 137). It may be some of those things; and thus, it would be prudent to develop the key argument, rather than become sidetracked on such general and unpersuasive philosophical discussion. Bibliography Quine, W. V. O. Word and Object. MIT Press, Cambridge, Mass, 1960. DLA Ejournal Home | SPT Home | Table of Contents for this issue | Search SPT and other ejournals URL: http://scholar.lib.vt.edu/ejournals/SPT/v7n2/obrien.html Last modified: 05/01/14 10:58:43 by Mark B. Gerus

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3-SpA-B SPANISH explorer SPANISHVasco Núñez de BalboaJuan Rodriguez Cabrillo (Portuguese)Christopher Columbus (Italian)Francisco Vasquez de CoronadoHernando de CortesFather Eusebio Francisco Kino Hernando de SotoAlvar Nuñez Cabeza de VacaFrancisco PizarroJuan Ponce de LeonVasco Núñez de Balboa (1474–January 15, 1519)was a Spanish explorer, governor, and conquistador. He is best known for having crossed the Isthmus of Panama to the Pacific Ocean in 1513, becoming the first European to lead an expedition to have seen or reached the Pacific from the New World. He traveled to the New World in 1500 and, after some exploration, settled on the island of Hispaniola. He founded the settlement of Santa María la Antigua del Darién in present-day Colombia in 1510, which was the first permanent European settlement on the mainland of the Americas (a settlement by Alonso de Ojeda the previous year at San Sebastián de Urabá had already been abandoned).Juan Rodriguez CabrilloJuan Rodríguez Cabrillo (ca. 1499 – January 3, 1543), João Rodrigues Cabrilho in Portuguese, was a Portuguese explorer noted for his exploration of the west coast of North America on behalf of Spain. Cabrillo was the first European explorer to navigate the coast of present day California in the United States. He also helped found the city of Oaxaca, in Mexico. Hernando de Cortes1485 – December 2, 1547) was a Spanish conquistador who led an expedition that caused the fall of the Aztec Empire and brought large portions of mainland Mexico under the King of Castile, in the early 16th century. Cortés was part of the generation of Spanish colonizers that began the first phase of the Spanish colonization of the Americas.Father Eusebio Francisco Kino Eusebio Francisco Kino S.J. (August 10, 1645–March 15, 1711) was a Catholic priest who became famous in what is now northwestern Mexico and the southwestern United States (primarily northern Sonora and southern Arizona) for his exploration of the region and for his work to Christianize the indigenous Native American population, including primarily the Sobaipuri and other Upper Piman groups. He proved that Baja California is not an island by leading an overland expedition there from Arizona. He established twenty-four missions and visitas ("country chapels") and was known for his ability to create relationships between indigenous peoples and the religious institutions he represented.Hernando de SotoHernando de Soto or (c.1496/1497 - 1542) was a Spanish explorer and conquistador who, while leading the first European expedition deep into the territory of the modern-day United States, was the first European to discover the Mississippi River. A vast undertaking, de Soto's North American expedition ranged throughout the southeastern United States searching for gold and a passage to China. De Soto died in 1542 on the banks of the Mississippi River at present-day Lake Village, Arkansas. Hernando de Soto was born to parents who were hidalgos of modest means in Extremadura, a region of poverty and hardship from which many young people looked for ways to seek their fortune elsewhere. Two towns—Badajoz and Barcarrota—claim to be his birthplace. All that is known with certainty is that he spent time as a child at both places, and he stipulated in his will that his body be interred at Jerez de los Caballeros, where other members of his family were also interred.[1] The age of the Conquerors came on the heels of the Spanish reconquest of the Iberian peninsula from Islamic forces. Spain and Portugal were filled with young men begging for a chance to find military fame after the Moors were defeated. With discovery of new lands to the west (which seemed at the time to be East Asia), the whispers of glory and wealth were too compelling for the poor.Alvar Nuñez Cabeza de VacaÁlvar Núñez Cabeza de Vaca (Jerez de la Frontera, ca. 1490/1507 – Sevilla, ca. 1557/1559) was a Spanish explorer of the New World, one of four survivors of the Narváez expedition. He is remembered as a proto-anthropological author for his accounts of Native Americans, first published in 1542 as La Relacion (The Report), and later known as Naufragios (Shipwrecks). De Soto sailed to the New World in 1514 with the first Governor of Panama, Pedrarias Dávila. Brave leadership, unwavering loyalty, and clever schemes for the extortion of native villages for their captured chiefs became de Soto's hallmark during the Conquest of Central America. He gained fame as an excellent horseman, fighter, and tactician, but was notorious for the extreme brutality with which he wielded these gifts. During that time, Juan Ponce de León, who discovered Florida, Vasco Núñez de Balboa, who discovered the Pacific Ocean (he called it the "South Sea" below Panama), and Ferdinand Magellan, who first sailed that ocean to the Orient, profoundly influenced de Soto's ambitions.Francisco PizarroFrancisco Pizarro González, 1st Marqués de los Atabillos (c. 1471 or 1476 – 26 June 1541) was a Spanish conquistador, conqueror of the Incan Empire and founder of Lima, the modern-day capital of Peru. Pizarro was born in Trujillo, Extremadura, modern Spain. Sources differ in the birth year they assign to him: 1471, 1475–1478, or unknown. He was an illegitimate son of Gonzalo Pizarro Rodríguez de Aguilar (senior) (1446-1522) who as colonel of infantry served in the Italian campaigns under Gonzalo Fernández de Córdoba, and in Navarre, with some distinction. His mother was Francisca González Mateos, a woman of slender means from Trujillo, daughter of Juan Mateos, of the family called Los Roperos, and wife María Alonso, labradores pecheros from Trujillo. His mother married late in life and had a son Francisco Martín de Alcántara, married to Inés Muñoz, who from the beginning was at the Conquest of Perú, where he then lived, always at his brother's side, who held him always as one of his most trusted men.[1] Through his father, Francisco was second cousin to Hernán Cortés, the famed conquistador of Mexico.Juan Ponce de LeonJuan Ponce de León y Figueroa[1], (1474 – July 1521)[2] was a Spanish explorer. He became the first Governor of Puerto Rico by appointment of the Spanish Crown. He led the first European expedition to Florida, which he named. He is associated with the legend of the Fountain of Youth, reputed to be in Florida. zashie001 ITALIAN Explorers PORTUGUESE Explorers FRENCH Explorers Explorers of Australia and Nearby Islands Arctic Explorers Antarctic Explorers countries in the world African explorers im trizhia:)

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The Would-Be Pioneer Essay From reviewing Green’s fictional case study, (Green, 2011), the author acknowledges some good points for consideration when one has to determine how much a culture and environment will affect institutions and their management. In this review, Green explores the challenges faced by Ms. Linda Myers when she accepted a job as a VP in a Seoul, South Korea with SK Telecom. Ms. Myers had what seemed to be all of the right credentials on paper that would make her the ideal candidate for a foreign assignment, except one, she was female. Although she realized initially that the agency contacting her for the assignment referred to her as “Mr.”, she pressed on and assumed it was a simple mistake, however, her experience would be reflective of this later as she reflects on her choice to accept the assignment and some of the things that went wrong (Green, 2011). When analyzing this case in depth and reviewing the entire tenure of Ms. Myers time with SK Telecom in Seoul, there are some important issues that surface which caused this job scenario to go terribly wrong for Ms. Myers. First, based on her experience in traveling overseas and her career experience based in recruiting and training ex pats on how to handle overseas assignments, Ms. Myers incorrectly assumed that she had all the necessary attributes required to take on any country and its cultural challenges. This was not accurate. One of the first clues that there were going to be issues in South Korea that Ms. Myers should have realized occurred long before her accepting the job in South Korea and she choose to ignore it. That clue being the preliminary assumption by the agency sent to recruit a VP that she was male, not female, as mentioned earlier. The second red flag that should have been raised by Ms. Myers occurred when she contacted the Society of Human Resources and asked them to put her into contact with a female executive who had worked in South Korea to help her prepare for her assignment. The return response from the Society was that “no one fit that criteria”, in other words, she was about to become a trailblazer (Green, 2011). Ms. Myers personality was one of succeeding not shying away from hard challenges; therefore, she let her enthusiasm and her confidence in her ability to adapt and overcome overshadow these forewarnings that she should have noticed before accepting the assignment. It was ultimately ignoring these early signs of trouble that later would lead to her shock at what she was going to encounter once she arrived in country and began trying to adapt and start working productively. Green’s case study points clearly to the fact that the South Korean culture is very different than the U.S. or many other less formal countries as compared to what Ms. Myers was accustomed to. She was facing a male dominated society that held ones age, title, and status in the highest of regards, especially among men. This realization quickly put Ms. Myers in a difficult situation early into her assignment. Although the warning signs were there, she had ignored them and failed to adequately research and learn what would be the expectations and norms of her new environment and it was making things very challenging for her to fit in and begin making changes, which is what she felt she was hired to do (Green, 2011). In addition to being unprepared to face a male dominant society, Ms. Myers also had failed to prepare for the very challenging language barrier that would exist in South Korea. Unlike many countries where many of the executives speak English, in South Korea, the society is extremely homogenous and only has 2.4% of the population that is foreign, therefore, understanding the Korean language is almost a necessity if one hopes to find great success in working with their peers while living there (Green, 2011). As a result of being unprepared for the male dominated culture and not having a good working knowledge of how to communicate, Ms. Myers ultimately offended one of her peers based on her incorrect assumption that there was a cultural misunderstanding which greatly embarrassed her peer and further isolated her from the team (Green, 2011). Within the first few weeks of her new assignment, Ms. Myers felt as if she had made very little impact on the organization, she was still struggling to communicate, and she had isolated her team members. She was frustrated, did not understand exactly what she was supposed to be doing in her role any longer and essentially started becoming a very miserable person at work. She loved the community and was absorbing local culture, however, this was not translating into a positive experience in the board room. Something had to change. This change occurred oddly enough in the form of a perceived promotion or move for Ms. Myers to become the Head of Global Talent at SK Holdings. In review of this case it seems obvious that this was a move designed to get Ms. Myers out of the boardroom as VP and eventually out of the company within a year of her arrival. As Ms. Myers moved into her new role, she quickly realized that she was being isolated by the team and that shake ups were occurring and in early 2009, she was finally dismissed from the company (Green, 2011). From reviewing this case study it seems that the key issues that went wrong for Ms. Myers began with her assumption that she could easily adapt to new cultures based on her life and career experiences. The next thing she does wrong is to ignore some very poignant warning signs had she been willing to see them as opposed to ignoring them. Her next mistakes came in the form of lack of preparation and an inability to adapt her style in a manner that would meet the demands of the culture and company as they expected. By allowing her attitude to become defeatist, she ultimately allowed herself to remain in a state of shock that ultimately led to her not making any corrections to herself to get up to speed and get moving in the right direction. She instead remained stagnant and this ultimately cost her missing out on the great opportunity she was in search of with SK Telecom. When one applies Hofstede’s 5 dimensions of culture to this case study, it becomes quickly apparent that there are some vast differences between South Korea culture and the United States. Had Ms. Myers applied the knowledge provided in Hofstede’s 5 dimensions model and utilized some of his tips, there is a very high likelihood she could have been successful in her assignment. For example, for each category listed below, here are the differences in scores between the U.S. and South Korea: Power Distance (PD) – In America, this score is 40 where as in Korea, there is much higher emphasis on this category and they score a 60. So, understanding this, Ms. Myers could have recognized early on that she would be facing a more rigid corporate hierarchy with a centralized organization which places a much higher emphasis on their leader’s power and authority (geert-hofstede, 2012). Individualism (IDV) – This is the most dramatically different category between America and Koreans. In this category the focus is on people and their relationships or closeness and connections to each other in their communities and their willingness to help each other to succeed. In America this category scores high at a 91, where as in South Korea, this category scores very low at an 18. It appears that in Korea, unlike America, the people are much more focused on group connections and harmony and will suppress their feelings to help make this cohesiveness exist. Where as in America, large group sharing and dynamics are not real high on the priority list as people in America tend to be very individualistic and appreciate their privacy and keeping their connections close to family and select friends (geert-hofstede, 2012). So, Ms. Myers would have quickly been able to determine that moving to South Korea, the people would be very traditional and support harmony and respecting wisdom and age more than many other factors she may bring to the table. Masculinity (MAS) – For masculinity, South Korea scores a 39 compared to Americas score of 62. Although both countries tend to accept women’s role in the work force, it appears that for Koreans there is even more respect for a powerful woman in the workplace than traditionally accepted in the roles defined between men and women in America. So, Ms. Myers could have exploited her powerful trait of leadership had she understood how receptive and respected it could have been in her VP role with the company (geert-hofstede, 2012). Uncertainty/Avoidance Index (UAI) – Here is another instance where doing business in America will be a far different experience than doing business in South Korea. The score in this category which places emphasis on anxiety and people’s feelings in strange and uncomfortable situations shows that Koreans avoid conflicts and anxious situations by following strong traditions and rules and will go out of their way to keep things smooth. Their score in this category is an 85. Americans on the other hand welcome a good debate and encourage pushing the envelope and shaking things up and score a 46 in the lower quadrant of this category. Although there are some general guidelines of civility that people follow, America is much more open in the business environment to changes than Koreans will be (geert-hofstede, 2012). Long Term Orientation (LTO) – Here is another category where Ms. Myers could have greatly benefitted from having these scores available to her before arriving in South Korea. LTO focuses on the emphasis society’s place on traditions and values, especially long term and short term values. In fact, it was Asian countries that closely followed traditions such as Confucianism that cause Hofstede to add this 5th dimension in the 1990’s. If Ms. Myers had understood this LTO score, she would have been able to research and discover that Of the South Korean population, 22.8% are Buddhist and so the Korean LTO score was high at 75% (geert-hofstede, 2012). Americans on the other hand score low at 29% again based on their push for everyone to be equal regardless of conditions, freedom of thought and expression, openness to challenge systems and make changes, and promotion of high creativity and individualism (geert-hofstede, 2012). It is obvious for Ms. Myers or anyone trying to function successfully in South Korea to understand and respect the traditions and long standing practices of the Korean people. After thoroughly reviewing Ms. Myers decisions and actions in the case study and applying the scores and tips from Hofstede’s model, the recommendations that would have helped Ms. Myers succeed would be as follows. First, Ms. Myers should have never dropped her formal title of Sang Mu Linda as this immediately showed weakness on her part and confused the people that worked with her and for her. As noted by the scores in the PDI and VAI categories, Koreans put a high emphasis on titles and authority and communicate only in the peer roles, not so much up and down the ladder. By removing her official VP title and trying to use the open door, everyone is equal style that is so popular in American management philosophy; she had made a key miscalculation that cost her much needed respect (Green, 2011). If she would have embraced her title and commanded that people respect her role as is traditional in Korean society, she could have been much more effective in her role. Second, Ms. Myers should have worked harder to demand more access to translators and make the necessary changes necessary to ensure communication was not an issue. By limiting herself to a limited staff of translators and not learning the language herself, she isolated herself from her Korean peers and as Hofstede’s model demonstrated, Koreans place a very high emphasis on real time communication and expect that from their leaders. She was not able to do this therefore she lost them shortly after arriving on the job (Green, 2011). Lastly, Ms. Myers misunderstanding of how hierarchical and male dominated the Korean workplace is caused her to apply a not traditional management style from the west that did not work in Korean society. If she would have simply researched and understood what she was going into, she would have been better prepared, she could have adjusted her style to be more reserved when necessary and meshed better with her male counterparts, all of which would have made her much more successful in her once in a lifetime opportunity (Green, 2011) Green, S. (2011). The would-be pioneer. Harvard Business Review. 89(4), Cultural Awareness Differences of North and South Korea The Korean War Cross Cultural by Hofstede Geert Hofstede Cultural Dimensions Analysis International and Intercultural Communication North Korea Essay Big Bang or Bigbang Marriage and Divorce in Colonial Korea North and South Korea CBA Essay Topics: South Korea Sorry, but copying text is forbidden on this website. If you need this or any other sample, we can send it to you via email. Please, specify your valid email address

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Location changed for Hispanic Heritage Month lecture KALAMAZOO -- The location of the Thursday, Oct. 9, Hispanic Heritage Month lecture by Norma V. Cantu, assistant secretary for civil rights at the U.S. Department of Education, has been changed from the Kirsch Auditorium of the Fetzer Center to Shaw Theatre at Western Michigan University. Cantu will speak at 10:30 a.m. on the importance of a college education, family tradition, the cultural contributions by Latinos to American society and Latino growth in higher education. Cantu is a graduate of Pan American University and holds her law degree from Harvard University. Before being nominated by President Clinton to her current position in 1993, she was the regional counsel for the Mexican American Legal Defense and Education Fund based in San Antonio, Texas. She also served as national director of that fund's Education Litigation and Advocacy Project, acting as lead counsel in a number of education-related lawsuits. Currently, Cantu is responsible for enforcing the federal civil rights statutes that protect the rights of students to equal educational Click for related Hispanic Heritage Month story For more information, contact Miguel A. Ramirez, Division of Minority Affairs, 616 387-3329 or Ruth A. Stevens, 616 387-8411.

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Blackboard’s Recent Purchase Signals Learning Management System Disruption Liz Elfman This Edtech Startup Is Scoring in the Top Percentile It’s been a good week for MyEdu, a Learning Management System company that allows students to manage coursework, build an academic profile, showcase coursework and projects, and define skillsets. According to EdSurge, the company was acquired by Blackboard, a “household name in the LMS market,” so the acquisition may be a sign of things to come. Specifically, the purchase may signal that there is room for startups to work on bettering existing learning management systems. “MyEdu will continue to be free and there will be no product changes,” the company’s website states. “We are excited to join Blackboard as it will allow us to build more features for you and connect you to a larger student community.” Blackboard’s acquisition is not the first LMS startup partnership to make its way onto the edtech stage. Just last year, Noodle Education acquired a technology platform built by Lore, an LMS with a focus on social features, whereby students post assignments and updates and share them with fellow classmates. Noodle’s website resembles that of a tech startup in terms of its layout and design, an indicator that it is firmly focused on technological innovation and progress. This may also represent a shift in focus for other education companies, which acknowledge that technological innovation is imperative to systematic innovation in the education sphere. Education Drive reported last year that Instructure, an LMS startup, had raised $30 million in a Series D round. GigaOm noted that the company planned on “knocking LMS Blackboard off its throne.” The company’s browser-based software, much like Blackboard’s, aims to help teachers and clients distribute class documents, track student progress, grade assignments and collaborate with individuals and groups. So with Blackboard’s MyEdu acquisition, competition just got fiercer. While it isn’t clear who will earn the head seat at the table of the LMS developers, there is clear headway being made in the amelioration of learning management technology. Where once systems like Blackboard were clunky and unintuitive, startups have been helping to upgrade the technology, reach a wider audience more efficiently, and operate with desirable levels of UX. Liz Elfman is a writer, editor, and content strategist who tweets @lizelfman. Liz Elfman Liz Elfman is a writer, editor, and content strategist.

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Home » Other Important News » America’s Child Soldiers: US Military Recruiting Children to Serve in the Armed Forces America’s Child Soldiers: US Military Recruiting Children to Serve in the Armed Forces Other Important News Afghanistan, Iraq, Lies and misrepresentations, New York City, Pentagon, United Nations by Sherwood Ross In violation of its pledge to the United Nations not to recruit children into the military, the Pentagon “regularly target(s) children under 17,” the American Civil Liberties Union(ACLU) says. The Pentagon “heavily recruits on high school campuses, targeting students for recruitment as early as possible and generally without limits on the age of students they contact,” the ACLU states in a 46-page report titled “Soldiers of Misfortune.” This is in violation of the U.S. Senate’s 2002 ratification of the Optional Protocol to the UN Convention on the Rights of the Child. Pentagon recruiters are enrolling children as young as 14 in the Junior Reserve Officer Training Corps(JROTC) in 3,000 middle-, junior-, and high schools nationwide, causing about 45 percent of the quarter of million students so enrolled to enlist, a rate much higher than in the general student population. Clearly, this is the outcome of underage exposure. In some cities, such as Los Angeles, high school administrators have been enrolling reluctant students involuntarily in JROTC as an alternative to overcrowded gym classes! In Lincoln high school, enrollees were not told JROTC was involuntary. In Buffalo, N.Y., the entire incoming freshman class at Hutchinson Central Technical High School, (average age 14), was involuntarily enrolled in JROTC. In Chicago, graduating eighth graders (average age 13) are allowed to join any of 45 JROTC programs. “Wartime enlistment quotas (for Iraq and Afghanistan) have placed increased pressure on military recruiters to fill the ranks of the armed services,” an ACLU report says. Trying to fill its quotas without reinstituting a draft “has contributed to a rise in…allegations of misconduct and abuse by recruiters” that “often goes unchecked.” The Pentagon also spends about $6 million a year to flog an online video game called “America’s Army” to attract children as young as 13, “train them to use weapons, and engage in virtual combat and other military missions…learn how to fire realistic Army weapons such as automatic rifles and grenade launchers and learn how to jump from airplanes,” the ACLU reports. As of Sept., 2006, 7.5 million users were registered on the game’s website, which is linked to the Army’s main recruiting website. And when Pentagon recruiters sign 17-year-olds into the inactive reserves under the Future Soldiers Training Program, (the idea being to let them earn their high school diploma), they frequently don’t tell the children they can withdraw with no penalty. “Over the years, we have had reports from students who were told that if they change their minds, they would be considered deserters in war time and could be hunted down and shot,” the New York City-based Youth Activists-Youth Allies said. One young woman was told if she backed out of her enlistment her family would be deported. And Bill Galvin, of the Center on Conscience and War, said one young man who changed his mind about enlisting and was told by his recruiter: “If you don’t report, that’s treason and you will be shot.” Singled out by the Pentagon for intense recruitment drives are urban centers such as Los Angeles and New York. The latter, in which low-income students account for 51% of all high school enrollment and where 71% are black or Latino, contains three of the nation’s top 32 counties for Army enlistment. In Los Angeles, 91% of the students are non-white and 75% are low-income. And the Coalition Against Militarism in Our Schools says the 30 JROTC programs in Los Angeles Unified School District (with 4,754 students) are “Located in the most economically depressed communities of the city.” African-Americans make up 16% of the civilian population of military age but 22% of the Army’s enlisted personnel, the ACLU notes. It charges bluntly: “The U.S. military’s practice of targeting low-income youth and students of color in combination with exaggerated promises of financial rewards for enlistment, undermines the voluntariness of their enlistment…” JROTC also runs a Middle School Cadet Corp for children as young as 11, that militarizes them even before they graduate elementary school. “Florida, Texas, and Chicago, offer military-run after-school programs to sixth-, seventh-, and eighth-graders…(that) involve drills with wooden rifles and military chants….and military history.” Children wear uniforms to school once a week for inspection. While the U.S. claims “no one under age 17 is eligible for recruitment,” the Pentagon’s Joint Advertising Market Research & Studies database(JAMRS) scoops up data on eleventh graders, typically just 16. JAMRS has data on 30 million Americans between age 16 and 25 for recruitment purposes. The ACLU says this data includes “e-mail addresses, grade point averages, college intentions, height and weight information, schools attended, courses of study, military interests, and racial and ethnic data” as well as Social Security numbers. In the face of grim casualty reports from the Middle East, Pentagon recruiters appear increasingly desperate to make their quotas. About one in five, the New York Times reported in 2004, was found to have engaged in “recruiting improprieties” ranging from “threats and coercion to making false promises to young people that they would not be sent to Iraq.” Given the Bush regime’s plunge into criminal wars of aggression that defy international law and the Geneva conventions, there is no reason why military recruitment of any kind should be allowed on any college campus, much less in the secondary schools. If the United States truly wished to spread democracy, (rather than seize oil fields), it would be assigning vast numbers of Peace Corps recruiters to college campuses, and the budgets of the Peace Corps and the Defense Department would be reversed. As Eugene Debs, the presidential candidate on the Socialist ticket that went to prison for speaking against World War One, (he polled 913,000 votes in 1920) once said: “I would no more teach children military training than I would teach them arson, robbery or assassination.” The fact that the Pentagon is having such a daunting time these days filling its ranks as it wages an illegal war speaks very well for the intelligence of the American people. That’s no excuse, though, for the Defense Department to illegally recruit impressionable children. Sherwood Ross is a Miami-based public relations consultant and columnist who previously worked for the Chicago Daily News, as a radio commentator, and as a columnist for wire services. Reach him at [email protected] Source URL: http://www.globalresearch.ca/index.php?context=va&aid=11210

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Florida Atlantic University 'Jesus stomping' case: Student Ryan Rotelas upset, Rick Scott comments wptv staff 9:07 AM, Mar 27, 2013 Florida Governor Rick Scott makes his State of the State address in Tallahassee, Fla., on March 5, 2013. The Florida Channel BOCA RATON - State education officials will be taking a closer look at Florida Atlantic University today after Gov. Rick Scott responded to a controversial classroom exercise. A class, taught by Vice Chairman of the Palm Beach County Democratic Party Deandre Poole, was reportedly following an exercise in the instructor's manual that had students write the name "Jesus" in large letters on a piece of paper, put the paper on the floor, face up, and after a brief period, tell them to step on the paper. The exercise was part of a chapter dealing with the power of certain words. One student, a junior named Ryan Rotelas, said he refused to participate. While the university said Rotelas was never punished for his refusal, the student's lawyer said school officials told Rotelas he would be suspended. FAU officials have apologized and said the student will not be punished. They also stated the exercise will not be assigned again. Gov. Rick Scott wants a detailed report from state university system Chancellor Frank Brogan regarding the incident. "Whether the student was reprimanded or whether an apology was given is in many ways (inconsequential) to the larger issue of a professor's poor judgment," Scott stated in a letter to Brogan. "The professor's lesson was offensive, and even intolerant, to Christians and those of all faiths who deserve to be respected as Americans entitled to religious freedom." Meanwhile, the controversy has prompted the Church of All Nations in Boca Raton to plan a march in response, according to Reverend Mark Boykin. Reverend Boykin is still fuming over what the FAU student was asked to do in class. "To write the name of Jesus on a piece of paper, and then to stop and contemplate what they were doing. And then to stop on it," says Rev. Boykin. "We find this to be unconscionable, unprofessional and completely unacceptable." This comes despite repeated apologies from FAU leaders. "We don't plan to use this exercise again, we apologize to everyone who felt it was too sensitive we recognize that," says Dr. Charles Brown, Senior Vice President of Student Affairs at FAU. Dr. Brown says Rotelas was never up for punishment for refusing to step on a piece of paper with Jesus' names on it. A lawyer for Rotelas says otherwise. "He met with the school officials about it and was informed of his suspension," says Hiram Sasser, with the Liberty Institute. That's when Sasser says FAU did an about face. "Their first mistake was backing the professor and the assignment. But then they found out most of America didn't agree with them," says Sasser. Rotelas is back in class, but with a different instructor. He claimed "victory" Tuesday on his Facebook page once the university decided he wouldn't be punished. Marissa Bagg WPTV contributed to this report

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ACE StoreNews RoomACE Blog HomeCurrently selected Leadership ProgramsAdvocacy NewsHigher Education TopicsEventsMembershipContact UsAbout Home > News Room > Leadership Bios > Daniel T. Madzelan Daniel T. Madzelan Frequently Quoted << Back to Leadership Bios Thumbnail Large 285x371 High Resolution Photo Contact Daniel T. Madzelan Request Daniel T. Madzelan to Speak Assistant Vice President, Government Relations, Office of Government Relations Specialization: Federal policy, federal student aid, legislative issues Page ContentDaniel T. Madzelan joined ACE in 2014 as associate vice president for Government Relations. In his role, Madzelan helps advance ACE’s advocacy on behalf of the higher education community, particularly the array of federal policies and issues critical to the missions of American colleges and universities and the students they serve. From 2009–10, Madzelan served as acting assistant secretary for postsecondary education at the U.S. Department of Education, where he was charged with primary responsibility for administering a $2.6 billion program budget providing financial support to colleges and universities and their students, and had policy and program budget responsibility for the Title IV student financial aid programs that provided nearly $130 billion in grant, loan and work-study assistance to more than 14 million postsecondary students and their families. Previously, he was a longtime director of the forecasting and policy analysis service in the department’s office of postsecondary education. He worked in a number of capacities in that office before becoming a director. Madzelan is a graduate of the University of Maryland, College Park, with a bachelor of arts in economics with a concentration in mathematics and statistics.​

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Academy Home About Drexel Affiliation Academy's History Academy News Press Room Staff Publications Governance Jobs and Opportunities Programs & Events Events Calendar Festivals & Special Events Membership Buy Tickets About the Academy of Natural Sciences Home » About » Press Room » Press Releases » 2012 » STEM Grant FMC Grant Funds Career Days PHILADELPHIA, October 17, 2012 Philadelphia public middle-school students and their teachers will be able to interact with scientists from FMC Corporation and explore learning and career opportunities in science and math thanks to a grant from the Philadelphia-based chemical company, the Academy of Natural Sciences of Drexel University announced today. About 30 FMC scientists and chemical engineers will participate in two career days at the Academy that will serve about 1,200 public school 6th, 7th and 8th graders and their teachers. The goal of the event, funded by a $25,000 grant from FMC, is to showcase the many career opportunities in the fields of science, technology, engineering, and math (STEM). The career days will be Monday, Nov. 5, and Thursday, Nov. 15. Participants also will learn about different kinds of local after-school activities, including the Academy’s Women In Natural Sciences program for underserved high school girls. Teachers will learn about Academy resources that will help them integrate math and science into their regular curriculums. Academy scientists will be on hand to describe how they first got interested in science and how they have applied their schooling to their careers. “By introducing middle-school teachers and students to the resources available to them in their own backyard, we’re able to have a significant impact on the quality of education for underserved students,” said Academy Senior Director of Education Jacquie Genovesi. “Our FMC researchers and chemical engineers love inspiring students by discussing their careers and by teaching them about how our products work,” said Linda Froelich, FMC product stewardship and regulatory manager. FMC Corporation is a diversified chemical company serving agricultural, industrial, environmental and consumer markets globally for more than a century with innovative solutions, applications and quality products. In 2011, FMC had annual sales of approximately $3.4 billion. The company employs approximately 5,500 people throughout the world, and operates its businesses in three segments: Agricultural Products, Specialty Chemicals and Industrial Chemicals. For more information, visit www.FMC.com. Founded in 1812, the Academy of Natural Sciences of Drexel University is America’s oldest natural history museum and a world leader in biodiversity and environmental research. For 200 years, the Academy has carried out its mission to encourage and cultivate the sciences, exploring the remarkable diversity of our natural world and sharing these discoveries with the public through innovative exhibits, publications, and educational programming. News Media Contact Carolyn Belardo Director of Public Relations [email protected] AboutDrexel Affiliation STEM Grant Publicity Photos Photography, Video & Film Science Experts Founded in 1812, the Academy of Natural Sciences of Drexel University is a leading natural history museum dedicated to advancing research, education, and public engagement in biodiversity and environmental science. Become a member of the Academy of Natural Sciences of Drexel University and get insider access to our scientists, collections, exhibits, and more. World-Class Research from the Academy The Center for Systematics & Evolution The Patrick Center for Environmental Research Biodiversity, Earth & Environmental Sciences at Drexel University Ewell Sale Stewart Library & Academy Archives Fellowships & Endowments Drexel University Drexel University Home Academics Research The Center for Environmental Policy Center for Environmental Policy Home Public Programs Working Groups Events Educators and Scouts Field Trips Scouting Academy-on-the-Go Programs Support the Academy Become a Member Make a Donation Volunteer Programs for Families Activities Family Programs Festivals & Special Events Programs for Adults Adult Educational Programs Environmental Programs Home ©2016 The Academy of Natural Sciences of Drexel University | 1900 Benjamin Franklin Parkway, Philadelphia, PA 19103 Phone: (215) 299-1000 Plan your visit, check out our new exhibits, and find out about upcoming activities. Dinosaurs Unearthed is open now! Discover the past and explore the future of the natural sciences in our online exhibits. Explore the work of the Delaware River Watershed Initiative Make a difference, browse our programs, and get involved with the natural world. Members' Night at the Academy The Center for Environmental Policy

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selected London Professor AC Grayling talk: Flare set off by protesters From the section London http://www.bbc.com/news/uk-13690349 The flare was set off inside Foyles bookshop on the Charing Cross Road Protesters have set off a smoke flare at a talk given by an academic who has helped to launch a new private college.The central London-based New College of the Humanities (NCH) will charge students £18,000 in fees each year.Professor AC Grayling, who will become president of the college, was heckled as he talked about arts funding cuts at Foyles bookshop on Charing Cross Road.As the discussion was drawing to a close, a red smoke flare was set off in the crowd of about 100 people.Sion Hamilton, manager of Foyles Charing Cross Road, said Prof Grayling had been booked "some months ago" for a discussion about the arts in the UK. He had offered to answer students' questions for 20 minutes after the event but the company said it regretted "that one individual decided to curtail this opportunity for further discussion by letting off a smoke bomb at the end".The people attending the debate were evacuated from the top floor of the central London shop and many were seen coughing as they walked away after the incident.When the philosopher started to talk, someone from the crowd shouted: "You have no right to speak" and another called out "venture capitalist".One protester said: "You should be defending public education not deserting it."'Gifted' undergraduates NCH will be based in Bloomsbury, central London, and will open in October 2012.The college says it will teach "gifted" undergraduates and prepare them for degrees from the University of London.The 14 professors involved include biologist Richard Dawkins and historian Sir David Cannadine. The college will offer eight undergraduate courses in the humanities taught by some of the world's most prominent academics.Degrees cover five subject areas - law, economics, history, English literature and philosophy.Students will also take three "intellectual skills" modules in science literacy, logic and critical thinking and applied ethics.Prof Grayling, the philosopher who will be the college's first Master, secured millions of pounds of funding from investors to set up the institution.He said: "Our priorities at the college will be excellent teaching quality, excellent ratios of teachers to students, and a strongly supportive and responsive learning environment."Our students will be challenged to develop as skilled, informed and reflective thinkers, and will receive an education to match that aspiration."The government has set fees in England's public universities at a maximum of £9,000 from September next year. More on this story Academics launch private college 5 June 2011 Private college challenged over 'university' label 7 June 2011 Tuition fee loans of £6,000 for private degree courses 13 April 2011 Tuition fees: 'Most universities' want to charge £9,000 19 April 2011 Related Internet links New College of Humanities The BBC is not responsible for the content of external Internet sites

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David Riley AwardScholarshipsTraining IATEFL BESIG World Blog Welcome to the BESIG World Blog. Each month we’ve got a different guest author lined up who will be sharing thoughts and experiences on teaching business English from countries around the globe. Go Back Business English in Brazil Posted by: BESIG As Brazil is currently a major player in the global economy, many positions in local and international companies now require that their staff has a proficient level of English in order to do business with partners and customers from all over the world. Alessandra de Campos, a Business English Trainer based in São Paulo (Brazil), will be sharing with us her experience in teaching English for Specific Purposes (ESP) in a country that only now people are becoming more aware of how important is to speak a second language, and the great impact that it can have in their professional lives and professional development. Justine Arena from the BESIG Online Team, who´s based in Brasilia, Brazil, asked Alessandra about her experiences as a business English teacher in Brazil, looking at the challenges, successes and future potential which exist there. Alessandra de Campos has a degree in Language Teaching and post-graduation courses in Applied Linguistics and Distance Learning. Since 1990 she has worked in schools, language institutes and companies as a teacher, academic coordinator and program/material designer. She has a Celta and is currently doing her Delta. I occasionally do consultancy work for publishers, started recently to work as an examiner for Cambridge, teach teenagers at a bilingual school and executives in-company. JA: Is Business English something that is vastly offered in English schools and as part of companies´ training program in Brazil? AdC: A lot of English schools offer business English classes for individual students. I know of one school that offers group classes with a focus on presentation or telephone skills. In-company classes are usually individual or in small groups and classes are paid for by the students. Some companies offer employees at a certain level (usually the managerial level) sponsorship, paying a percentage of the course and some sign a contract with different English schools who offer employees a discount and classes either in the school or in-company. What usually happens is that these students, in any case, eventually hire a private teacher because schools cannot personalize classes (at least not enough) and the traditional business English classes with business English books end up not helping students to do their work. JA: How did you start teaching Business English (BE), and in what type of settings have you taught BE? AdC: My career in BE started in 2007, when the school where I worked as an academic coordinator was invited to design a program for 25 employees in a software company. The objective of the company was to help some of their managers (or prospective managers) to improve their use of English at work. We had there a very unusual situation, considering the business of language teaching. We were given a classroom, full access to the company’s meetings, conference calls, documents, projects, clients, in a way that we knew their business extremely well and that reflected deeply in the work we were able to do in class. I spent 4 years in that company and after that started teaching BE only as a private tutor. JA: How is to teach BE in Brazil? What are the biggest challenges in your opinion? AdC: The main challenge that I believe teachers/schools face is to understand exactly what students need. I remember interviewing the 25 employees in the company in 2007 and making conclusions about their needs that proved wrong as I started learning more about what they really had to do. My impression is that students do not really understand what they need to know or cannot explain these needs well. After a year being in the company 8 hours a day from Monday to Friday, I realized that none of the descriptions of use of English I had heard from my students had been accurate or ‘realistic’. Thus what I think is that, even as private teachers, we run the risk of offering the students what we think they need based on what they think they will have to do and not helping them, frustrating them and being frustrated as well. Another big challenge is to find the appropriate materials to use in class. The only materials that would make sense to use would be their own production at work. Written production (emails and other artifacts) is usually available and easier to see, analyze and work on. The problem is oral production, which does not take place while we are in class, and can only be dealt with if students record their meetings or calls and bring the files to class, but that rarely happens. Because of the variety of segments in the business area, it is not easy for publishers to produce a book that is relevant and useful for classes. Most books cover too many areas (HR, sales, marketing, etc) and the units are too superficial and unrealistic. It is possible to find books that deal with only one area or career (for example, English in Medicine). In the area where I was (technology), even those books that were specific were inappropriate. JA: What was the most challenging BE project that you have been involved with? Why? How did you overcome these challenges and what was the outcome of the project? AdC: Teaching students to participate in a conference call effectively was my most challenging task. To begin with, I had never participated in a conference call, so I only had a remote idea of what happened during a call. Secondly, we teachers tend to prepare students to use a much more formal language than is actually needed, and if you do not participate in their calls, you never realize that your students may be sounding awkward, unnatural, or excessively formal. Of course, again, business English is a vast area and I believe information technology is among the most informal ones. But the business I see in companies nowadays tends to be much more informal than we believe it is or than it used to be, and I see the same tendency in the company where I am now, that is pharmaceutical. But back to the calls, it is not only a matter of register. A conference call demands a number of skills. The student in a call has to be able to understand and manage silence, stress, uncertainty, doubt, has to show confidence in him/herself, the team, the project, reassure the client, make promises, explain, justify, argue, ask, answer, question, complain, demand, give in, make conversation, show regret, congratulate, praise, and so on, but all that in a foreign language. There is a large number of business skills, personal skills, soft skills required from the participants, and language skills only add up to the complexity of the situation. I learned all I know today from the conference calls I participated in during the four years in-company. Many times, we were four, five people sitting in a room with a device that allowed us to hear and be heard, and we did not know what the best way to respond would be, as the client showed frustration, disappointment, disbelief. Sometimes, we were unable to understand the client’s English. We all learned by doing, by trying again and again, by discussing results after each call, analyzing recordings. Being in the company made all the difference and, after some time, I already knew what to expect and how to behave, so we formed groups of study to prepare employees for the different scenarios and started having much more effective calls. JA: A lot of Brazilians can communicate in general English, but don´t have a proficiency level to write business emails, participate in conference calls and do business in English. What is needed to get a student who has some level of proficiency in general English to be confident and able to communicate in the business world? AdC: I would say practice. Also, confidence in language use, in my opinion, has a lot to do with personality and attitude. A student at an A2 level may show more confidence than another at a C1 level. I do not really believe that knowledge necessarily leads to confidence. As a recommendation to students, I would say, “Observe. Listen. Watch. Copy. Improvise.” As a recommendation to teachers, I would say, “Observe. Understand. Analyze. Guide.” JA: And we cannot leave behind the two major events that will take place in Brazil within the next 3 years. In you view, how ready is Brazil for the World Cup in 2014 and the Olympic Games in 2016? Is the country and businesses getting ready for these two major events as far as English goes? AdC: I do not hear any comments about the World Cup or the Olympic Games inside companies. My students are usually more concerned about deals the president has signed, decisions made by big companies, changes in legislation and where numbers are going. However, on the streets I notice that taxi drivers and clerks, for example, talk a lot about getting prepared for those events, which I think may mean a high demand for courses preparing people to deal with foreigners. I think it is part of our culture to do things at the very last minute and I do not think things will be different in this case. JA: Finally, in some places English for Specific Purposes (ESP), such as BE is something fairly new. What are some tips that you have for teachers who want to get involved in BE or are already teaching BE and would like to develop themselves further in this area? AdC: I would recommend talking to other teachers who have already been doing this kind of work, watching classes when possible, learning as much as possible about the student’s (or company’s) business (besides reading about the company on their website, it is possible to sign up for Google Alerts, for example, and that service will email you whenever something is published about the company), reading (I would suggest Harvard Business Review - and The Financial Times; on Summary.com you can read summaries of books on several business topics) and watching videos on www.ted.com (there are a lot of videos on topics that are interesting for students inside companies). Category: MEMBERS IN OVER 65 COUNTRIES IN EUROPE, THE AMERICAS, AFRICA, ASIA and OCEANIA

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Stand for the Silent: Anti-bullying assemblies reach out Drew Van DykeC-T Writer "I am only one, but I am one. I cannot do everything, but I can do something. And because I cannot do everything, I will not refuse to do the something that I can do. What I can do, I should do. And what I should do, by the grace of God, I will do." -- Edward Hale, as quoted by Kirk Smalley* * *The Chillicothe High School hosted one of this week's four assemblies pertaining to bullying (through the Stand for the Silent movement, and put on by Livingston County C2000 and the Coalition for Cultural Awareness) Wednesday morning at Gary Dickinson Performing Arts Center.The Chillicothe Middle School hosted the same program at their locale in the afternoon Wednesday, and Southwest Livingston County R-1 (Ludlow) and the Chillicothe Comfort Inn and Suites did so on Tuesday.Kirk Smalley, the assembly's speaker, was the father of a bullied child; "was", at least semantically speaking, because his son, Ty Fields-Smalley, committed suicide when he was 11 years old. It was spring 2010. May 13. Perins, Okla. His "baby," as Kirk often refers to Ty, was sitting in the school gymnasium with his best friend earlier in the day, when a student who had been bullying him for close to two years began antagonizing him once more."I guess Ty finally had enough," Kirk said. "He retaliated."You know what happens when you retaliate?" Kirk asked the students. "The second guy always gets caught, doesn't he?"Ty was suspended from school for three days. His mother — Kirk's wife, Laura — picked up her son. She took him home. She told him to do his homework, and to do his chores, and she said that they would talk about the matter that night when everybody got home. She returned to work. They were short-staffed that day."My baby didn't do his homework," Kirk said. "He didn't do his chores. Instead, he killed himself."It was Laura who first found Ty Fields-Smalley's body in the mid-afternoon hours of May 13, 2010, sprawled on the couple's bedroom floor, the victim of a self-inflicted gunshot wound. She called Kirk at his place of work. Kirk is a construction worker, he told the students — not a public speaker."She was screaming," Kirk said. "I couldn't understand a single word she was saying. She just screamed..."She said 'He's dead,'" said Kirk. "I asked her 'Who?' She said 'Ty.'"CHS Principal Brian Sherrow welcomed the gathered students, faculty and staff, and guests to the assembly within the Gary Dickinson Performing Arts Center Wednesday."This morning, we are fortunate to welcome Kirk Smalley, of the Stand for the Silent Movement," he said.Four CHS students — Matt Shaffer, Claire Chapman, Hayley Earp, and Abbie Clark — came to stage left, and stood behind a line of five vacated folding chairs, each supporting at a slant the backed photograph of an unknown young person, staring out, smiling, into the gathered crowd. As reads the SFTS webpage: "At the beginning of each Stand for the Silent school presentation, student leaders read the biographies of bullying victims that have lost their lives to suicide as submitted by their families. Stand for the Silent honors the memory of these kids, and we thank the families for sharing their stories."The students took turns reading out the names and biographical information provided with each. Austin Hallsted: Dec. 18, 2010; creative, enthusiastic, depressed; 16. Brandon Swartwood: Dec. 16, 2000; gifted mechanic; outdoorsman; 18. Brianna De Vries: April 28, 2010; Australian; sporty; cyber-bully victim; 14. Montana Lance: Jan. 21, 2010; suspended for retaliation; hung himself in nurses bathroom; 9. Ty Fields-Smalley: May 13, 2010; big heart, smile; hunter; small for his age; 11.Kirk Smalley spends a final few moments alone with the second photograph of his young son — the one placed upon an easel stand back by the stage podium. The pair stand face to face, on equal level, before Kirk comes forward and begins his talk."My name is Kirk, and I'm Ty's dad," he said. "I'm hoping I can teach you all today. And I'm hoping you can teach me that there are other people who care for others out there.""Stand for the Silent was started by 68 high school kids from Oklahoma City," Kirk Smalley said. "They didn't know us. Those kids didn't know my boy. They heard about what happened to Ty, and [they] decided that they'd had enough. They weren't going to put up with this happening in their world without them doing everything they could to make it stop."The SFTS program is described as a platform for the Smalley family to share their story and offer education and tools they hope will prevent similar tragedies from happening to another child, or within another family.Smalley has met face to face with President Barack Obama and First Lady Michelle — admitted that while he didn't vote for the guy, he was impressed by him. He told the students that the first couple cared about them and their well-being, as parents of student daughters, themselves. They promised to pass national anti-bullying legislation after Oklahoma legislators had refused to do so for the Smalleys one year to the day of Ty Fields-Smalley's burial."[Michelle] walked up to me. He had tears on her face," he said. "She hugged me, and she held on to me. All I could think of to say was 'You help our babies.' And she said, 'I will.'" Kirk asked the students if they knew a performer by the name of "Lady Gaga." He joked that he didn't when she personally called him, and asked if she could help spread the message of Stand for the Silent's cause."I googled her," Smalley said. "She wears a dress made of meat, you guys."Gaga began her Born This Way Foundation in 2011. Its mission is listed as follows: "to foster a more accepting society, where differences are embraced and individuality is celebrated. The Foundation is dedicated to creating a safe community that helps connect young people with the skills and opportunities they need to build a kinder, braver world."Explained Smalley, all the laws in the world make no difference unless people make a change, themselves."We've got laws against just about everything, but bad things just keep going on," he said. "Nothing's going to change until we stand up and say 'We've had enough.' You don't stand up and say 'What can I do?' You do something."Guys, I know you're not perfect. I want you to know, though, that we can go back, and we can apologize. It can make a world of difference. Trust me, I know. It takes a lot of strength -- it takes a lot of courage -- to be the one in a group of your own friends to stand up and say 'You know what, guys? Thats not right. That [is not] funny."Smalley told the students that he believed it was time that more people learned "respect for others, tolerance for differences, and how to be the difference in someone else's life.""Each and every one of us has a right to live this life," he said. "Before we learn to respect everyone else, though, we have to learn to respect ourselves." A video shot by high school students was played for the group, in support of the SFTS movement.Shaffer led the students gathered in reciting the SFTS pledge, which was displayed via projector throughout the assembly's entirety. It reads:"From this day forward I promise to respect those around me as well as respect myself. I am somebody, and I can make a difference. I can make another feel loved. I can be the helping hand that leads another back to a path of hope and aspiration. I will not stand silent as others try to spread hatred through my community. Instead, I pledge to lift up these victims, and show them that their life matters. I will be the change, because I am somebody."Clark read a list of questions, and requested response from the group, similar to the pledge format prior.Kirk Smalley passed out blue wristbands to members of the crowd as he spoke during the assembly. They read "SFTS" and "I am somebody.""You've got three kinds of people in this world," Smalley said. "People who wish things would happen, people who make things happen, and people who think 'What just happened?'"His mother used to tell him that. It's something that drives him.He pointed to his son's photograph."[After he died,] I made a promise to that boy that I would stop bullying in this world. I don't break promises to my kid."But I can't keep my last promise to my baby — I can't do it alone. I need your help. If somebody might have stood up 984 days ago, my baby would still be here. "You and me have that power."Kirk gives the international symbol for "I Love You" with his hands -- his pinky, pointer finger, and thumb extended. He's not ashamed of it. It has become an SFTS staple. He said that a middle school girl once told him it looked like an "lmL". "I didn't see it at first," Kirk said. "But then I did, and I thought, 'That's pretty cool.'"LML has turned into a viral saying, and a battle cry for the SFTS movement worldwide, now. Throughout the entirety of his assemblies, Kirk will hold it up as he talks. He asks the students to do the same if they see he is having trouble speaking. He cries sometimes. He will pause to collect himself. The cause is just so important to him.Little by little, the students of CHS held up their hands for Kirk Smalley on Wednesday. Slowly, but surely, more and more, at the assembly's end, they raised their hands. "#LML" and "#SFST" began trending locally on Twitter that afternoon. One voice yelled out "I am somebody!" during a lulled moment near the assembly's end."Yes, you are," Kirk said. "You all are."

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http://www.chron.com/neighborhood/woodlands-news/article/Group-helps-mentor-area-students-3592833.php Group helps mentor area students By Lindsay Peyton Photo: David Hopper Executive Women's Alliance board members Dana Denton, left, and Deborah Seefeldt, right, mentor Iiesha Murphy, center, a Texas Southern University student, during a meeting of the organization. The Executive Women's Alliance is helping pave the road to success for the next generation of young women in Montgomery County. The group started its Women of Vision outreach program in 2007 with the goal of empowering high school girls by providing them with positive role models and enrichment programs. Sherry Sunderman, coordinator of guidance and counseling at Conroe Independent School District, explained that school counselors recommend students for the program based on the potential they show and the benefit they could receive from mentorship. The alliance meets with the Women of Vision students once a month providing students with lessons on a variety of areas - from etiquette and interview skills to financial tips and college preparations. The girls go on college visits, learn to dress for success and are participate in community service opportunities. The group also provides scholarships for students graduating from their program. The women are now preparing for next year's program. Lauren Koch, communications chair, will head the effort as it welcomes incoming freshmen and sophomores. "I remember what it was like to be in high school and all the pressures involved," Koch said. "These girls are dealing with a lot of issues at home that could take their focus away from college. We want them to know they don't have to figure this all out by themselves." Koch believes the main value of the mentorship program rests in its potential to build confidence in teens. "They know it's possible to become a dentist, an attorney or whatever they want to be," she said. Linda Evans, president of the Alliance, said that the program is important because it provides the students with a home base. "Everyone needs a place to fit in. We all want a spot," she said. "When kids go to a big high school, it can be overwhelming. If they can find a niche or a group where they belong, it makes a tremendous difference in their ability to succeed." Priscella Flores was one of four girls who graduated from the Women of Vision program and went on to Lone Star College. "I learned a lot and matured a lot," she said. "There are a lot of girls who don't have support at home, and this group really helps them. They show that you're not alone." Flores said the group helps girls understand more about themselves. "It's better to know who you are, the younger you are," she said. "There's a lot of peer pressure out there, and it helps you not hang out with the wrong crowd and make the wrong decisions." Lindsay Peyton is a freelance writer and can be reached at [email protected]

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Ciena Launches Carrier Ethernet and Optical Communications Training Program for Veterans of the U.S. Armed Forces Certification program to provide veterans with valuable experience and industry-recognized credentials HANOVER, Md. — 11/20/2013 Kacie Levy Ciena® Corporation (NASDAQ: CIEN), the network specialist, today announced a new program with the U.S. Department of Veterans Affairs to offer qualified honorably discharged, retired and active duty service members for all five branches of the U.S. Armed Forces access to Ciena’s world-class technology certification programs, free of charge. Spots will be reserved for veterans in each of Ciena’s industry-leading Carrier Ethernet (CE) certification and Optical Communications associate level classes, which are offered at over 50 accredited colleges from throughout the world. This training will provide qualified veterans with applicable training in emerging technologies for a wide variety of jobs that are needed across different disciplines including telecommunications, IT and cyber security. Key Facts: As demand for faster communications and bandwidth grows, so does the need for qualified people who can support these cutting-edge technology networks. This certification program will provide selected veterans with the skill set to complement existing military training and compete effectively in the highly competitive telecommunications industry. The CE and Optical certification program courses are offered on an open-enrollment basis at community colleges throughout the Global Corporate College (GCC) network. In addition, courses taken at an accredited college are also eligible for GI Bill reimbursements and tuition assistance. Ciena offers a number of other advanced telecommunications training and certification programs that qualify for benefits under the GI bill, including additional courses on the Optical technology track which is available today, and the Test & Measurement programs, which will be launched next year. In addition, veterans participating in the Vocational Rehabilitation and Employment (VR&E) program, which assists Veterans with service-connected disabilities to prepare for, find, and keep suitable jobs, may talk to their counselors about including this training in their rehabilitation plan. For those interested in joining the VR&E Program, visit the VetSuccess website for more information. Executive Comments: “We believe that the Carrier Ethernet and Optical certifications are an essential requirement for all networking professionals, and have now become a differentiator in the hiring market today. Ciena Learning Solutions is honored to offer this program through the U.S. Department of Veterans Affairs, and hope that through this certification program, we will be able to provide veterans service members with new skills that will help them gain long-term employment in their desired field.”- Jim Caprara, Vice President and General Manager of Learning Solutions at Ciena “In August 2012 Ciena Learning Solution extended an invitation to provide a one week free Ethernet certificate course to 15 VR&E participates who need these skill sets to become employed in this area. In an effort to continue providing this free training, Ciena is now offering two free seats in every class held worldwide for VR&E participants.” - Dr. Dorothy Williams, Supervisor of Rehabilitation Services Vocational Rehabilitation and Employment Services at U.S. Department of Veterans Affairs Additional Background: Ciena launched the industry’s first vendor-neutral certification program focused on Carrier Ethernet in 2009. Since then, Ciena’s Technology Certifications program has grown to include Optical technology certification, and has become the industry leader for professionals seeking certification on these select technologies. Thousands of networking professionals have been certified by Ciena around the world. The company’s four-tiered certification programs are available in colleges throughout the world with our partnership with the Global Corporate College. Ciena Learning Solutions provides a comprehensive learning and certification product development process to support the global advancement of emerging technologies, such as carrier Ethernet, optical communications, test and measurement and advanced software. As a founding member of the Metro Ethernet Forum, Ciena has played a leading role in the development of each generation of Carrier Ethernet technology. In fact, Ciena was among the first companies the Metro Ethernet Forum (MEF) Carrier Ethernet 2.0 (CE2.0) certification program and receive certification for its award-winning packet networking platforms. Supporting Resources: Program Overview: Carrier Ethernet Certification Program Overview: Optical Communications Certification Program Sign-Up: Ciena Learning Solutions About CienaCiena is the network specialist. We collaborate with customers worldwide to unlock the strategic potential of their networks and fundamentally change the way they perform and compete. Ciena leverages its deep expertise in packet and optical networking and distributed software automation to deliver solutions in alignment with OPn, its approach for building open next-generation networks. We enable a high-scale, programmable infrastructure that can be controlled and adapted by network-level applications, and provide open interfaces to coordinate computing, storage and network resources in a unified, virtualized environment. For updates on Ciena news, follow us on Twitter @Ciena or on LinkedIn http://www.linkedin.com/company/ciena. Investors are encouraged to review the Investors section of our website at www.ciena.com/investors, where we routinely post press releases, SEC filings, recent news, financial results, and other announcements. From time to time we exclusively post material information to this website along with other disclosure channels that we use. Note to Ciena Investors Forward-looking statements. This press release contains certain forward-looking statements based on current expectations, forecasts and assumptions that involve risks and uncertainties. These statements are based on information available to the Company as of the date hereof; and Ciena's actual results could differ materially from those stated or implied, due to risks and uncertainties associated with its business, which include the risk factors disclosed in its Report on Form 10-Q, which Ciena filed with the Securities and Exchange Commission on September 11, 2013. Forward-looking statements include statements regarding Ciena's expectations, beliefs, intentions or strategies regarding the future and can be identified by forward-looking words such as "anticipate," "believe," "could," "estimate," "expect," "intend," "may," "should," "will," and "would" or similar words. Ciena assumes no obligation to update the information included in this press release, whether as a result of new information, future events or otherwise.

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› Home ›› News HomeProspective StudentsResearchIndustry & OutreachCareersCurrent StudentsPeopleAbout UsWomen in Computer ScienceStaff Intranet Computer Vision Seminar: Video recognition at Adobe Seminar: Evolutionary Image Transition Using Random Walks, Box and... Seminar: Sensing and Modelling Human Behaviour for Intelligent... Computer Science News Polecat honoured for software collaboration with UCL Software and services company Polecat has been awarded the UCL Knowledge Transfer Business of the Year Award 2014 at the university’s annual awards for enterprise. The company has been presented with the award for its work with UCL scientists to develop MeaningMine, a flagship product which enables senior decision makers to gain insight from unstructured and seemingly unrelated data in the public domain like news, blogs, social media and forum posts. Using a combination of advanced search, text analytics and learning-based algorithms to analyse statistical and linguistic trends in this data, MeaningMine is able to provide insight into emerging trends and dominant themes to provide executives with real-time business intelligence. The aim of the service is to protect the reputations – as well as the revenues – of organisations by identifying threats and opportunities to them. It is already used by a range of corporate and government clients, including the NHS, the Technology Strategy Board, Johnson & Johnson and Royal Dutch Shell. Polecat worked with researchers from the UCL Department of Computer Science, under the guidance of Professor Anthony Finkelstein, to collaborate to design and build the software and design the user interface. The research and development was conducted as part of a Knowledge Transfer Partnership, a UK-wide programme which aims to enable businesses to improve their competitiveness through utilising the skills, knowledge and technology held within the UK’s knowledge base, in this case between Polecat and UCL through a KTP Associate. The award has been announced as part of the seventh annual UCL Awards for Enterprise, which celebrate the sector-leading partnerships between UCL and the business community, new business ideas of student and graduate entrepreneurs and showcase the entrepreneurial activities of staff. James Lawn, CEO of Polecat, who was closely involved in the Knowledge Transfer Partnership with UCL, said: “We’re honoured to receive this award from UCL in recognition of how productive the partnership between us both has been for Polecat. “Working with UCL has been enormously productive for us as a company and instrumental in the commercial development of our flagship software product, MeaningMine. “Collaboration has enabled us to bring to market a sector-leading product to market which is shaping the way that our digital world is analysed and understood – and the input of the team at UCL has been invaluable to achieving that.” Timothy Barnes, Director of Enterprise Operations at UCL, added: “Collaboration with Polecat and UCL is a perfect example of the benefits of universities and businesses working together – providing real-world benefits through bringing the knowledge we have to bear on real challenges for business. “UCL has a long track record of successfully working with a range of businesses and supporting their commercial operations and research and development – and we’re looking forward to many more years of fruitful collaboration with Polecat and continuing to ensure their business develops profitably.” Posted 11 Jun 14 10:06 Next: Class of '06 back at UCL > < Previous: App and Coding... < Back to: Computer Science News 2016: 50 items

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Egyptian Cultural Heritage Organisation Making archaeology work to protect Egypt's heritage introduction & background mandate & code of ethics schools & training heritage consultancy a trade older than the pyramids Egyptomania echo merchandise E C H O who we arewhat we docurrent affairsopinionschmget involved Web links UNESCO World Heritage Centre International Council on Monuments and Sites The Petrie Museum of Egyptian Archaeology Musee du Louvre, Paris Egyptian Cultural Heritage Organisation (ECHO) Egypt is rich in a cultural heritage that can be traced from the remote prehistoric past to the various stages of world civilisation. Ancient Egypt's monuments link us to the past and make us aware of past human achievements. It is our duty to protect and preserve this heritage so that we, and future generations, can share in this historical legacy of our predecessors. What is ECHO? The Egyptian Cultural Heritage Organisation (ECHO) is a charitable organisation committed to assisting young Egyptians in preserving and managing the world heritage of Egypt as the most effective, long-term, sustainable and least expensive means of safeguarding the threatened archaeological record. ECHO's main aim is the dissemination of information achieved through our publications, events, and training courses. Also, through ECHO's Heritage Consultancy service we can provide guidance on all matters relating to cultural heritage management. Through our website we aim to not only update you on all matters relating to the current issues affecting Egyptian cultural heritage, but also to provide a service enabling you to obtain a range of information of relevance to Egyptian cultural heritage; including legal documentation, and links to other organisations working towards the preservation of Egypt's cultural heritage. Although ECHO has created fund raising activities, money and resources are still required to fulfil the objectives and make archaeology really work to protect Egypt's cultural heritage. To continue the work laid out in the Objectives and Current Projects, ECHO needs sponsors and donations. Monetary donations are not the only means of supporting ECHO, products and skills are much needed and can be put to good use. ECHO is also looking to increase its membership. Most importantly, check back here often to keep up to date with all the recent events affecting Egyptian cultural heritage, or keep up to date on Facebook. current affairs: echos opinions: heritage management: become a member of echo There has been and continues to be illegal encroachment on the UNESCO World Heritage Listed site of Dahshur. The Trustees of ECHO are supporting this petition to try and stop this illegal building activity and so can you, please sign the petition The ECHO trustees are pleased to announce that ECHO is now a registered charity (number 1142484) this will enable ECHO to continue and develop into the future. ECHO is now on Facebook ECHO article detailing the endangered sites in the Faiyum is now available to download as a PDF Protection of Cultural Heritage in Revolutionary Times: The International Workshop on Prevention of Destruction, Looting and Theft of Cultural Heritage. Cairo, September 2012. New Nubian Dams are planned by the Sudanese Government, none of which have the consent of the local population who will be the ones most affected. Sign the petition to stop the building of these dams The Egyptian Cultural Heritage Organisation is a Registered Charity No. 1142484 Copyright ECHO 2012 [email protected] Deir el Bahari

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Topics Assessment and TestingBudget and FinanceBullyingCharter SchoolsCommon StandardsCurriculum and InstructionE-Learning Election 2016English-Language LearnersEvery Student Succeeds ActFederal PolicyHigh SchoolsLaw and CourtsLeadership and Management No Child Left BehindResearchSpecial EducationState News by StateTeaching ProfessionTechnologyUnionsSee All TopicsBlogs Reports & Data Leaders to Learn FromQuality CountsDiplomas CountTechnology CountsSpecial Reporting SeriesState Highlights Reports EdCounts DatabaseEdWeek MapsEducation Week Research CenterERS Practical Tools for District TransformationEvents PD ToolkitWebinarsChatsLeaders to Learn FromLive EventsLive Events VideosDiscussions ForumsChatsTeacher Book ClubWebinarsOpinion Video Gallery Published Online: November 17, 2010 Momentum Builds to Restructure Teacher Education Comments Washington With conversations about the best ways to evaluate teacher performance already proliferating across the nation, preservice preparation could be the next stop on the teacher-quality continuum to receive a similarly high level of scrutiny. New models for preparing teachers, such as the yearlong apprenticeship or “residency” model, have received attention from policymakers in recent years. Now, a report commissioned by the National Council for Accreditation of Teacher Education, released yesterday, adds the voices of a diverse array of stakeholders, including representatives from the traditional university-based programs that prepare the majority of the nation’s teachers. The report’s main recommendation: Supervised, structured work of teacher-candidates in diverse classroom settings must be the foremost component of preservice teacher training, with other aspects like coursework embedded in that training. It draws heavily on the teacher-residency model and a handful of university-based education programs that take such an approach to training new teachers. “The general message is that teachers have not been prepared well—or enough—and we need to make changes both on the front end, with preparation, and at the back end, with accountability,” said Anissa Listak, the executive director of Urban Teacher Residency United, a Chicago-based network of teacher-residency programs across the nation. “State interest, federal interest [in those reforms], I’m seeing it every day, at every level. I’m seeing funders getting involved in it in a way they haven’t before.” Steps Toward Reform To achieve its goal of reorganizing teacher preparation on the “clinical” medical model, a blue-ribbon panel organized by the National Council for Accreditation of Teacher Education made a number of recommendations, including: • Ensure rigorous monitoring and enforcement for state program approval and accreditation. • Increase accountability by making districts partners in assessing teacher-candidates and using multiple measures to gauge their effect on student learning. • Require all programs that prepare teachers, whether inside or outside of universities, to meet requirements for clinical preparation. • Revamp curricula to ensure alignment with field-based experiences. • Create more-rigorous selection processes for teacher candidates. • Give candidates the opportunity to work in hard-to staff schools. • Make districts an equal partner in the preparation of teachers. • Redesign higher education tenure-granting structures to reward clinical faculty members and boost their prestige. • Ensure candidates are supervised by clinical educators and mentors. • Target federal funding toward research and development into clinical preparation. SOURCE: National Council for Accreditation of Teacher Education But if there is general agreement that the quality of student-teaching matters greatly, those in the preparation field are still working through all the implications, teacher-educators and other experts say. After all, such a change would require education school deans and administrators to confront questions about how they do business—potentially everything from how faculty members are organized to the cost structures now underpinning clinical training. The release of the NCATE panel’s report comes on the heels of several other events that, taken together, point to increased attention to the preparation of teachers. Among those actions: • The residency model has gained prominence over the past five years, and has been embraced as a model by the American Association of Colleges for Teacher Education, among other groups. • The most recent rewrite of the federal Higher Education Act, completed in 2008, added extra reporting requirements for programs that prepare teachers. • Policy discussions about the format and purpose of teacher evaluations have spawned national interest about how to define and measure good teaching. • States, prodded by requirements in the federal Race to the Top competition, are moving to track newly minted teachers into P-12 classrooms to determine their success with students. • The marketplace for teacher education has changed dramatically in the past 30 years. Alternative-certification programs have proliferated, while the number of bachelors’ degrees granted in education have fallen since 1970, according to a recent analysis of federal data conducted by the National Center for Alternative Certification, a Washington-based nonprofit group. • A nationally representative survey commissioned by the Thomas B. Fordham Institute, in Washington, found that a majority of teacher-educators see accreditation as a compliance-based process rather than a standard of quality preparation. Panel Recommendations A few areas of general consensus flow from such initiatives, and the report by the NCATE panel, which was set up in January, outlines recommendations for how states, universities, and school districts can work together to improve teacher-candidates’ student-teaching. (See "NCATE Panel Weighing Fieldwork for Student-Teachers," Jan. 20, 2010.) Among them is the importance of getting districts to take a more active role in the preparation of teachers, by working with training programs to design rich field experiences. “The whole district has to believe that their future depends on helping us prepare teachers,” said Nancy L. Zimpher, chancellor of the State University of New York system and the co-chairwoman of the NCATE panel. Ms. Zimpher underscored that clinical approaches to teacher preparation can include a variety of methods and ideally knit together several, including the residency model; “rounds” in which teacher-candidates are exposed to a number of school settings; and simulations that allow teacher-candidates to practice their skills on virtual students. But all programs that prepare teachers need to provide such experiences, she said. They should no longer be confined to a “cottage industry” of best practices located in a handful of initiatives. Finally, the report notes that there must be more accountability for teacher preparation, with high-quality gauges of candidates’ ability to improve student achievement based on multiple measures. The report’s thrust won the support of the Obama administration. U.S. Secretary of Education Arne Duncan was highly critical of colleges of education in two speeches he gave last fall. (See "Duncan Shares Concerns Over Teacher Prep," October 28, 2009.) But speaking at a press conference at the National Press Club, in Washington, where the report was unveiled, Mr. Duncan said that the changes embodied in the NCATE report represent “the most sweeping recommendations” for teacher education made in the century-long history of the nation’s education schools. Big Changes But do those “sweeping recommendations” have the support needed to be put into place? It is not an insignificant question, given the countless number of reports that have called for changes in the preparation of teachers. One possible lever is an alliance of eight states that say they’ve committed to undertaking such reforms. Announced at the press-club event, the states—California, Colorado, Louisiana, Maryland, New York, Ohio, Oregon, and Tennessee—will convene panels of stakeholders from higher education, K-12 administrators, teachers’ unions, and others to oversee the work; pilot various approaches in their institutions that prepare teachers; and track the results. For now organized under the auspices of NCATE, the state alliance held its first meeting yesterday. A second possible lever could be in the accreditation process, which James G. Cibulka, the president of NCATE, and others hope to make more rigorous so that the voluntary process is more synonymous with quality. NCATE and a smaller rival, the Teacher Education Accreditation Council, recently announced plans to merge. (See "Merger Lies Ahead for Accrediting Bodies of Teacher Preparation," November 3, 2010.) Over the next two years, the new accrediting body will put in new, higher standards, Mr. Cibulka said in an interview. And programs that don’t meet such standards, the NCATE report states, should be closed down. Teacher education experts from across the nation largely praised the thrust of the report, its recommendations, and its vision for the field. But they also brought up a number of implications for teacher preparation. One issue is that of the cost structure for how teachers are trained. Making classroom-based training the focus of preparation could conceivably mean throwing out the most venerable feature of university-based education, the Carnegie credit-hour-based system. “The university financial system is based on courses, and courses are based on credits,” said Patricia Wasley, a former dean of the school of education at the University of Washington, in Seattle. “This is a very big issue for higher education institutions. It means a rethinking of how we charge for the work we do with candidates and what form it ought to come in.” Another sticking point: Traditional education programs, like higher education in general, typically grant teacher-educators tenure for publishing. In practice, that has led to a bifurcation between scholars and those at the institutions who are charged with overseeing student-teaching experiences, said David J. Chard, the dean of the Simmons School of Education at Southern Methodist University, in Dallas. Ideally, the two areas—scholarship and field-based preparation—should be intimately linked, Mr. Chard said. “We desperately need better knowledge about how to measure teacher-preparation outcomes,” he said. Morgaen L. Donaldson, an assistant professor at the University of Connecticut’s Neag School of Education, meanwhile, acknowledged that much clinical preparation has been an “afterthought” in teacher preparation. But she worried about the challenges facing universities that will scale up more comprehensive programs. “A danger in focusing so much on the clinical component is the question of who’s responsible for quality control,” said Ms. Donaldson, who teaches courses both for teacher-candidates and budding education leaders. “We place students all over the place, and that’s a challenge—it’s a challenge to get the right people as clinical supervisors and to ensure that everyone is getting a similar high-quality experience.” Questions about the political will of higher education to engage in such changes and to put a premium on responding to the needs of local districts, have long concerned people like Ms. Listak, of the Urban Teacher Residency United Group. “How are we going to know if [these changes] are happening, and how much is it going to cost? Those are important questions to residency programs,” she said, “and they’re important to teacher education, period.” Cautions Voiced The director of education policy studies at the American Enterprise Institute, Frederick M. Hess, raised several concerns about the agenda as laid out in the report. Among them is whether standardization in the preparation of teachers might jeopardize other innovations, such as new state-approved certification approaches run by Teach For America in Connecticut and by the High Tech High School in California. “The huge challenge is to translate reforms into something that isn’t just a different set of checklists,” Mr. Hess said. And other observers wondered about the place of alternative routes—both those inside and those outside of education schools—in the conversation about revamped teacher preparation. Though they are supported by the Obama administration and are being courted by NCATE, the report did not discuss their place extensively. But such routes, said C. Emily Feistritzer, the president of the National Center for Alternative Certification, in Washington, have largely been developed with state and district approval, respond to a particular market need, and offer candidates on-the-job training—though they are typically not supervised in the manner called for by the panel report. “More and more colleges and universities have seen the light and created clinically based programs,” Ms. Feistritzer said. “They’re called alternate routes.” Coverage of “deeper learning” that will prepare students to tackle complex issues in fundamentally different ways is supported in part by a grant from the William and Flora Hewlett Foundation, at www.hewlett.org. “Aspiring Teachers Take Up Residence,” “Congress Approves New HEA,” Trials: http://www.edweek.org/ew/articles/2010/11/17/13teacherprep.h30.html Tier Preview Log:Exception pages ( /ew/articles/2010/11/17/13teacherprep.h30.html ) = NOInternal request ( 54.167.149.128 ) = NOOpen House ( 2016-12-10 01:45:58 ) = NOPersonal SL : ( EMPTY ) = NOSite Licence : ( 54.167.149.128 ) = NOACL Free A vs U ( 2100 vs 0 ) = NOToken Free (RSTFql3vjfIhvqlnG7 4LNhf7sH6 KVnzIil) = NOBlog authoring preview = NOSearch Robot ( unknown ) = NOPurchased ( 0 ) = NOMonthly ( 7cb7cef1-ab2c-79a3-36fd-777fca1af4b4 : 0 / 1 ) = NOCan add to monthly ( /ew/articles/2010/11/17/13teacherprep.h30.html ) = YESAdd to monthly ( 7cb7cef1-ab2c-79a3-36fd-777fca1af4b4 ) = YESAccess granted ( 7 ) = YES

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‘And the band marches on’ Elsberry Marching Band setup for a big year Posted on Tuesday, August 28, 2012 at 12:41 pm Shown above is the Elsberry Field Marching Band participating in one of their many events from 2011. This year, Head Music Director Tom Speers said he wants to see the band go even farther. With school back in session, sports teams are not the only ones taking to the field. The Elsberry School Band are also preparing for a big year, according to Elsberry R-II Band and Choir Director Tom Speers. Approximately two weeks prior to the start of school, the Elsberry Band put their skills to the test in-a-things to come exhibition. “This exhibition is really the first time fans and parents can come hear their kids,” Speers said. “Each year we are tasked with picking a theme for the marching band and this year we have chosen the Beatles or Beatle-mania.” Speers said the exhibition, simply, is the preview event for the year to come. In addition to teasing the community, the band also talks about what the marching band is and what kind of music they intend to play for the year. “We’re five-years into having a football team and our field show marching band came along with them.” Speers said. “We do this exhibition every year at the end of band camp and I like when members of the community can come.” According to Speers, the band, so far, sounds good, especially with them coming off one of their best years. He went on to say he is proud in that the Elsberry program has become the team to beat. “Last year we almost won every competition and I’m really hoping to have the same success this year,” Speers said. “We are going back to Wright City this year, which that event will be on Sept. 22. We will participate in the Wright City Marching Festival, where we will take part in the early morning parade doing our thing.” The Elsberry band will also take part in the Washington Marching Festival, which last year was the first time in 50-years they took first place in the parade. Speers said what the real challenge of that day is going to be is the fact they will participate in the Washington Parade at 8 a.m. and then head back home to march in the Elsberry Fall Festival Parade that evening. “That day is going to be interesting, kind of a double duty day for us,” Speers said. “Now our big, big event is on Oct. 27, where will do the Pinckneyville Festival. It’s similar to Mardi-Gras but more Halloween themed and there we will do the field show in the morning.”

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Full Print Edition Schools Will Observe Jewish, Muslim Holidays August 28, 2013By Seth.Daniel Addressing the growing religious diversity in the City’s public schools, administrators and School Committee members approved a school calendar for the upcoming year that observes Christian, Jewish and Muslim religious holidays for the first time in the City’s history. While the Christian Good Friday holiday has always been a day when schools were closed, Superintendent Paul Dakin said it had become clear recently that the schools need to address other religions as well – as much for logistical purposes as for equity. The schools will now be closed on four religious holidays starting this year. “We’re treating all religions equally on their holy days,” said Dakin. “It was a move to treat them equal by giving everyone the day off, such as we’ve always done with Good Friday. It does break up some continuity in September, but our kids and teachers are as much in other religions now as they are in Protestantism or Catholicism. It had to be we went to school on all religious days – meaning we would not go on Good Friday – or we give other religions a day off. We discussed it a lot and decided to add the days.” In addition to Good Friday (April 18, 2014), the Revere Schools will also observe two days for the Jewish Rosh Hashanah (Sept. 5th and 6th) and one day for the Muslim Eid al-Adha (Oct. 15th). Dakin said there were not enough students from other religions – such as Buddhism – to warrant entire school closures. However, those students would be accommodated individually, he said. The move came as demographics have switched dramatically in the city, with the Muslim population growing at far greater rate right now than any other demographic group. With so many Muslim students and parents involved in the public schools, last year there were major problems on the one Muslim holy day. “The Muslim faith now is deep in the community and there are lots of kids that cannot attend school on their holy days,” Dakin said. “There were a few hundred kids that would miss on a Muslim holy day at the high school and that was a logistical problem. On the flip side, we don’t have a lot of Jewish students, but we have a lot of Jewish teachers. On their holy days, we would have about 50 teachers out. That also proved difficult.” Cambridge Public Schools were one of the first districts in the state to recognize all religious holidays last year, and it is presumed that many other districts – like Revere – will follow suit. In the Muslim community, religious leaders said they were grateful to be recognized by the schools and to allow their children to have the day to spend with family. “There are thousands of Muslims in Revere now,” said Mohamed Lamaallem, executive director of the Al Huda Society in Chelsea – which is heavily attended by Revere residents. “Muslims are a part of American society now…We certain thank them for giving our kids the day off so they can celebrate with family. We don’t have a lot of major holidays – just two of them – but people are required to take the day off. At some time, we hope that it would be something that is approved by the state Department of Education and not just the individual school districts.” Lamaallem said the October holiday is actually the Holiday of Sacrifice, and it marks Abraham’s obedience to God. After a time of prayer, Muslims travel to farms in rural Massachusetts in order to slaughter a lamb. Many farmers in the state have become accustomed to accommodating the religious observation. The only other major holiday, Lamaallem said, is the observance of the last day of Ramadan – which is this Thursday – and currently falls in the summer time when school is out. Rabbi Joseph Berman of Temple B’nai Israel said he believes it’s an important milestone “This is an important change that reflects the religious make-up of students and teachers in the Revere public schools,” he said. “We are blessed to live in such a religiously diverse city with Muslim, Christian, Buddhist, and non-religious neighbors.” And it’s Rabbi Joseph Berman, Rabbi of Temple B’nai Israel. Meanwhile, Father George Szal, of Immaculate Conception Church, said he welcomed the decision to allow students to practice their faiths at home. “Because we don’t allow prayer or Bible reading in our public schools anymore, I certainly support including holidays in the school calendar for Christian, Jewish and Muslim students,” he said this week. “Our country, and indeed Western civilization itself, is based upon a Judeo-Christian ethic in which Islam itself largely shares. As George Washington said about religion in general in his farewell address, ‘Of all the dispositions and habits which lead to political prosperity, religion and morality are indispensable supports.’ It is a wonderful thing that our School Department has decided to help the students and staff practice of their respective faith. Now, if only those concerned would actually see their holy days as an opportunity to celebrate their faith, and not simply as another day off, we might actually improve the security and morality of our civic life.” Dakin said he hasn’t had any push back from the community at large, but he wouldn’t rule out some objection in the days to come. “Some people may not like it, but it’s either we had some days off or no days off,” said Dakin. “You would expect to have opposition, but I haven’t yet had the ‘Why are you doing this for them?’ arguments. That’s surprising given the nature of things sometimes in this community, but maybe it’s also a sign that things have changed. My whole point is we have to be equal.” School has begun the new session yesterday, Aug. 27th, though the McKinley School started prior to that. IftikharA A civilisation is measured not by the rights it grants its majority but the privileges it allows its minorities. Muslim families are as entitled as any other religious group to schools that nurture their children’s faith. Muslim pupils should be educated in Muslim schools because the current system is marginalising them. Teaching Muslim children in a Muslim school would remove the “problem of them being exposed” to values that conflict with Islamic faith. Muslim pupils are disadvantaged and marginalised in the city’s state schools because the cultural heritage of the curriculum is “European and Christian”. Muslim schools provide an education in accordance with the Muslim beliefs and values, such as providing single-sex schooling after puberty. They are thus a response to the danger of absorption into the dominant culture. The demand for state funded Muslim schools is in accordance with the law of the land. Muslims are not asking for any favour. I set up the first Muslim school in London in 1981 and now there are 188 Muslim schools and only 12 are state funded. I would like to see each and every Muslim child in a state funded Muslim schools and I hope one day my dream would come true. There is no place for a non-Muslim child or a teacher in a Muslim school. Bilingual Muslim children need bilingual Muslim teachers as role models during their developmental period. There are couple of schools for Hindu and Sikh communities. Now even Black community is thinking of setting up their own state funded schools for their own children with black teachers. You better teach your children in your own schools and let migrant communities teach their children according to their needs and demands. British Establishment and society should concentrate on the evils of their own society and stop trying to change the way of life of Muslims. Muslim community does not want to integrate with the British society, indulging in incivility, anti-social behaviour, drug and knife culture, binge drinking, teenage pregnancies and abortion. A Muslim is a citizen of this tiny global village. He/she does not want to become notoriously monolingual Brit. He/she is well versed in standard English, Arabic, Urdu and other community languages so that they do not find themselves cut off from their cultural heritage and are able to enjoy the beauty of their literature and poetry. Bilingual Muslims children have a right, as much as any other faith group, to be taught their culture, languages and faith alongside a mainstream curriculum. More faith schools will be opened under sweeping reforms of the education system in England. There is a dire need for the growth of state funded Muslim schools to meet the growing needs and demands of the Muslim parents and children. Now the time has come that parents and community should take over the running of their local schools. Parent-run schools will give the diversity, the choice and the competition that the wealthy have in the private sector. Parents can perform a better job than the Local Authority because parents have a genuine vested interest. The Local Authority simply cannot be trusted. The British Government is planning to make it easier to schools to “opt out” from the Local Authorities. Muslim children in state schools feel isolated and confused about who they are. This can cause dissatisfaction and lead them into criminality, and the lack of a true understanding of Islam can ultimately make them more susceptible to the teachings of fundamentalists like Christians during the middle ages and Jews in recent times in Palestine. Fundamentalism is nothing to do with Islam and Muslim; you are either a Muslim or a non-Muslim. There are hundreds of state primary and secondary schools where Muslim pupils are in majority. In my opinion all such schools may be opted out to become Muslim Academies. This mean the Muslim children will get a decent education. Muslim schools turned out balanced citizens, more tolerant of others and less likely to succumb to criminality or extremism. Muslim schools give young people confidence in who they are and an understanding of Islam’s teaching of tolerance and respect which prepares them for a positive and fulfilling role in society. Muslim schools are attractive to Muslim parents because they have better discipline and teaching Islamic values. Children like discipline, structure and boundaries. Bilingual Muslim children need Bilingual Muslim teachers as role models during their developmental periods, who understand their needs and demands. None of the British Muslims convicted following the riots in Bradford and Oldham in 2001 or any of those linked to the London bombings had been to Islamic schools. An American Think Tank studied the educational back ground of 300 Jihadists; none of them were educated in Pakistani Madrasas. They were all Western educated by non-Muslim teachers. Bilingual Muslim children need bilingual Muslim teachers as role models. A Cambridge University study found that single-sex classes could make a big difference for boys. They perform better in single-sex classes. The research is promising because male students in the study saw noticeable gains in the grades. The study confirms the Islamic notion that academic achievement is better in single-sex classes. London School of Islamics Trust http://www.londonschoolofislamics.org.uk

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"the Atlas Of Creation Has Caused Great Excitement In French Schools" Harun Yahya On The Sombreval Publishing Website The Impact Of Atlas Of Creation in France Darwinist Panic Harun Yahya’s Atlas Of Creation Dünyadan Yankılar-Haberler On 12 November, 2008, the Roman Catholic daily La Croix, which has been published in France ever since 1880, considered the changes in France brought about by the Atlas of Creation. The paper, which enjoys a circulation of some 100,000, emphasized that the Atlas of Creation “is a first in the teaching of science in France.” Under the headline “The Rise in Objections to the Theory of Evolution,” it then described how the Ministry of Education has organized a seminar aimed at finding a solution (!) to the rising number of objections to the theory that have come with people reading the Atlas of Creation: In January 2007, an educational book created great excitement in French schools. A devout Turk by the name of Harun Yahya... The Atlas of Creation... A totally creationist work inspired by holy scripture that totally denies the evolution of living things. This work, a first in the teaching of science in France, provoked a great outcry among teachers, and the Ministry of Education reacted very swiftly. It told rectors to confiscate copies of the book. With the aim of responding to this [The arrival in France of the Atlas of Creation] the Ministry of Education is organizing a seminar… National Education Inspector General Annie Mamecier sates: "This seminar has three aims:... (One) Is to provide new arguments for teachers exposed to troubling questions from their students...” Hervé Le Guyader, a professor of biology from University of Paris VII, expresses his unease as follows: "No students taking Master’s degrees in biology today take classes in evolutionary biology. This is a most abnormal state of affairs.” (Historian of science and author) Jacques Arnould: "The fact is that the number of cases of high school or university students rejecting the theory of evolution in France or Belgium is increasing day by day...” With the Atlas of Creation, young French people have seen the truth for the very first time and have immediately been convinced by the evidence before them. Young people who see the illogicality of the theory of evolution and who realize that Darwinism is a deception taught through imposition are bringing their criticisms and questions into the classroom. However, the theory of evolution and its supporters have no scientific evidence with which to respond to the quandary in which they find themselves. That is why teachers of evolution, with no answers to give, find “questioning,” one of the preconditions for the teaching of science, so very troubling. And that is why the French Ministry of Education is seeking an answer through such a bigoted means as “book banning.” But, as can be seen from the French example, prohibitions have merely accelerated resistance to the Darwinist dictatorship. Young people can see for themselves the dilemma in which Darwinism finds itself by asking their teachers these questions… 2008-12-24 20:58:03

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Heritage High School has permanent home in Tulalip Thu Mar 27th, 2008 10:59pmNews By Kaitlin Manry Herald Writer TULALIP — A student builds a fan with a feather in art class. A teacher writes an equation on a white board. A totem pole takes shape outside. Heritage High School finally has a permanent home. The school, built of more than 40 factory-made module sections, opened on St. Patrick’s Day with 86 American Indian students. Native culture, art and history are threaded through all the classes at Heritage. The school has operated in various forms since the 1990s, but this is its first permanent building. “It’s better for the kids and they’re what matter,” said Principal Martha Fulton. “They’ve never had anything like this. They’ve lived and worked in portables.” Heritage High is one of three schools on the Marysville Secondary Campus at Tulalip. The Marysville Arts &Technology High School opened in December and Tenth Street School, a middle school, is scheduled to open April 28. The schools share a common cafeteria, gym and health room, but otherwise operate independently. At Heritage, seven classrooms branch from a common area like the tentacles of an octopus. Large interior windows let students gaze across the common area into other classrooms. A row of windows punctuates the top of the walls in the common area, flooding it with light. Wooden panels wrap the bottom. An industrial-looking heating pipe snakes along the ceiling. Eventually, the white, antiseptic walls will be covered with colorful tribal art and artifacts, Fulton said. The school was factory-built, but lacks the look and feel of portables, said John Bingham, capital projects director for the Marysville School District. “We’ve really done a lot to make you feel when you walk in the door like you’re not going into a portable,” Bingham said, standing in the common area surveying the school. “We built these things on steroids.”

教育

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D.A.R.E. Ain't What It Used To Be Around Houston Amina Rivera Monday, February 9, 2009 at 3:30 p.m. By Amina Rivera D.A.R.E. was designed to keep a kid off drugs, but that's a tough feat without adequate funding. In the last five years, waning support from the state has forced some school districts to pull the plug on the program and forced others to downgrade considerably. The Houston school district and the Alief school district abandoned the D.A.R.E program altogether. Cy-Fair school district participates on a school-by-school basis, and the Fort Bend school district nixed the program for a cheaper version called Kids and Cops. The Pasadena school district still has a large program, but Katy school district is by far the largest.KISD has its own D.A.R.E. unit, headed by Sergeant Tom Donalson, and a D.A.R.E. advisory board made up of parents and an officer liaison. Upcoming Events In the past, school districts received funding from state government for the costly program, but now the money is being used to upgrade security hardware and procedures as required by law. "There's only a limited amount of grant money and I think the emphasis has swayed to securing the schools, which is a necessary thing because of terrorism and the age we live in," Donalson told Hair Balls. "It's unfortunate because you need to level things out. You need to still keep the preventative programs in place because that's part of it too."The school district provides Donalson with a D.A.R.E. budget to cover basic program needs such as booklets, t-shirts and the officers' salaries. Anything else such as teaching aides, certificates and graduations are paid for by the advisory board.As more money was needed elsewhere, cuts were made. For many school districts that meant the D.A.R.E. program. Cops were removed from D.A.R.E. assignments to patrol the streets, and very few school districts maintained a community service unit. KISD is an exception."What I like about Katy I.S.D. is that we have done it uniformly across the board. Every school gets the same thing when it comes to D.A.R.E.," Donalson says. "The school district sees the benefits of the D.A.R.E. program." The parents see it too, which is key to keeping the program alive."The school districts will want to do it if the parents demand it," Donalson says. "It's kinda like the squeaky wheel. If they want it bad enough they're gonna find the money to do it."-- Amina Rivera

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Former President, Accomplished Entrepreneurs Speak at Judson University’s Inaugural World Leaders Forum (Elgin, Ill. - April 14, 2011) More than 1,300 area business leaders and dignitaries visited Judson University in Elgin on Wednesday, April 13, joining students, staff and faculty for the Christian school's inaugural World Leaders Forum. A central message to the evening's main event was the value of personal principles regarding faith and freedom. In his keynote address, 43rd President of the United States George W. Bush encouraged the crowd of professionals to follow their principles. "Principles last forever," said the President. "I say I came to Washington with a set of principles and I've left Washington with those same principles still in place." President Bush spoke candidly with the audience, often using anecdotes included in his recent memoir, Decision Points, to illustrate lessons on leadership he learned through his presidency. "Be ready to make decisions," Bush said adamantly to the group of local leaders and entrepreneurs. "A set of values that won't change is essential when leading an organization in the midst of a changing environment." He also discussed the need to build strong relationships to better understand leaders with other views and experiences. As the president, Bush said he met many times with world leaders like Russian President Vladimir Putin and Chinese Paramount Leader Hu Jintao to better understand their perspectives and learn their concerns. President Bush used his description of the oval office to demonstrate many of the principles that helped shape and guide him as a leader. Paintings selected for his office of George Washington and Abraham Lincoln; the desk at which he worked that had once been used by Franklin D. Roosevelt and John F. Kennedy; the carpet that graced the floor all played a part in demonstrating his leadership while in office. Former Speaker of the House Dennis Hastert was among the dignitaries who attended the event. Bush frequently referenced Hastert's leadership and support when they were on Capitol Hill together during most of President Bush's time in the White House. "A lot of the things that President Bush talked about I lived along with him, whether it's 9/11 or tax cuts or all these things. So it was interesting to get his perspective," Hastert said following the event. "Of course I've read his book but these are the things that are inbred. My background and college education was probably a lot like these students at Judson. Certain values, certain ideals you want to set forth. I never dreamed I was ever going to be in politics. I never dreamed I would be a member of Congress. I never dreamed I was going to be Speaker of the House, but I think the values you have, if you work hard and are true to those values and your goals, it's amazing what can happen. I think that is probably what's happened with the President as well." President Bush was presented with a painting titled “President Bush” by Vitaly Mikhailov, which was commissioned by Judson University and John Carlson of La Gallerie in St. Charles, Ill. The painting was commissioned with the hope that it would one day reside in President Bush’s presidential library, which will be located on the campus of Southern Methodist University in Dallas, Texas. Photos from the inaugural World Leaders Forum at Judson University on April 13, 2011. (Photos by Kevin Sherman '09 and Robb Davidson '08)Earlier in the evening President Bush received another significant gift while attended a VIP Reception along with 225 business leaders and sponsors of the World Leaders Forum. During the reception, Elgin Mayor Ed Schock presented President Bush with a 100-year-old Elgin men’s pocket watch, which Schock said has more meaning since the famous watches were once produced in Elgin. Following the reception formalities VIP guests were given the opportunity to meet and have a photo with the former president. After President Bush's keynote address, Judson trustee Carol Thompson moderated a formal question and answer session in which the president responded to questions from Judson students, staff and faculty. A panel of entrepreneurs also answered questions submitted from the Judson community which were moderated by Judson's Dean of the School of Leadership and Business, Dr. Tom Berliner. Nathan Latka of Lujure Media, Lisa Canning of The Institute of Arts Entrepreneurship, and Kraig Kleeman of Blaire Group shared wisdom and guiding principles of entrepreneurship and leadership that helped them become successful. When asked about balancing ethics and profits during the moderated question and answer session for accomplished entrepreneurs, panelist Kraig Kleeman of Blaire Group contributed to that idea stating, "Ethics versus profits is an issue on the minds of the American people since the recent economic downturn. When I think about ethics versus profits, AGI, Lehman Brothers, and many other corporate names come to mind. Greed is a catalyst for financial meltdown. Entrepreneurs can never ever trade ethics for profit. Never. Never. Never. End of story." The evening ended with Judson University President Dr. Jerry B. Cain thanking the audience for taking part in the university’s first World Leaders Forum. “Hearing from President Bush tonight mirrored what I found when reading his memoir,” said Cain in a statement following the ceremony. “Here is a man worthy to be president who demonstrated that faith and values influence our decisions and choices. I want Judson University students and the community to feel a sense of pride and confidence from this event. This inaugural World Leaders Forum demonstrates how Judson offers quality learning experiences that complement our excellent academics and serve to instill the values and principles of a Christian education in our students and in the leaders of tomorrow.” Cain also promised the audience that information will soon be released regarding the speaker and date for World Leaders Forum 2012. The Forum, which has been established to begin an endowment fund for Judson's new entrepreneurial program, will bring recognized world leaders to Judson and the surrounding community annually. In the last 130 years, only eight presidents have visited the Elgin community. The administrators at Judson hope that through the World Leaders Forum, visits from presidents and world leaders will be a regular occurrence. Judson University, Shaping Lives that Shape the World

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Structure and Properties of Oriented Polymers Written by Ian Ward Illustrated by Part of the Materials Science Series Series Lovereading4kids Price £61.20 RRP £72.00 saving £10.80 (15%) Structure and Properties of Oriented Polymers by Ian Ward It has become increasingly evident that there is much to begained from a detailed understanding of the structure and properties of polymers in the oriented state. This book reftects the growth of interest in this area of polymer scienceand attempts to give the reader an up to date viewofthe present position. The individual chapters are for the most part self- contained, and cover a very wide range of topics. It is intended that each of them should serve the dual purpose of an expository introduction to the subject and a topical review of recent research. It is inevitable that there will be differences of style and approach in the contributions from the different authors. No atternpt has been made to moderate these differences, as they serve to illustrate the diversity of approaches required to give the reader a balanced view of the subject. I should like to thank the contributors for their endeavours, and especially for their patience in accepting modifications and corrections which make for consistency in the book as a whole. 1 am particularly indebted to Professor Leslie Holliday who originally approached me with the proposition that such a book would be a worthwhile venture and to the publishers who have given me every assistance in making its progress as painless as possible. About the Author More books by Ian Ward www.springer.com/ Elosie Clarkson – age 11 It has introduced my children to books we hadn’t come across before. Real children’s reviews gives a great insight into what others think to

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Mavericks charter schools don't live up to big promises Thursday, December 29, 2011 at 4 a.m. Former CEO Mark Thimmig is in a legal battle with Mavericks' other founders.PRNewsFoto/Mavericks in Education/Newscom Before the songs, chanting, and heartfelt tears, the ceremony next door to a strip mall begins with speeches. A thin, deeply tanned man in a pinstriped suit is among the first to take the microphone. He's not famous — not exactly — but his receding hairline, rectangular face, and overeager grin are naggingly familiar. "This is a hope factory," he begins. "This is a spiritual experience."He stands in the lobby of what could be any office building in Florida, beside a reception desk festooned with red, white, and blue balloons."I stuttered very badly as a kid," he continues, his voice warming to the rhythm of a much-repeated tale. "I was considered a dummy. I empathize with these kids in a very intimate way." Mavericks in Education Florida This is Frank Biden, the brother of Vice President Joe Biden. He's at a ribbon-cutting event August 31 to promote the first Palm Beach County location of Mavericks in Education Florida, a for-profit charter school chain that's already colonized Miami-Dade. Upcoming Events "You are all believers," Biden exhorts the crowd. "This thing spreads like wildfire."In the past two years, eight Mavericks high schools have opened in Florida, including two in Miami-Dade, two in Broward, and one in Palm Beach. In 2011, Mavericks claimed to enroll more than 3,700 students.The schools, all publicly funded and tuition-free, aim to succeed where many public schools fail. They promise to help young people who would otherwise drop out earn enough credits to graduate.School districts are eager for the help. Only two-thirds of Florida students graduate — a rate that puts the state 44th in the nation, according to Education Week. The statistics are even worse for African-Americans and Hispanics, who make up a majority of Mavericks students in South Florida. Mavericks opens schools in poor neighborhoods, welcoming students of all stripes, including those with jobs and children of their own. By taking online classes a few hours a day, they can earn a diploma.But so far, Mavericks' lofty goals haven't materialized. Most of their schools graduate less than 15 percent of eligible students. On state report cards, the schools get "incompletes" because so few of their students take the FCAT. In Homestead, meanwhile, two former teachers filed whistleblower lawsuits alleging the school there is inflating attendance records and failing to report grades properly.Plus there are rampant financial questions, cozy ties between Mavericks and local politicians, and a legal fight with former celebrity spokesman Dwyane Wade.Mavericks has become a poster child for the problems that have long dogged charter schools in Florida. How can they help troubled kids while also turning a profit, especially when they are run by a man whose brother is next in line for the White House?"Join us in our mission," Biden says. "If you don't feel a little bit of this energy today, then there's something wrong with you!"Mavericks' story begins in Akron, Ohio, with a wealthy industrialist who loved to wear big cowboy hats and donate millions of dollars to Republican politicians. In 1998, David Brennan launched White Hat Management. His charter schools were housed in strip malls, and the students herded in to sit at computers for three shifts a day. This was an education model Mavericks would later call the "next generation in education." But state auditors weren't so fond of the company.For years, the firm refused to reveal how millions of tax dollars were divided between expenses such as teacher salaries and computers, and profits for White Hat. Meanwhile, many of the schools were given failing grades of "academic watch" or "academic emergency" by the Ohio Department of Education.Last year, the boards of schools in Cleveland and Akron sued White Hat to terminate their contracts, alleging the schools were run without local input and money wasn't reaching the classrooms. This August, an Ohio judge ordered White Hat to open its books for discovery in the suit, but the information has not yet been published.One of White Hat's early leaders was Mark Thimmig. As CEO from 2001 to 2005, he helped grow the company into one of the largest charter school chains in the nation. As of 2010, White Hat had 51 charter schools in six states, including ten charter schools in Florida called Life Skills Centers.Two years after leaving White Hat, Thimmig was approached by Palm Beach Gardens developer Mark Rodberg about launching a chain of charter schools here, according to court filings. Rodberg had built a few schools for White Hat but had never run one before. He owned restaurants, including Bucky's Grill in Fort Lauderdale. Together, Thimmig and Rodberg came up with a plan that was nearly identical to White Hat's: Students would attend school but take all of their courses online, using virtual technology that required minimal maintenance. Classrooms could hold rows of cubicles with computers where kids would sit elbow-to-elbow. There would be no after-school sports teams, just "cyber-athletics" with students to playing Wii instead of shooting hoops. In its promotional packets, Mavericks hands out a news story citing a 2010 study by the Schott Foundation for Public Education, which found that only 27 percent of Miami-Dade's black male students graduated in 2008. By targeting at-risk kids, Mavericks would try to alleviate this achievement gap.Each school is overseen by a local, nonprofit board. Mavericks then charges the nonprofit hundreds of thousands of dollars in management fees to run daily operations. Mavericks also handles the real estate, charging the schools $350,000 a year in rent.Rodberg, Thimmig, and the other Mavericks founders drew up an ambitious business plan. The "build out objective" promised to open 22 charter schools by the 2011-2012 school year. The plan mimicked what Thimmig had done in Ohio with White Hat. But meanwhile, newspapers in Ohio were questioning how White Hat hid its money and why its schools received failing grades from the state.Rodberg's sister, Lauren Hollander, later joined the company as manager of Mavericks. She's a real estate broker in Palm Beach Gardens and became a 20 percent owner of Mavericks in 2008 after lending Mavericks a cash infusion of $1.2 million. She says she didn't hear about the problems with White Hat. "I don't know any of that history, honestly," she says. Hollander says her brother got to know Thimmig while building several White Hat schools.Rodberg had more than just charter schools in his plans. He was trying to launch a chain of restaurants named after Miami Heat star Dwyane Wade. That partnership led to a bizarre beginning for the Mavericks charter schools.In August 2007, Rodberg struck a deal with Wade to market a chain of restaurants. Their third business partner was Richard von Houtman, a man who called himself a baron and lived in a Boca Raton mansion purchased with funds from a drug lord.Rodberg shut down his Bucky's restaurants and reinvented them as D Wade's Place. They were to be uppity sports bars, with burgers and flat-screen TVs."Mr. Rodberg and Mr. von Houtman led [me] to believe that they had much experience and expertise in the restaurant business," Wade later claimed in court, "and that this deal could make everybody a lot of money."Two months later, a chain of schools was added to the deal with Wade. Rodberg, Thimmig, and a third partner launched Mavericks High D. Wade's Schools, a soon-to-be chain of charter schools based in Fort Lauderdale. In court documents, Thimmig alleges the plan was simple: He would contribute his expertise, while Rodberg would chip in $1 million in cash, take out a $1 million credit line, and bring in Wade "to make appearances on behalf of the schools."Hollander says the charters planned to use the basketball star as a celebrity spokesman, encouraging kids to enroll in Mavericks and graduate. "Kids related to him. Parents related to him. Even grandparents related to him! He was the biggest celebrity ever to be connected with the national high school dropout crisis," Thimmig told New Times in 2009.Aside from the celebrity connection, Mavericks appeared to be White Hat for the Sunshine State. Along with Rodberg and Thimmig, Mavericks' third original investor was Cathy Wooley-Brown, a former senior vice president for White Hat in Florida. The company also hired Bonnie Solinsky, who ran a White Hat school, the Life Skills Center of Pinellas County, that closed last year. Solinsky is now Mavericks' director of curriculum.But pairing schools with a restaurant chain and a basketball star turned out to be a lethal mix. Wade would later allege in court documents that the partners were scheming to cut him out of profits. When they asked him to invest $1 million in the Aventura location of the restaurant, he declined.According to Rodberg and von Houtman, Wade demanded a higher ownership share of the restaurant chain. When Rodberg and von Houtman balked, Wade refused to show up for photo ops and commercials. The partners sued Wade in December 2008. By then, the restaurants had closed, and Rodberg was losing cash fast. His Millennium Plaza landlord sued him for failing to pay rent on the Fort Lauderdale Bucky's. A Broward circuit court judge eventually ordered Rodberg and Bucky's to pay Millennium Plaza $3.4 million, but Rodberg appealed the ruling and won. This August the Fourth District Court of Appeals ruled the trial court had not properly determined damages, and sent the case back to Broward, where records show it has not yet been resolved.In March 2009, Thimmig announced Mavericks was also ending its relationship with Wade. The star flaked out, didn't appear in TV or radio ads, and wasn't returning calls, Thimmig claimed. Wade's name disappeared from Mavericks' school signs, and another lawsuit was filed. Rodberg and Hollander demanded $115 million from Wade for reneging on the restaurant and charter school deals. Meanwhile, Mavericks' relationship with CEO Thimmig also began to sour. By October 2009, Thimmig had helped Mavericks open four schools — in Homestead, Kissimmee, Largo, and North Miami Beach — and enroll 950 students. Each new student brings in roughly $6,900 in state funding and $700 from the federal government, according to documents Mavericks submitted to the Florida Department of Education.But Thimmig was worried. He wrote a letter to the company's board warning that although they were turning a profit, they were understaffed and financially struggling. Rodberg never contributed the capital he had promised, Thimmig alleged in court.Thimmig thought investors who could provide the needed cash infusion were scared off by the Wade lawsuit. "Potential investors did not want to get involved with a company where the principals were suing the other business partners," Thimmig alleged. (Thimmig declined to comment for this article.) He wanted Wooley-Brown, Hollander, and Rodberg to sell their shares of the company to a New York-based private equity firm.Rodberg and Hollander refused. They accused Thimmig in court documents of "misusing federal and state grant funds," mismanaging the budget, asking Mavericks employees to leave their jobs for other work, and hiring a company he "owned or had an interest in" to clean the schools. They tried to kick him off the board.In December 2009, Thimmig resigned as CEO. Then he sued Mavericks for back salary and money he said he had lent the company — a total of at least $300,000. He also aired the company's dirty laundry in public court documents. Just two years after its founding, the hope factory was floundering.Frank Biden sits in a windowless office at the Mavericks High in Palm Springs, leaning over the desk to make his point. Wearing a red tie and dark suit, he says it's a "leap of faith" for him to grant New Times an interview because he doesn't want to embarrass his brother Joe. As he talks, there's the trace of a lisp, the shadow of his childhood stutter."Everything I do... I've got to know that it could appear on the front page of the New York Times," he says. "Do my best never to do anything to besmirch [Joe's] reputation."Frank has reason to worry. After serving as a legislative director in the Clinton administration, he worked with Hand in Hand Ministries, which provides scholarships to poor children in Nicaragua. There, he says, he contracted a nasty bacterial infection and came to South Florida to convalesce.By 2003, however, there were signs of another illness. Around 8:45 p.m. August 20, 2003, a Broward sheriff's deputy spotted Biden's '88 Chrysler making a wide left turn in Fort Lauderdale. Another driver said Biden had tapped his bumper at a stop light. The cop pulled the Chrysler over to investigate.Biden's eyes were red, his speech slurred, and he reeked of alcohol. He could not tell the police officer "where he was or where he came from." An open, mostly empty bottle of Popov sat in his car. Biden lost his balance trying to touch his finger to his nose. A computer check revealed his license had already been suspended four times.The cop booked him, and Biden pleaded no contest to DUI and driving with a suspended license. He was sentenced to six months of probation, along with six more months of a suspended license. But in October 2003, before the drunk-driving case made it to court, Biden was arrested again, for petty theft.Employees at a Pompano Beach Blockbuster called the cops when Biden began arguing with them. A sheriff's officer arrived to find Biden trying to leave the store with two DVDs stuffed down his pants. Court records show he failed to appear for a hearing in that case, but documents were not available about the outcome.A year later, in November 2004, Biden was arrested a third time, in Juno Beach. He pleaded no contest to driving with a suspended license. Rather than send Biden to jail for 30 days, the judge allowed him to check into the Watershed rehab center in Delray Beach, where he stayed for three months in 2005.Today, Biden says he's recovering from his addiction and has been "sober for a long time." "I was an alcoholic. I'm a sober person. I'm very proud of that fact."By the fall of 2009, Biden was back on his feet, seeking investors for a country club development in Costa Rica that promises to include more than 1,200 homes. Press releases for the project call Biden the "co-developer" and show him smiling beside golf legend Jack Nicklaus, whose name will be on the golf course. Biden says he and his partners own the land but are still seeking investors. Meanwhile, back home in South Florida, Biden got involved with Mavericks after a simple chance encounter. He says he happened to meet Mark Rodberg in a coffee shop, and the developer told him about Mavericks.At first blush, Rodberg's litigation record might give a potential business partner pause. He has had 49 civil cases filed against him in Palm Beach County Court in the past two decades. Most of the cases have been resolved, but one pending case, filed in June, alleges he stopped payment on a $4,000 rent check. (Rodberg could not be reached for comment. His only listed phone number is disconnected. When New Times asked Biden about speaking to Rodberg, he said questions should be directed to Hollander instead.)According to Biden, Rodberg isn't the kind of guy who charms politicians; he's a guy who spits chewing tobacco into a cup. "But he does it eloquently."After the coffee shop meeting, Rodberg invited Biden to visit a Mavericks school, and Biden says he was hooked. He began flying around the state in a private jet to lobby school officials and local politicians to support the charters.He calls himself president and director of development for Mavericks, but his name did not appear on any corporate documents filed with the Florida Secretary of State until New Times began questioning him about it. On December 5, he was listed as president of the company. Frank Attkisson, a former state representative, is vice president. Biden and Attkisson are also both registered lobbyists for Mavericks in Tallahassee."I'm a salesman," Biden says. "I'm nothing but a P.T. Barnum for these kids."With the vice president's brother stumping for Mavericks, the charter school company this year began winning over wary district officials throughout Florida. It joined a booming business that has exploded under Republican-led Florida's decade-long push to shift funding toward charter schools. This year, the National Alliance for Public Charter Schools reported there were 462 publicly funded, privately run charters in Florida. And 348 more have applied to open next year, according to the Florida Department of Education.Many of these schools are designed to earn money, and critics charge that the combination of a profit motive and lax regulation has led to rampant abuse. Last year, there were 145 schools in Florida run by companies such as Mavericks, more than any state except Michigan, according to a study published by the National Education Policy Center at the University of Colorado.Plenty of government grants help charters grow. Mavericks schools each receive about $250,000 a year in federal grants, records show. And they're about to get more from the state. This past spring, the Florida Legislature, with the enthusiastic support of Gov. Rick Scott, passed a "Digital Learning Now" bill that establishes virtual charter schools and encourages charters to combine traditional classroom instruction with virtual courses, as Mavericks already does.But opening a charter school is far easier than sustaining one. In Florida, at least 192 charters have merged or shut down since 1996. Kids at one charter school in Miami were taught in a tool shed; another school turned into a nightclub after hours. A recent Miami Herald investigation found many schools have high rents and management fees designed to pad the pockets of their owners.Often these schools struggle academically or financially, yet their management companies are allowed to keep opening new campuses. Gary Miron, a charter school expert and education professor at Western Michigan University, says these problems are worst in states like Florida, with a large number of charters run by for-profit companies. "The problem, as I see it, is that policy makers and legislators have not put in place the right incentives, funding mechanisms, and safeguards to ensure that these companies serve the public good," Miron says.Mavericks' academic failures are glaringly apparent, despite the upbeat assurances of company managers. Asked about the schools' graduation rates, Hollander declined to provide a hard figure. She says the numbers fluctuate when students transfer back to their home high schools. "Our actual percentages are very, very nice," she says. "But it's also unique to each school. We're doing a good job."But figures from the Florida Department of Education paint a vastly different picture, showing that Mavericks schools have a worse graduation rate than traditional public schools in Florida. They show Mavericks' best school, in Kissimmee, graduated only 43 percent of the eligible kids in June. Other Mavericks schools performed far worse. Mavericks High in North Miami Beach had a 12.7 percent graduation rate this past school year. In Fort Lauderdale, the rate was 13.1 percent, Largo's was 7.2 percent, and Homestead's was 4.5 percent. On Florida's state report cards, Mavericks schools in Miami-Dade, Pinellas, and Osceola counties have all scored "incomplete" because not enough students have taken the FCAT. Hollander says she expects the FCAT grade to change as more students enroll.Deborah Higgins, a spokesperson for the state Department of Education, says there is no policy that requires a school to be disciplined or shut down if it continues to earn grades of "incomplete." That means Mavericks schools can keep operating with little oversight of their academic progress.Part of Mavericks' problem might be the teaching model: parking troubled kids in front of a computer and hoping they'll learn instead of watching the latest Kardashian stunt on YouTube. Research shows that for virtual learning to work, "Students need to be very self-disciplined and have supportive environments," Miron says. "If they're not self-guided and self-motivated, then it's gonna be a hard match."Meanwhile, recent lawsuits filed against Mavericks raise questions about whether any of the schools' statistics can be trusted. This past February and June, two former Homestead Mavericks employees — teacher Maria Del Cristo and career coordinator Kelly Shaw — filed suits alleging the school inflates attendance records to receive more money, exceeds class size limits, and "regularly fails to accurately post grades and report student enrollment" in the district's computer system, in violation of state law.State school funding follows students, no matter where they are enrolled. When entering data into the computer system, the lawsuits allege, Mavericks often reports that students are enrolled in courses they're not actually taking in order to get more funding. Even more alarming, Shaw and Del Cristo allege the school does not offer a "Florida High School Diploma."Records show Mavericks schools are not accredited by the Southern Association of Colleges and Schools Council on Accreditation and School Improvement. This means graduates can attend community colleges, but they might have trouble obtaining sports scholarships or federal grants.Students would ask Shaw if they could check their records, to see what courses they were enrolled in. But the school principal, Candace Chewning, told her to "calm the wildfires" and deny students and parents access to the records, Shaw alleges.Shaw says the principal also chastised her for warning students they might not be accepted into certain programs with a Mavericks diploma. According to Shaw, her boss told her she was spreading "poison" in the school, and Mavericks might close because so many kids were leaving. Shaw was fired in February 2010.In April 2010, Del Cristo called the Miami-Dade school district to complain about students' grades and attendance records being altered, among other allegations. She was fired the next month.Dale Morgado, attorney for Shaw and Del Cristo, declined to comment, saying he's in settlement negotiations with Mavericks.Mavericks officials have filed motions to dismiss both lawsuits. Biden says Mavericks schools issue Florida diplomas, but not every child graduates. When New Times contacted Hollander to ask more detailed questions about the lawsuit, she never responded.Accountability reports, submitted by Mavericks to the state, contain bizarre financial figures. In 2010, they show zero dollars in revenue for the school in North Miami Beach, while both Mavericks schools in Miami-Dade claimed to be paying most of their teachers less than $5,000 a year.Tammy Lara, principal at Mavericks High in Homestead, says those salaries are no longer correct. "Our salaries are very competitive to Miami-Dade County Public Schools."But Lara was not head of the school last year when the reports were submitted and doesn't know why the listed salaries were so low. Hollander said she was unfamiliar with the state reports and would have to review them before commenting. When emailed the reports, she never responded.Money has long been a problem for Mavericks. At the North Miami Beach Mavericks in June, an audit showed the school was $400,000 in debt and had borrowed from the Mavericks management company to stay afloat. At the same time in Fort Lauderdale, independent auditors found the school met state criteria for a "financial emergency," with a net deficit of at least $520,000. The state department of education also required the Mavericks school in Pinellas to create a financial corrective action plan.Mavericks officials say Fort Lauderdale's debt was temporary because the school's original enrollment was low. Hollander wrote a check to cover the budget hole, and the school is "now on its feet and very healthy," Biden says.By law, school district officials can shutter charter schools with serious academic or financial problems. But Mavericks has averted the worst penalties by submitting plans to correct its finances and by earning "incomplete" instead of "D" or "F" on its state report cards. Plus, Florida law is designed to encourage charters, not shut them down. Even failing schools are given time to improve before they are closed. John Schuster, spokesman for the Miami-Dade school district, says no action has been taken against Mavericks here. "The district monitors charter schools' academic and financial performance. In general, it takes two years of poor performance data to result in closure."Both Miami-Dade Mavericks schools have been open since August 2009. The Broward and Palm Beach schools are newer and thus do not have a two-year track record.The management fees paid by the individual schools to Mavericks in Education Florida have been a source of controversy. School district officials want to know what the fee will be before they approve a new school, but it's not always clear. In the school year that ended this June, the management fee was $267,000 for the Fort Lauderdale Mavericks school. In 2010, Mavericks in Homestead paid the management company $418,000, or 17 percent of its state funds. In Palm Beach County, Mavericks' fee is not specified in its contract. Hollander says the fee varies based on enrollment, but it's capped at 11 percent of the state funding the school receives.According to Biden, Mavericks turns a profit because of its savvy real estate choices. "It's all about the buildings we buy," he says. "Certainly the operation of the schools isn't profitable."But most of the time, Mavericks isn't buying buildings. It's striking deals with private landlords and then charging individual schools rent of $350,000 per year for five years, regardless of the price of the building. That's the case in Homestead, North Miami, Kissimmee, and Pinellas. In Homestead, the school building's current market value is $1.2 million, but the school is on the hook for $1.75 million in rent over five years.That sum, combined with its management fee, means the Homestead school paid 28 percent of its revenue to Mavericks in Education in 2010.Hollander says Mavericks does not want to be the go-between, collecting rent from the schools, but it's tough for a landlord to "wrap his mind" around a five-year lease.Mavericks cut out the middleman when negotiating a lease in Fort Lauderdale. Charles Barnett, Mavericks' secretary, bought a building at 424 W. Sunrise Blvd. for $2.2 million. Barnett, a lawyer in Palm Beach Gardens, purchased the building with a newly formed corporation called School Property Development LLC. The manager of the corporation is Charles Berle, who also sits on the board of the Mavericks school in Palm Springs.Hollander says Barnett bought the school because they couldn't strike a rental deal with the previous owner.According to Miron, the Michigan expert on charter schools, it's common for "separate but connected companies" to own the buildings that house charter schools. "A lot of profit comes from equity accrued in the facility, or above-market leases that are paid to the company that owns the facility."To lease the Fort Lauderdale property, Barnett's company, School Property Development, charges Mavericks High of Central Broward rent. The cost: $350,000 a year.In June 2010, Hollander and Rodberg reached an undisclosed settlement agreement with Wade. With the fight behind them, they focused on growing Mavericks.Yet not every school district was eager to put faith in Mavericks. Hernando County officials turned down Mavericks' charter application three years ago, citing concerns about enrollment, budgeting, and a private management company controlling public funds. The Florida Charter School Commission overturned Hernando's decision, but the Mavericks school never opened.In February, district staff once again recommended denying Mavericks' application to open the school in Palm Springs. Staffers said the school's budget projections were "not realistic," objected to the management fee not being specifically defined in the contract, worried about the Pinellas school's financial difficulties, and noted that four existing Mavericks schools "contain deficiencies in their Accounting Policies and Procedures."The District prepared an analysis to reflect missing personnel and other operational costs," staffers wrote to the school board."The net result is a loss putting the charter school at risk for being in financial emergency."If these monetary concerns were not enough, the then-superintendent, Art Johnson, said history had taught district officials to be strict in their evaluation of charters. "We need to make sure that we don't have people coming in here with an educational mission and then turning it into a business plan to make money," he told the board.Biden says he met with each school board member before the vote, telling them Mavericks would be an "adjunct" to the public schools. "We, over a period of a year, convinced everybody in Palm Beach County of our good intentions," he says.He also points out that every time a student graduates from Mavericks, they boost the school district's overall graduation rate. "So naturally [the districts] love us."Palm Beach school board members, presiding over a district where so few minority students graduate, swooned over Mavericks' pitch to help at-risk kids. "I want to give every opportunity I can to underprivileged kids," board member Monroe Benaim said at the public meeting in February.School board member Chuck Shaw abstained from the vote. As a former charter school principal, he said he had done some "volunteer work" for Mavericks and helped the company with its charter application. He later emailed New Times to say, "I was not involved in the writing, editing, or creation of their charter, just gave my opinions since I believed that their focus was good."What Shaw didn't mention at the public meeting was the money he'd received. At a 2010 campaign event, he collected $750 in campaign donations from Mavericks employees and their families — including Biden, the Hollanders, and the Rodbergs.The board approved the school 5-1, with only one member dissenting. Dr. Debra Robinson said she supports Mavericks but thought it was unfair for the board to overrule staff objections for one school without re-evaluating all the other charter schools that had been recommended for denial this year. She even called out Biden for his influence on the vote."Because people have big dogs that lobby for 'em, we are able to see better?" she said. "No. I see it as an exception to the rules."Back at the August ribbon-cutting at Mavericks High in Palm Springs, Biden finishes his speech. Now the room is hushed. The next speaker is petite and striking, with closely cropped hair, ebony skin, tattoos on her arm, and a stroller for her baby. "I want to be a great role model for my daughter," Ebonee Parker says, her voice breaking with emotion. "She's the reason why I'm standing here before you."Parker leaves the stage, but the parade of performers continues. Eight Mavericks students stand to recite the school's pledge. Finally, a small band performs a song they wrote for the occasion. "You've got something good, you've got Mavericks High!" the chorus rings. The crowd applauds.By the time everyone heads outside to cut an enormous turquoise ribbon, Liz Downey, the school secretary, has tears in her eyes. She has good reason to celebrate. Another Mavericks school was approved in early November in Orange County, and two weeks later Palm Beach County district officials would recommend approving three more. However, the Palm Beach vote was postponed after New Times published a blog post about the schools.District spokesman Nat Harrington says board members delayed the vote because they wanted more details about Mavericks' grades and graduation rates. "Based on the information staff has received to date, there are reasons to be concerned about the strength of Mavericks' academic program," Harrington wrote in an emailed response to New Times' questions.After cutting the ribbon, the crowd heads inside for cookies and tours of the school. Students fill cubicles that weeks earlier had housed only rows of computers. Their teacher urges the class to listen carefully because they have visitors.A student sitting by the window looks confused. She has been stuck in class studying while all the singing and speech-making filled the lobby. "What they havin'?" she asks a random visitor. She had no idea there was a celebration today.

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Finger Lakes Concert Band presents 'This Day in History!' Messenger Post CANANDAIGUA — The Finger Lakes Concert Band will present “This Day in History!” — an evening of music that surrounds the date March 29 — at 7:30 p.m. Saturday at the Canandaigua Academy Theatre, 435 East St.The event is an eclectic blend of concert band music and transcriptions woven together by historical events that took place on March 29. The evening will take attendees on a historical world tour that will include stops in Africa, Niagara Falls, London, Hollywood, the Lincoln Memorial and more.Musical selections were chosen by Director Gregory Kane and include composers Richard Fote, Henry J. Wood, Beethoven, Robert W. Smith, John Williams and Samuel Ward.Kane, a resident of Honeoye, is currently in his 12th year of teaching music. As a graduate of The Crane School of Music, he holds bachelor’s degrees in music education and French horn performance. He also holds a master’s degree in music education from Ithaca College, in addition to completing coursework at the Eastman School of Music. He has performed with the Monroe County Music Educator’s Wind Ensemble, Southern Tier Symphony Orchestra, Southern Tier All-Star Jazz Band, Greater Finger Lakes Jazz Orchestra, Hornell Area Wind Ensemble and Honeoye Falls Community Band.Kane currently teaches fourth- and fifth-grade music for the Canandaigua City School District, where he directs the school band and jazz band. He has also directed the Academy Symphonic Band, Academy Parade Band and The Sound, Canandaigua’s football pep band.Kane is the founding director of the Academy New Jazz Ensemble and JAZZ5, an authentic fifth-grade jazz band experience. Prior to teaching in Canandaigua, Kane was the instrumental music teacher for the Canaseraga Central School District.Concert admission is $5, with attendees 18 and younger admitted for free. For more information, call (585) 454-4596 or visit www.hochstein.org.

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Parents, student aid agencies seeking answers after court's scholarship ruling | New Hampshire Contact us Parents, student aid agencies seeking answers after court's scholarship ruling By MICHAEL COUSINEAUNew Hampshire Union Leader Hundreds of Granite State students who want to attend religious schools this fall will not be eligible for scholarships tied to business tax credits under a court ruling released this week.The two scholarship organizations the state approved to dole out the money say they will proceed with granting scholarships to students who plan to attend non-religious schools if a court doesn’t put the decision on hold until the state Supreme Court hears a promised appeal from the state Attorney General’s Office..The decision means Litchfield mother Kim Nichols won’t be eligible for a scholarship to help pay for her son to attend a Catholic school in Nashua.Nichols, who pays more than $12,000 in yearly tuition to Bishop Guertin High School, said she was “furious” with the judge’s decision...“It’s a very big sacrifice to be able to send him to this school,” Nichols said Wednesday. “We’re not religious. We chose it because the curriculum works for our son. We’re looking for a good school; that’s it.”..She said her son is doing “unbelievably better” at Bishop Guertin than he did in public school in Litchfield.Nichols applied to The Network for Educational Opportunity in Concord, a scholarship organization that raised about $250,000 for scholarships from 10 businesses, including about $120,000 in the final week before last week’s deadline, said Executive Director Kate Baker...She said parents are best positioned to make decisions about their children’s schooling, and many want to send their kids to faith-based schools. Under a Superior Court ruling, parents wanting to send their children to religious schools can’t receive money from a new scholarship program that relies on donations from businesses in exchange for an 85 percent tax credit on their business taxes...“I’ve raised the money and my entire purpose to do this is to create options for families and help them overcome barriers,” Baker said.She said 1,018 students applied for scholarships and she estimated about three-quarters could be tied to religious schools. Baker said a child’s school choice and the cost of tuition are not factored into the decision-making practice...“We’re going to use their income size and family size,” she said. “We have hundreds of families whose incomes fall below $30,000 a year.”The average values of all scholarships awarded by a scholarship organization can’t exceed $2,500...Until a court rules otherwise, scholarship organizations can’t award scholarships from those funds to children who want to attend religious schools, according to Richard Head, an attorney in the state Attorney General’s Office who argued in court for religious schools to be included...The Concord Christian Academy Giving and Going Alliance in Concord, the other approved scholarship organization, said it plans to abide by the decision.“Absent a stay of the Court’s decision, we will therefore be required by the tight calendar requirements of this new law and this very restrictive decision to limit our upcoming awards to individuals who are not exercising their rights to take advantage of one of the many fine programs offered in NH by religiously affiliated schools,” said a statement released Wednesday...The AG’s office plans to appeal to the state Supreme Court, Head said.“It’s a complicated question and one of first impression for New Hampshire, so it makes sense for the New Hampshire Supreme Court to weigh in on these issues,” Head said...As for determining whether a particular school is “religious,” Head said: “I think it is complicated and we at the state level, that’s the primary issue we’re still reviewing to determine the sort of the mechanics of implementing Judge (John) Lewis’s injunction and we may or may not need some clarification from him regarding those mechanics.”..According to the judge’s decision, the plaintiffs— eight taxpayers and a business — counted 154 non-public schools in New Hampshire using information from the state Department of Education. Excluding 38 special education schools, the plaintiffs said 71 of the 116 remaining general-education schools were religious, or 61 percent...The intervenor-defendants, which includes the State of New Hampshire, counted 161 or 162 total non-public schools, of which 62 were religious schools, the judge said. The latter included special education, resulting in a 38 percent overall rate of religious schools but not a parallel comparison with the plaintiffs’ percentage...In a footnote in his 45-page ruling, the judge said the parties didn’t offer a definition of a “religious” school. “From the positions and evidence the parties present, however, the Court considers a ‘religious’ school generally to be ... one run by, or affiliated with, a religious sect or denomination, where an important mission is religious instruction and where teaching is generally imbued with a religious dimension,” Lewis wrote...Beverly Primeau, chair of the Concord Christian Academy Giving and Going Alliance, said that the alliance believes parents should have a choice of schools whether faith-based or not.“Our organization is founded on faith and we intend to support faith-based schools,” she said...Primeau said she didn’t know how many students applied and declined to say how much money was raised.In a statement released after the court decision, the New Hampshire Democratic Party called the ruling “a victory for local schools, public education in New Hampshire, as well as Granite State students and their parents.”..Officials at the state Department of Revenue Administration didn’t return phone messages this [email protected]..

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up in BucksInq: Head of Doylestown Hospital to retire after 23 years — BucksInq Blogging Central Bucks teacher is fired Updated: June 26, 2012 — 9:41 PM EDT Main Line woman, 62, gets jail for selling heroin out of home Dec 9 - 12:00 PM by BucksInq Close icon BucksInq The Central Bucks High School East teacher whose blog drew national attention for calling students "frightfully dim" and "utterly loathsome" was fired Tuesday for "poor performance.” Natalie Munroe, an 11th grade English teacher for six years, was dismissed by a 7-0 vote of the school board. The board followed the administration's recommendation, based on a year of class observations and evaluations that Munroe's lawyer has called "retaliatory." Natalie Munroe, an 11th grade English teacher, says she was "set up" by the Central Bucks School District. (Bill Reed/Staff) “Ms. Munroe was, at best, a satisfactory teacher and was experiencing performance difficulties well before her blog became an issue,” board President Paul Faulkner said, reading a prepared statement. To keep her job, Munroe filed suit in U.S. District Court in Philadelphia on Friday, claiming the school district violated her constitutional right to free speech “by harassing and retaliating against her.” The alleged retaliation was for her blog posts labeling some students as "frightfully dim" and "utterly loathsome." In an October 2009 post, she wrote: “My students are out of control. They are rude, disengaged, lazy whiners.” The posts by “Natalie M” were meant to be anonymous and did not name the school, students or colleagues, but they included her photo. Her dismissal “has nothing to do with free speech,” Faulkner said, “but rather [the board’s] obligation to have satisfactory teachers in its classrooms.” Her performance was monitored and observed the same as other teachers, he said. Munroe’s lawyer, Steven Rovner, said the board’s action was expected. “They brought her back to set her up to fail,” Rovner said in a telephone interview. “That’s why we filed the lawsuit against the district. Munroe was suspended for the posts in February 2011, after word of them spread on Facebook and other social networks. Officials reinstated her last summer, citing her legal right to work, but rejected her request for a transfer to another of the district's two high schools. And, in an unusual move, students were allowed to opt out of her classes, leaving her with abnormally small classes. Starting in October, administrators conducted “retaliatory, unannounced observations of Munroe’s classes,” according to the suit. They “would subject Munroe’s classroom efforts to ridiculous and overly critical evaluations, routinely concluding that lessons which Munroe had been teaching for years were unsatisfactory.” After four unsatisfactory classroom evaluations, Munroe was ordered to submit daily lesson plans using a time-consuming template designed by the district, according to the suit. “The sole purpose of this requirement was to retaliate against Munroe for her protected free speech,” the suit said. “Indeed, other teachers were not required to submit daily lesson plans.” Throughout the year, the district created a “hostile and harassing work environment” for Munroe, who was in her sixth year at the school and had tenure, according to the suit. On June 1, she received her third unsatisfactory performance evaluation and was told of the administration’s plans to recommend her termination at tonight’s meeting, according to the suit. Munroe, who has done limited blogging since last year’s uproar, responded in a post, “In short, yes, I've been set up.” She wrote, “I worked hard every day this year to prepare my students for whatever lies before them, to meet the challenges that arose daily, and to perform my myriad duties at work with pride and dignity. Though it will surely be implied otherwise, I know the truth, my colleagues know the truth, my students and their parents know the truth. I stand by my work this year, and every year before.” Also in response, the Central Bucks Education Association filed a grievance with the district to protect Munroe’s contractual rights, union President Keith Sinn said Monday. He declined to say whether Munroe had been singled out with the classroom observations and evaluations and daily lesson plans. Munroe’s suit asks that she keep her job, plus compensatory and punitive damages. It named the district, Superintendent N. Robert Laws and school Principal Abe Lucabaugh. Laws and , Lucabaugh could not be reached for comment by phone or email. Published: June 26, 2012 — 9:41 PM EDT

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UCA | University for the Creative Arts Art/Design Category Mini guide The etchings of Bernard Leach Olding, Simon The etchings of Bernard Leach. Crafts Study Centre and The Leach Pottery, Farnham, UK. Restricted Access DocumentsDetailsThe etchings of Bernard Leach (98MB) Description/Abstract: The Etchings of Bernard Leach is the first systematic account of Leach's output as an etcher. Focused on the 65 etching plates that Leach brought back from Japan in 1921, the book presents in addition original archival research drawn from museums and private collections in the UK and Japan, and includes a translation of its text in Japanese.The book draws upon Leach's diaries from Japan 1912–21, as well as on other primary materials in the Bernard Leach Archive held by the Crafts Study Centre. Considering his work alongside primary material from the Mingei-Kan (Japan Folk Craft Museum), Tokyo, and private papers connected with the Leach family, the book places Leach in the context of British and European etching in the early 20th century, and also addresses the contribution of Leach’s graphic art both to traditional slipware decoration and to his other ceramic work in a modernist idiom.The book is the first stand-alone study of Leach as an etcher, and its catalogue of etchings is the first summary of his output in this medium. It therefore constitutes an authoritative and rounded source of information about Leach's early career as an artist, documenting the period in which he set off to Japan with the intention of pursuing a career as an etcher. The book is now used as the standard reference for UK Auction Houses selling Leach's etchings, most recently for Asobi: Ingenious Creativity & Ceramics From the Bernard Leach Collection at Christies, South Kensington (15 Oct. 2013) Crafts Study Centre, Leach Pottery, Daiwa Anglo-Japanese Foundation, University for the Creative Arts School of Crafts & Design Mary-Anne Spalding http://www.research.ucreative.ac.uk/id/eprint/1049 University Staff: Request a correction | UCA Research Online Editors: Update this record

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A Golden Plan The Establishment of Rider’s School of Liberal Arts and Sciences emerged from an idea hatched years before, according to Dr. Walter A. Brower '48, dean emeritus of the School of Education and perhaps the foremost authority on Rider history. BySean Ramsden11/17/2011 From right, Franklin F. Moore, George Hill '30 and J. Goodner Gill pointed Rider in a new direction with the founding of SLAS. It’s all in the written record, in the minutes of the Board of Trustees’ meeting from November 15, 1961. President Franklin F. Moore ’27 made it known that night to the Board that Rider College would be reorganized to include five separate schools, each with a dean who would report to the provost, beginning with the 1962-63 academic year. Among these five schools would be an entirely new academic unit: the School of Liberal Arts and Sciences. It was an addition that would transform the institution. In reality, though, the origins of this decision have their roots three decades earlier, first published in a 1934 letter from Moore to Rider alumni upon his appointment to the presidency of the Trenton-based college. “The idea for a full-fledged program in liberal studies was actually an idea first voiced by President Moore’s father in the late 1920s,” said Dr. Walter A. Brower ’48, dean emeritus of the School of Education and perhaps the foremost authority on the Rider history. The elder Moore, Franklin B. Moore, served as president from 1898 until his death in 1934, and spoke often of transforming his proprietary business college into a comprehensive institution of higher education. With the Rider community reeling from the deaths of Moore and longtime Vice President John E. Gill just six weeks apart, the younger Moore, newly installed as president, penned a letter to Rider alumni declaring the strength and vitality of the institution. “He also indicated that he’d like to see the day when a liberal arts program would lead to a degree at Rider,” said Brower of Moore, whose strong liberal arts background included a degree in English from Princeton. “He felt he owed it to the alumni, that the college would continue to grow.” Like the rest of the nation, however, Rider first had to cope with the Great Depression, which, according to Brower, sent the liberal arts project to the back burner for some time. Another issue seemed even more daunting: Rider’s lack of accreditation by the Middle States Commission on Higher Education. “It wasn’t a lack of quality in the programs at Rider,” Brower explained. “But rather, that Middle States had no categorization for such specialized institutions.” The idea would have to wait, but in the meantime, Moore kept moving forward. Not long after taking office, Moore convened a new Board of Governors to serve him in an advisory capacity. Within three years, however, Moore asked the board to amend Rider’s Certificate of Incorporation to establish itself as a nonprofit institution. He was, in effect, relinquishing a profitable family business in order to help Rider become a full-fledged part of New Jersey’s higher educational landscape. With the 1937 amendment in place, Moore now served at the pleasure of the new Board of Trustees. “He will never get the full credit for what he did for this institution, giving up profit-making and his proprietary interest,” Brower said. “But, he had a vision of what he wanted this school to be, and he wasn’t going to give up on it.” In 1952, Middle States altered its policy, agreeing to certify specialized institutions. “President Moore applied immediately for accreditation,” Brower recalled. A year later, the organization dispatched a team to Rider’s Trenton campus on East State Street for a survey. “The report was very favorable to Rider,” said Brower, who also recalled that it concluded with a recommendation that the College should consider the possibility of instituting a liberal arts program to its curriculum. At the time, no other college in the area featured one. “That little comment at the end of the report stuck with him,” recalled Brower of Moore. “He pondered over it, and said, ‘Now is the time to move.’” Within a year, Moore “got the ball rolling,” according to Brower. Organizing his program swiftly but carefully, Moore proposed his idea to the state assistant commissioner of higher education, receiving another favorable response. “That was all he needed,” Brower said. In 1957, Moore presented his proposed program to the State Department of Education, and the following fall, Rider was offering classes leading to a bachelor of arts in English, Social Studies and Mathematics. In the spring of 1961, Rider conferred its very first bachelor of arts to Mary Jane Bukowy Whitesides ’61, who earned a degree in Liberal Education. Moore’s master plan was nearing its goal. “I recall that year that President Moore convened a meeting of the deans,” recalled Brower, who served as secretary of the deans’ council at the time. “He indicated that he had devised a plan to create five schools: a Graduate School, an Evening School, a School of Business Administration, a School of Education, and a School of Liberal Arts and Sciences.” Moore tapped a respected friend from the University of Pennsylvania, Dr. Lawrence O. Ealy, to lead the School of Liberal Arts and Sciences as its first dean. “He came up with a program for the school, and began hiring people,” recalled Brower, who also served as dean of the Graduate School in 1962-63, its only year of operation. “Rider’s liberal arts offerings up to that time were not extensive, so it was quite an addition to the faculty. The school was off and running.” Fifty years later, Brower maintains that the creation of the SLAS propelled Rider into the mainstream of American higher education. “No doubt about it,” he said. “Things began to change very quickly, and people began to really look at us in a new light. Along with the move to Lawrenceville, it was one of the greatest milestones in the history of this institution.”

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wikipedia.org » POIs » H. B. Beal Secondary School Choose a language... H. B. Beal Secondary School City Centre Towers Saunders Secondary School Western Law School Fanshawe College Brescia University College Blackfriars Street Bridge London Public Library Location address: Canada Made by wikipedia.org | Reference Tyeman200 | © CC 3.0 The H.B. Beal Secondary School is a high school in London, Ontario. It is named after Herbert Benson Beal, the founder and first principal of the school. H.B. Beal is the second largest school in Thames Valley District School Board with approximately 2000 students currently enrolled. The school property sits on almost two whole city blocks in downtown London. The actual building sits on one, while the other block is used for parking and the Athletics field including a football field and a track.

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Witnessing a new Turkey By Taner Akçam Activism matters to the young people of Worcester as I learned from my visit to South High on a recent Thursday afternoon. At the invitation of recent Clark University graduate Gregory McPhee, a teacher at this exceedingly diverse school, I came to speak about my experiences as an activist and scholar of the Armenian Genocide, a topic that remains taboo in my home country of Turkey.My thoughts on the recent upheaval in Turkey are dedicated to the curious students I met in the auditorium of South High.Government plans to reconstruct an Ottoman military barracks as a shopping center in Istanbul’s Gezi Park symbolize the clash between old and new in Turkey.The uprooting of trees not only cleared the park but exposed the sham of Turkish democracy.I know, because I was in Istanbul between May 29 and June 4. Gathering with the crowds in Taksim Square every morning and evening, I shared their tear gas and heard their complaints.“Enough!” was the constant refrain of the protesters. They have had enough of Turkey’s primitive political structure and enough of authoritarianism.Western journalists may interpret the protests as a secularist challenge to the Islamic way of life. But can they explain why, on June 5 in Gezi Park, the Quran was recited in celebration of the Islamist holy day Kandil, or why people abstained from alcohol during this occasion?The unrest is better explained as a passionate call by a new generation for Turkey to embrace democracy and respect differences.Removal of trees was the ostensible cause for the demonstrations, but the actual problem is Prime Minister Tayyip Erdogan. The prime minister misconstrues the electoral support he enjoys as a license to undermine the rights of citizens and interfere in their private lives. Exceeding the bounds of his office, he interferes in Istanbul’s municipal affairs, meddling in decisions about local mosques and shopping malls.Erdogan styles himself a patriarch who knows best. And like a domineering father, he solicits opinions but imposes his own decisions.He hasn’t grasped that democracies, like families, function best when everyone is genuinely involved in decision making. Whether he learns from Taksim isn’t yet clear, but the lesson has cost him dearly.The Taksim protests are a manifestation of the culture war unfolding in reaction to the government’s expanded mandate into people’s personal lives. Erdogan has been issuing “fetwas” on all kinds of subjects, including how many children women should bear and whether they should have Caesarian births; he limits public displays of affection and alcohol consumption.Young people want Erdogan out of the bedroom and they have staged an insurrection to stop him from forcing his conservative lifestyle on them.A new Turkey is rising. And the people gathering in the squares transcend traditional ethnic, religious, and political divides.A close look at the protesters is enlightening. A survey conducted with 3,000 of these individuals (Istanbul Bilgi University), while limited in scope, provides some insight: 64 percent are under age 30; only 15 percent consider themselves closely allied with a political party; and 54 percent were not previously involved in political activities.Of the reasons listed for taking part in the protests: 92.4 percent cite the authoritarian behavior of the prime minister; 91 percent cite the violation of democratic rights and the excessive force of the police as a secondary reason; the silence of the media was cited by 84 percent; only 8 percent were directed to get involved by a political group; 84 percent defined themselves as freedom seekers. They want the police to stop the violence (96.7 percent) and they want respect for individual rights (96.1 percent).These figures demonstrate that the protests have emerged from outside long-standing political, ethnic, and religious identities.Previous government injustices and bad decisions have been interpreted according to traditional divisions, prompting only affected groups to take to the streets. Gezi Park is different. Trees and parks are powerful symbols and they have inspired Turkey’s first experience with mass civil disobedience. People are united in their demands for democratic rights of assembly and freedom to participate as citizens in their government and community.These are the footsteps toward a new Turkey. Young people have ushered in a cultural revolution. And if Erdogan ignores them, it is at his peril and at the peril of Turkey’s future.Just as I was meeting with the South High students, protesters were meeting with Erdogan in Ankara. And while he publicly declared that “he got the message” and agreed to ask for the public’s input into the future of the park, on Saturday evening his government forces abruptly cleared Gezi Park.One of the students at South High asked what sort of government Turkey has today. I explained that it is a democracy in thrall to authoritarianism. Erdogan has missed the opportunity to demonstrate the promise of true democracy and it will be up to the people of Turkey to hold him accountable.Taner Akçam, a professor of history at Clark University, is the author of “The Young Turks’ Crime against Humanity: The Armenian Genocide and Ethnic Cleansing in the Ottoman Empire.”

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What is Honor? ■Literature■Aleksandr Solzhenitsyn■Great Books■Aristotle■Liberal Learning■Classics■Cultureby Jeremy A. Kee10 12796 I. Introduction There was a time in days gone by when honor was the driving force behind the life of every great, good, and decent man. Every action of his hand, every thought that found its way from the mind to the mouth and past the lips, every motivation for every endeavor worthy of his undertaking—they were all of them dictated by a man’s inborn sense honor, and aimed at either bolstering that honor which already existed, or else at reclaiming that which through some misfortune had been lost. Honor has for a millennium been the central point in the stories we read to our children in the hope that they too will grow to live honorably. Men and women of valor would slay the dragon, defeat the witch, overthrow or subvert the evil king, all in the name of fulfilling their sense of honor. Not relegated to our fairy tales only, honor is also found in all of the great stories of history, both told and untold. Men and women of honor speak to the soul; they speak to that which in every living human is real and true. The reason for this is because honor, whatever it is determined to be, is itself honest, good, beautiful, and true. Man honors God, the prophets, and his parents. He honors his promises, his vows, his laws, and his debts. He honors his athletes, scholars, and the myriad other high achievers in our society. What, then, is honor? What follows below is a look at various ideas of honor through the ages, followed by what honor in its present state means for mankind, and finally a few concluding thoughts. This is, regrettably, only a primer on the issue and is hardly a comprehensive work. II. Aristotle’s “Great-Soul Man” Though not immune from academic criticism, the concept of the “Great-Souled Man,” as laid out by Aristotle in his Nichomachean Ethics, is certainly an early rendition of what a man of honor looked like. Many have criticized Aristotle’s conception, which makes it a stellar place to touch down for further investigation into the matter of what makes a man honorable. In Book IV of the Ethics, the philosopher gives a very simple account of the conduct and demeanor of a man whose soul is great. Some of these points seem honorable, while others appear to fall into the popular conduct and ideals of the modern age, which is among the most transient of human generations. For instance, Aristotle claims that a man of great soul does not take small risks and will gladly do favors while at the same time shunning a similar show of charity. These characteristics certainly seem honorable enough. However this same Great-Souled Man is apt to show favor to those of high station, as to show favor to those of lesser station is below him. The Great-Souled Man is also he who lives his life as he chooses, as to submit to the will of others would be too closely likened to slavery. Aristotle thus paints a convoluted picture, at least to modern conception, of the meaning of honor. Despite his great intellectual and philosophical prowess, Aristotle is not infallible in his conclusions. He presents a picture of a figure who is comfortably compared to the modern day aristocrat. Aristotle, having come from a different place and time, may present conclusions that are the product of his age. Might one then assume that honor is relative? I believe that this is a false and dangerous conclusion. III. Chivalry and Noblesse Oblige “Chivalry is dead,” so many today suggest, and perhaps those who believe this sentiment are quite right. The chivalric code was the code of conduct for knights of the Middle Ages. To abide by this code, though certainly variable from one group to the next, a knight was expected to protect the poor, the weak, and the defenseless; to serve the good, to seek justice, and to generally be upstanding in his conduct. From this does the most readily identified sense of honor come. Perhaps the closest and most relatable and reliable idea of honor comes from that bastion of desire for honor, France. It is from the land of the guillotine and champagne that we receive the concept known in the French tongue as Noblesse Oblige. Translated into English as “Nobility Obligates,” Noblesse Oblige suggests that with wealth, power and prestige come social responsibilities; it is a moral obligation to act with honor, kindliness and generosity. In our modern throw-away culture, it is unsurprising that such a notion should fall out of vogue. Not solitary in the blame, one must also acknowledge that a certain unsettling cynicism has invaded the modern conservative psyche, in which the individual believes either by choice or by force that those who are less well off than they are only so due to their own poor choices, and thus undeserving of the help of those in higher, more privileged positions. To this, we shall return further on. V. Culture of Honor vs. Culture of Law In a society such as ours, in which the civic onus is placed squarely on the law, it is common for the concept of honor to quickly lose relevance in the shadow of the almighty law. If man has the law, he has no perceivable need for honor or morals or ethics, for it is the law that tells us what is right and wrong. To determine right and wrong in such a way is laziness, and nothing more. Soviet exile-turned-titan of conservative intellectualism, Aleksandr Solzhenitsyn, spoke on this very issue while speaking truth to the graduating class of Harvard University in 1978. To wit, “Western society has given itself the organization best suited to its purposes based… on the letter of the law… Any conflict is solved according to the letter of the law and this is considered to be the supreme solution. If one is right from a legal point of view, nothing more is required. Nobody will mention that one could still not be entirely right, and urge self-restraint, a willingness to renounce such legal rights, sacrifice and selfless risk. It would sound simply absurd… Everybody operates at the extreme limit of those legal frames.” A lover neither of lawlessness, nor of totalitarianism, Solzhenitsyn nonetheless recognized that an over-dependence on the authority of the law can kill the soul, and the greater the dependence thereupon the quicker the death. Again he states, “A society with no other scale than the legal one is not quite worthy of man either. A society which is based on the letter of the law and never reaches any higher is taking very scarce advantage of the high level of human possibilities. The letter of the law is too cold and formal to have a beneficial influence on society. Whenever the tissue of life is woven of legalistic relations, there is an atmosphere of moral mediocrity, paralyzing man’s noblest impulses. And it will be simply impossible to stand through the trials of this threatening century with only the support of a legalistic structure.” Solzhenitsyn speaks of man as if he is not living up to his potential, as if he chooses to limit himself because in so doing he need not worry about stepping out, taking risks, or truly making decisions of consequence. With the authority of the law as the guiding light, man’s mind is made up before he is ever put into a situation requiring him to do these things. How very clean cut; yet in this man’s moral blade becomes blunted and edgeless. VI. What, Then Is Honor? After all this, what is honor? I must again defer to Solzhenitsyn’s Harvard Address for a most flawless conclusion. In summing up his thoughts on the West’s over-dependence on the power of the law in the governing of human interaction, he states, “The defense of individual rights has reached such extremes as to make society as a whole defenseless against certain individuals. It’s time, in the West—It is time, in the West, to defend not so much human rights as human obligations.” The defense of “human obligations.” Aye, there is the rub! The very mention of such a phrase may well send many a modern conservative anywhere but where such an abhorrent idea is spoken. After all, in the land of the free, who has authority to speak to his neighbors’ obligations? Man should be free to do as he chooses, as long as no harm comes to others, so the modern philosophy goes. But in so doing is harm not done to others? Stated another way, in his choosing to do as he will are not others being harmed? Every choice of every man’s life will inevitably create a ripple effect. No man is an island; neither are his choices, and if man has proven anything over the annals of history it is that selfishness—known in modern academia and in the modern conservative lexicon by the much cleaner term “self-interest”—factors ever more significantly into his decision-making process. To do the honorable thing, which most often involves a certain degree of sacrifice, is only a viable option if the primary actor profits, but if he does in fact profit, how honorable was his act of so-called honor? Man, to be honorable, must defend human obligations, and in a society much more focused on the individual and the material than on the spiritual and the good, the honorable option often requires a break from modern ideals. Returning to the conservative notion that those who are in a lower socio-economic position have only their own poor choices to blame, the honorable response and certainly the unpopular one, is, “What difference should that make?” Honor does not pass blind judgment and determine who is worthy of a dignified response. Honor witnesses a human obligation that has gone unfulfilled, and it acts. Leave the punditry to lesser men. To do the honorable thing is to submit the whole of one’s being to the belief that there is underlying all human life and interaction, and indeed all of existence, a universal sense of right and wrong. Some call it natural law, others objective truth; regardless of its designation, it remains one and the same—an unalterable law by which all men are not only expected to adhere in their dealings with others, but also by which all men may hold a reasonable expectation to be dealt with by others. To seek to live honorably is naught but to satisfy that innate urge felt inside all men and women when presented with a choice between genuine right and wrong. As the social cancer of moral relativism continues to spread throughout modern society, our collective sense of honor continues to wane. How can one act honorably if the very basic understanding of right and wrong is replaced with a pseudo-philosophy that states right and wrong are only social constructs, relics of a bygone age? I am reminded of a story told to me by my college mentor, a certain Lieutenant-Colonel Armstrong. While in the Iraqi desert during the first Gulf War, he and his company were driving through the flat desert with not a single landmark in any direction as far as the eye could see. After a time, someone noticed something small on the horizon, as if very far off. Whatever it was, surely it was quite large given how far off it appeared, and yet in a matter of seconds they came upon the object—a single oil drum. Without any other object to which it could be compared, there was no measure by which to judge its size. Such can be said of our present moral compass. If man suggests that there is no objective right and wrong—a most ironic claim given that this is itself an objective statement—and if he lives a life that reflects this indifference to objective goodness and evil, then he has no basis upon which to build a better world, and therefore no grounds for complaint when the world continues to collapse around him. If honor is worth anything, then its dictates are such that they remain unchanged across the generations. Either that which is considered honorable today would be so considered in the era of knights and kings, or else it is not today, nor was it then, nor will it ever be considered an act of honor. VII. No Happy Ending? We must be thankful that relativism is only a shadow, and not an object capable of producing a shadow. We must be joyful that while on the wane, honor is not now, nor ever will it be, dead as long as there are those who desire to live lives of honor. Finally, we must remember that to be honorable, to live according to an objective code of right and wrong will never be an easy path to trod, but in the words of the old gospel tune, “straight is the gate and narrow is the way.” I will conclude this essay on honor with a quotation from a man who was himself a titan of honor far beyond the reach or understanding of the common man. Let the words that follow serve as an encouragement to those wearied by a world without honor. “Never give in. Never give in. Never, never, never, never—in nothing, great or small, large or petty—never give in, except to convictions of honour and good sense.” – Sir Winston Churchill Harrow School, 29 Oct., 1941 Books on the topic of this essay may be found in The Imaginative Conservative Bookstore. Share this:FacebookTwitterEmailGoogleRedditLinkedIn Published: Jun 7, 2014Previous articleLiberty, Equality and Fraternity: Those Three ImpostorsNext articleQuiz: The Natural Right of Revolution and Use of ForceAuthorJeremy A. KeeJeremy A. Kee is a writer at large and seminarian at the Austin Presbyterian Theological Seminary, where he studies Theology, Ethics, and Apologetics. He graduated from the University of Mary-Hardin Baylor in 2009 with a B.A. in Political Science.More articles from author Similar articles "All comments are subject to moderation. We welcome the comments of those who disagree, but not those who are disagreeable." 10 replies to this post Reply I hardly think that honor is dead. The fact that it is sneered at by certain segments of academia and the self-proclaimed “Intelligentsia” doesn’t make the concept of honor any less valid than the fact that some people cheat and lie makes the concept of honesty invalid. Reply Good morning Eric! Thank you for your comment, but it seems that you have misunderstood my conclusion. I don’t believe honor to be dead; rather, I hold it to be such a misunderstood concept that it is simply ignored and forgotten. As I state in my conclusion, it is not something that can be killed, and so long as there are those who insist upon living honorably, it will always be with us. Honor, like any other tradition, is one that must be taught and encouraged in the younger generation, that it may proliferate to proceeding generations. Live long and honorably, my friend. Reply This is such a load of tripe I don’t know where to begin. I wonder what the author thinks of the laws “Thou shalt not covet” “Thou shalt not steal” and others if he feels a strict adherence to the law is “laziness”. The Bible from ages ago has established the right to private property ownership and individual liberty. The Apostle Peter to Ananias in the NT confirmed this concerning property Ananias sold ” Acts 5:4 Whiles it remained, was it not thine own? and after it was sold, was it not in thine own power?” The NT thus also reinforces the Biblical teaching of individual liberty and private property ownership. I think this article is more of an attack on that than anything else. There is a reason that greed is not illegal. The Bible does not make it illegal unless or until you steal someone else’s property, then the “laziness” of the LAW is imposed on that individual. Our system of gov’t, among others things, is to protect the individual and his ability to accumulate the material possessions of this life – (based on Biblical teachings of private property ownership) – with the freedom to dispose of them at his own bidding, and leave his judgment up to God as to whether he has fulfilled his “civic” obligations to the poor, and not government to come in and determine what should be taken and given to those of the gov’t choosing. This is theft. It is our gov’t exercising and fomenting covetousness, and if I’m guilty of laziness for standing up for the LAW of God in this person’s eyes, so be it. Thou shalt not covet. Thou shalt not steal. You do greatly err. Reply Good afternoon William! Thank you for your thoughtful reply to my essay. I am sorry that you feel as you do, particularly considering the nature of the essay I am presently writing with the hopes of publication on this fine site. I will leave you with this: if ours were a world in which the government, and the mission thereof, was our highest power, calling, and aspiration, I would see no counter to your argument. This, however, I do not believe to be the case. I hope you will continue to read my work, and to offer your thoughts accordingly. Marcia Christoff-Kurapovna Reply Beautiful essay. Reply Thank you very much, Marcia! I went to great pains to craft this essay, and was all in committed when I realized that I was myself none too sure what honor is. This essay, then, is the flow of my thoughts from the question through to conclusion. I hope you will continue to read my work! Reply A most persuasive essay. The notion of human obligations is what I think separates conservatives from Libertarians. And it is spot on. Thank you. Reply Thank you, Manny! From the first time I read Solzhenitsyn’s Harvard Address, the term and idea of human obligations has been at the fore of my mind. I absolutely love to have a phrase to apply to this belief that there are certain actions the performance of which all men are held to account. And you are absolutely right. In fact, I would go a little farther by suggesting that human obligations are what separate conservatives – true, traditional conservatives – from all other factions who have a dog in the fight. Thanks for reading, old boy! Dr Pence Reply Mr Kee You have chosen to work on a very important subject. A book by James Bowman called Honor and Francis Fukyama’s controversial but insightful book End of History both deal with the subject in historical and philosophical depth. I would caution you not to expect that such a deeply traditional notion as honor is going to be considered the same for men and women. It really isnt true that men and women went after dragons. As Chesterton says The dragon threatens the beauty and the Knight slays the dragon and wins the beauty. The dictates protective obligations for men are very diferent than those of women. Women protect children and men protect cities and nations. The public character of male protective duty has always given cowardice by males a very different meaning than a woman running from a brute. Keep up the good studies. DrP David Cannady Reply This, I feel, is the central issue of our time. It is so very heartening to see one so young having such insight. I absolutely, however, disagree that this is a conservative attribute. Honor can’t be imposed through the law, nor is it conferred on one who simply obeys the law. Obedience to the law can merely be fear and be devoid of honor. Liberty, on the other hand, can only exist where honor prevails. Our Founders had a sense of honor for the rights of individuals. Conservatives do not respect individuals, but have a collectivist view of society that diminishes individuals. When the law is made to produce a uniformity of behavior, one cannot be certain of the actual morality of individuals. Where laws are held to a minimum, the individual’s honor becomes far more significant.

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Sheriff: No Travel Advised in Barnes County Journey Through Christmas Cancelled Spread the Warmth: Times-Record Collecting Coats, Snow Pants and Boots You are hereHome » VCSU Students to Take Classes in Rhoades Expansion VCSU Students to Take Classes in Rhoades Expansion Students at Valley City State University will begin their first week of classes in January in the new addition of the Rhoades Science Center, President Steve Shirley said Friday. “It’s essentially a two-part project, the renovation of the existing facility and the expansion,” he said. The 28,000-square-foot expansion is almost complete, and they’re just getting down to final crunch time. While the students are in the new addition, the second and third floors of the existing part of the building will be remodeled. When that’s complete, the entire science center will be open for students in the fall 2013 semester. The $10.3 million renovation and expansion of Rhoades Science Center at VCSU is one of the largest, single construction projects in the history of Valley City. Shirley said the completed facility will provide additional space and state-of-the-art, modern facilities to enhance the students’ experience. The addition will house the Fish and Wildlife program, STEM (Science, Technology, Engineering and Math) program, an engineering lab and the chemistry and biology departments. The renovated existing part of the facility will contain the help desk on the first floor and the physics and mathematics departments on the second and third floors. The nursing program, which is held collaboratively between VCSU and Dakota College at Bottineau, will also be in the renovated existing part. After the House Appropriations Committee removed the science building from the 2011 legislative session, VCSU and the Valley City Area Chamber of Commerce established a group of supporters to travel to Bismarck March 9, 2011 to address the Senate Appropriations Committee to get the building back on the list of projects that will receive state money. Professor Hilde van Gijssel said when complete the building will provide a lot more space for students and faculty and give them modern facilities to work with. “We won’t have that in the spring semester because we’re still in part of the renovation,” she said, but “We are very excited to get started in the new building in the new spaces.” VCSU classes resume Jan. 7 after a three-week break over Christmas. Popular Stories

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Industrial robots takes center stage in Manchester college classroom | New Hampshire Contact us Guests mingle at Manchester Community College's new advanced manufacturing training lab in Manchester on Wednesday. Five robots are part of the assembly and manufacturing station. (DAVID LANE/UNION LEADER) Industrial robots takes center stage in Manchester college classroom By PAT GROSSMITHNew Hampshire Union Leader MANCHESTER - Five cobalt blue robots are the main attraction in a new $2 million Advanced Manufacturing Technology program unveiled Wednesday at Manchester Community College.Students, as part of a certificate program, learn to program the whirring robots in a laboratory that mimics a modern manufacturing plant. Skills taught include designing a product to making it using industrial robots, CNC (Computer Numerical Control) machines and CIM (Common Information Model) management software.The goal is to train students so they can fill good-paying jobs in high-tech manufacturing - jobs that can pay more than $50,000 a year.Educators and representatives from manufacturing companies from across the state gathered Wednesday in the lab for a demonstration. One robot assembled a hand-held baseball game, while another was set up for laser engraving. The robots are pre-programmed with glitches, offering challenges for students to solve, and materials are provided to allow students to design and create a real product.The laboratory was designed with the input of manufacturing companies from across the state - including Electropac, Degree Controls, Freudenberg North America, Hitchiner Manufacturing and Safran. College president Susan Huard said before spending $550,000 on the laboratory (another $1.5 million was spent on software and the computerized classroom), the college sought the business community's feedback about what the graduates would need to know. "We built an advanced program to specifically meet those needs," she said.Professor Edward Ely, who was in charge of setting up the laboratory, said one student was out of work for two years, but after he completed the Introduction to CAD (Computer Aided Design) course, he quickly landed a $16-an-hour manufacturing job.The certificate program is funded with a portion of the $20 million in federal funds allocated by the U.S. Department of Labor to the state's seven community colleges for programs designed to rejuvenate manufacturing in New Hampshire.Bruce Haber, 50, of Raymond, who owns Green Carpet Lawn Co., is currently taking Introduction to CNC (Computer Numerical Control)-Turning, and has signed up for the CAD class. He was last in college in the early 1980s studying pre-engineering, but didn't graduate.Haber likes the course and just learned how to operate a robot to carve out a blue circle in a waxy block. He proudly showed off his creation to his wife and kids, who he said were impressed."My 13-year-old son is interested in robots so it was inspirational," he said.Haber is learning learn how to program a robot and troubleshoot its operation. "I like making things. I'm a putterer in my spare time," he said.Haber said basic math and computer skills, such as knowing how to use Windows, is really all anyone needs for the class. The 16-week course, Haber said, costs about $800, a fraction of what a four-year degree would set him back.Ken Swanson, director of engineering for Fireye in Derry, which manufactures custom fire safety equipment, said his company does not use robots. The laboratory, he explained, was set up as a high volume production line. What he likes about the course, he said, is that it trains students in the entire manufacturing process.Huard and Philip J. Przybyszewski, project coordinator, both call the Advanced Manufacturing Technology program and the robots the "crown jewel" of the college's programs. She said the college's mission is to provide students with the skills they can use immediately to find a good job.Currently, two certificates are available: Mechatronics, providing detailed knowledge of machining, electrical and electronic theory where students learn installation, troubleshooting and maintenance for many types of electromechanical and manufacturing machinery, and CAD certificate, which prepares a student for work in an engineering environment creating drawings for manufacturing operations and to help solve engineering problems through graphic communications.The college said local companies - such as BAE Systems, New Hampshire Ball Bearings, GE, Velcro, L-3 Warrior Systems' Insight Division, Airmar Technology, Olympus, Freudenberg-NOK and Segway - report they cannot find enough employees with advanced manufacturing training to fill jobs such as associate process engineer, lead tech/inventory control coordinator, electromechanical technician, production technician, engineering technician, quality control technician and field service technician.CAD skills are needed to support drafters in architectural, civil, electrical and electronics and mechanical drafting.According to the U.S Bureau of Labor Statistics, in May 2011 in New England, electromechanical techs, including mechatronics techs, earn about $52,600 a year, while drafters with a CAD certificate earn about $48,413..

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Thanksgiving Community Dinner in Thomasville By Ivette Marques | Posted: Thu 12:33 PM, Nov 24, 2005 | Updated: Fri 10:49 AM, Nov 25, 2005 Members of the Disciples of Jesus ministry say their goal is to make sure everyone in the community has a place to go for Thanksgiving. Organizers say it was Pastor Blaine's vision that inspired the members to hold this special feast. Organizers add that all the food was donated and prepared by church members. Sharon Edwards, organizer of the Community Fellowship Dinner, said, "This is the season for giving thanks, and what better way to give thanks than to be a servant, to be a great leader in the community or to even make a difference in the community you have to be a giver and a server?" Marion Davis, a member of the Disciples of Jesus Ministry, said, "It means so much to so many 'cause it's a lot of hurting people out there and they want to feel love and we're here to show that love in any way we can assist." The Disciples of Jesus Church also sponsored seven needy families this Thanksgiving. Organizers say each family received a turkey, chicken, and three bags of groceries.

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Kanawha County's school board's self-assessment ranks lower than state average Mackenzie Mays CHARLESTON, W.Va. -- The West Virginia School Board Association is encouraging Kanawha County education leaders to use results of a recent self-assessment to focus on problematic areas and to inspire more goals.Every county school board in the state is required by law to participate in the annual self-evaluation, which studies 15 indicators such as leadership, influencing others and board development.While Kanawha County school board members did not assess themselves as "not very effective" in any category, they ranked themselves slightly lower than other counties in all but one category: policy development.Kanawha's lowest rankings, when compared to averages across other counties, were in the categories "communications" and "parents and community involvement." The county ranked itself highest for its decision-making."It appears that our peers evaluated themselves slightly higher in nearly every other category. So either we're too critical or we have some work to do," said board member Robin Rector.But, West Virginia School Board Association Executive Director Howard O'Cull said it's important to focus less on the comparison to other counties and more on the specific answers to the survey's questions."Because it is a self-assessment, there are limitations and a lot is left up for interpretation. The best thing to do is focus on those broad areas you have scored the lowest on and work within that," O'Cull told members of the school board during a special session Monday. "Whether this will be of any good and come to great fruition depends on your board and how you choose to use the information. It's a tool that you can really use for some good work." O'Cull said with Gov. Earl Ray Tomblin's statewide public education audit, and with more school systems taken over by the state than anywhere else in the country, assessments like this one are crucial."There is a lot of discussion nationally, and particularly in West Virginia, about the role of school boards, and we're entering into that with the audit. There will be quite a bit of discussion about the viability and the very nature of school boards and the nature of local governance. We are ahead of the curve with this," he said."Stakes are higher now. A big part of this was to get everyone to come to the altar to see where they are and maybe, as a result, avoid state takeovers because we are persistently looking at performance."Rector pushed for action to be taken on the assessment's results."I believe in school boards, but I know we're under threat. This gives us the opportunity to take on that kind of business perspective to explain better to folks what it is we do and what our value is," she said. "We need to spend more time looking at these areas, and I'd like to see an action step coming out of here."One of those steps could be the better promotion of county goals to improve schools, Rector said."I'm not sure that we have strong, verbally expressed goals. We have them, we want to strengthen facilities and increase WESTEST scores. But do we verbalize those and put them out there for others to communicate and see? I'm not sure," she said. The results of counties' self-assessments will contribute to the development of statewide standards for highly functional county school boards, as set by the state School Board Association.Reach Mackenzie Mays at [email protected] or 304-348-4814. American Red Cross continues to feed counties cut off by the storm Water advisories lifted for Richwood, elsewhere

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125 Years of ServiceBooker T. Washington InstituteChapters From Our HistoryTuskegeeW-Club In the NewsPoints of PrideResearch & Development CorpSummer at StateVision 2020WVSU At A Glance WVSU to Raise Awareness of Poverty through Simulation Highlighting Issues Faced by Struggling Families Contact: Kimberly Osborne [email protected] WVSU to Raise Awareness of Poverty through Simulation Highlighting Issues Faced by Struggling Families INSTITUTE, W.Va. – In an effort to raise awareness of how rising poverty rates are affecting many people across the state, West Virginia State University (WVSU) will host a Simulation of Poverty program Saturday, Oct. 26, in the Wilson University Union from 10 a.m. – 1 p.m. This free program is designed to increase poverty awareness and address possible solutions to the daily problems faced by people trying to survive financially. Participants in the simulation experience “one month” of poverty compressed into a real-time simulation. Participants role-play the lives of low-income families. Family scenarios are given out to groups of participants who must decide how to seek services and support, obtain financial assistance and determine how to spend what little money the family has in order to survive. Some are Temporary Assistance for Needy Families (TANF) recipients, some are disabled, and some are senior citizens on Social Security. The participants have the stressful tasks of providing the basic necessities and shelter on a limited budget during the course of four 15-minute “weeks.” They will interact with human services agencies, grocers, bill collectors, job interviews, police officers and others throughout the exercise. “The simulation is designed to raise awareness of the issues of people living in poverty and most importantly, it moves participants to action to make a difference. Although play money is used, it is not a game. It is a simulation that enables participants to look at poverty from a variety of angles and then to recognize and discuss the potential for change within their local communities,” said Barbara Cary, director of TRIO programs at WVSU. The simulation will be followed by a debriefing where participants can share insights into the world of those affected by poverty. The Simulation of Poverty program has been made available by W.Va. Pride Community Services of Logan County. In addition, Cold Hands Warm Hearts, a community organization, will be collecting clothing donations of gloves, hats and scarves to help the children of Logan County. Donations are being accepted at the Office of Student Activities in the University Union or in Room 219 of Sullivan Hall East. Participation in the Simulation of Poverty program is open to the public, but registration is required. The simulation is sponsored by WVSU Office of Student Activities, the WVSU Student Activities Council, TRIO programs and the state chapters of Delta Sigma Theta Sorority Inc. For more information, or to register, contact Barbara Cary at (304) 766-3088. Follow West Virginia State University on Facebook and Twitter @WVStateU. West Virginia State University is a public, land grant, historically black university, which has evolved into a fully accessible, racially integrated, and multi-generational institution, located in Institute, W.Va. As a “living laboratory of human relations,” the university is a community of students, staff, and faculty committed to academic growth, service, and preservation of the racial and cultural diversity of the institution. Its mission is to meet the higher education and economic development needs of the state and region through innovative teaching and applied research. - WVSU - View All 2016 News

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Question*Tell us what you're looking for: Today I would like to watch the product demo, only. I'd like to watch the demo and speak to someone in more detail about the product. Additional comments and/or questions? WATCH THE DEMO For Executives For Students Services For Grant Directors The ZogoTech Blog Product Inquiries Michael Taft, CEO Michael Taft is ZogoTech’s Chief Executive Officer. Since co-founding ZogoTech in 2003, he has worked to create solutions that help colleges and universities use data to improve institutional performance and student outcomes. Previously, Michael spent 10 years in software consulting for the Dallas County Community College District, the University of Kansas, IBM, Sprint, and AT&T. Michael graduated Phi Beta Kappa from the University of Texas at Austin with degrees in Computer Science and Art History. Rod Mancisidor, CIO Rod Mancisidor is the Chief Information Officer at ZogoTech. He began his career as a full-time math professor and head of a university IT department. From the corporate world, he brings nearly 15 years of experience at IBM and HP, designing critical elements of IBM’s DB/2 database, microkernel, LDAP, and WebSphere’s Public Key Infrastructure. Rod holds sixteen software patents including two in metadirectories, three in expert systems, three in relational databases, and six in highly available cluster systems. He received a Master of Science degree in Computer Science with an emphasis on Artificial Intelligence and Computer Networks from the University of Kansas. Michael Nguyen, Vice President of Services Michael Nguyen has long been invested in helping colleges and universities use data to improve student success. He brings more than 15 years of technical and management experience from Southwest Airlines and several startups in Austin, Dallas, and San Francisco. Michael holds a degree in Computer Science from the University of Texas at Austin. In his free time, he enjoys volunteering, running, and playing basketball. About ZogoTech Estudias Enterprise Western Texas College Connect + Interact All content ©2016 Zogo Technologies LLC

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More Liverpool Schools Propose $38M Renovation posted by Jim Donovan The Liverpool School District will ask voters to spend $38 million to make needed repairs to three of the district's schools.The work will focus on what the district's Facilities Advisory Committee says is most urgent. The work includes roof repair for Liverpool High School and major renovations to Chestnut Hill Elementary and Middle Schools and addresses issues not updated since the 1950's. The price tag will add $60 yearly to the school tax bill of a home assessed at $100,000. The district will vote on the proposal March 20.

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Ben Gurion University goes on the warpath AGAINST Academic Freedom and Freedom of Speech 1. Ben Gurion University recently held an "academic" conference AGAINST academic freedom and against freedom of speech. Isracampus' Yitzhak Klein attended. His report on this "conference" appears here: http://isracampus.org.il/third%20level%20pages/Editorial%20-%20Yitzhak%20Klein%20-%20academic%20freedom%20conference%20at%20BGU.htmIt is a fascinating document to read in full. Here is a short excerpt, but please go to the web address to read the report in full:"The objective of the conference turned out not to be the celebration of academic freedom, but an attempt to deny academic freedom to critics of the conference organizers. political views and political activism."The Department of Politics and Government at Ben Gurion, and the university itself, have good reason to feel threatened by the exercise of certain forms of academic freedom. The activities of Isracampus and similar organizations have helped publicize anti-Zionist, anti-Israel publication, public activism, and classroom indoctrination by Israeli academics, raising the question whether this represents a legitimate use of academic freedom or a justifiable use of funding for higher education. Ben-Gurion University, in particular, has been hard hit by private donors who curtailed their support when they became aware of anti-Zionist activity at the institution.."Reflecting on the Ben Gurion University politics department conference as a whole, the main messages were two. First, academics. right to be paid to write and teach what they please, even if destructive, should be regarded as an automatic entitlement. Post-Zionists are always happy to bring their views to the public.s attention in newspaper articles and advertisements, to teach them to their students and to attempt to sway public opinion. The only people they feel are not entitled to know about their activities are those who foot the bills. Both private donors and public funders are supposed to sign their checks behind a veil of ignorance, with no full picture of how their money is being used. Public political activities and published writings by extremists should never be cited by anyone, except those who endorse their extremism. Anybody seeking to enlighten the general public or university donors should be shut up. In the name free speech, speech is to be curtailed and information in which the public has a legitimate interest must be suppressed!"To keep this email short I am not posting the full piece here but it is worth reading!2. The following story is amazing and unique in so many ways that I do not know how to count them. A leftist Israeli professor teaching in the United States, long active in "Peace Now" and similar groups, writes a play that mocks and denounces leftist "Post-Zionist" academics and self-hating Jewish "intellectuals," a play in which Palestinians are shown to be blind haters of Jews (even of "progressive" leftist Jews). The play is to be staged in New York City in its "fringe theater festival." And to top it off, Haaretz (Hebrew edition only) runs a raving favorable review of the play and its author!The academic in question is Doron S. Ben-Atar, who teaches history these days at Fordham University in New York. He is a very serious academic, used to be on the faculty at Yale. He is an acclaimed scholar with a specialization in American history, and in particular writes a lot of serious things about intellectual property rights, trade secrets, and related issues.Ben-Atar grew up in Israel. His father was a Sephardic immigrant from Turkey. Ben Atar's mother was a Holocaust survivor, who had been in Auschwitz. Ben-Atar previously wrote and staged a play about his mother. He was active in Israeli leftist groups before he went to NY to do his PhD at Columbia University.Based on his personal experiences he decided to write a play mocking self-hating Israeli and Jewish leftists. The play is entitled "Peace Warriors" and it is scheduled to be staged as part of the NY fringe theater activities (see this: http://fringenycdata.com/basic_page.php?ltr=P ). The play is about a group of whiney Jewish "peace" leftists, some ex-Israelis, one British self-hating Jewish radical, and some leftist American Jews. The Brit is the villain in the play, and he calls himself GW, based on his original name of Godfrey Warshevski, although he tells people it is short for George Washington. He specializes in seducing all the leftist women in the group.In the play the whiney leftists spend their days mouthing anti-Israel slogans and trying to delegitimize Israel. Ben Atar says they are all based on real leftist academics with whom he has had personal contact.He describes how was inspired by "dialogues" for peace in which he participated while at Columbia, where the leftist Jews spilled out their adoration for the Arabs present and their condemnation of Israel's army tactics, while the Arabs conducted long debates among themselves as to whether they should even be speaking with any Jews. He explores in his play the psychology of self-hating Jewish leftists and Jews who march around peacocking as proud anti-Zionists. He also mocks Meretz party activists he knew who were more interested in counting checks than in anything else.When Ben-Atar staged his earlier play there was a role for an Arab. She was played by an Arab woman from Faradeis, near Haifa, who spoke no English, and she played a woman from the West Bank in the play. When that play was staged, a Jewish actress translated what the Arab actress was saying for the audience, but the Arab actress did not trust the Jewess and insisted that other Arabs be present to check the translating. Both actresses were supposed to be "peace activists" in real life but the Arab despised the Jew.For Hebrew readers, the Haaretz review of all this can be read in Hebrew at this web address: http://www.mouse.co.il/CM.articles_item,411,209,36497,.aspxWhen asked if it is hard to be a Jew living in America, he answered the interviewer that NO, it is very easy, in fact TOO easy. What is hard, he says, is being an Israeli!2. On Ynet (Hebrew only) at http://www.ynet.co.il/articles/0,7340,L-3725689,00.html Prof. Dror Zeevi, who teaches Middle East Studies at Ben Gurion University (where else?) calls for a Hezbollah victory in the Lebanese "elections" this week. He claims that being in the Lebanese government will tame Hezbollah and make it behave responsibly, since it will be unable itself to attack the Lebanese state apparatus or infrastructure. And just why will a victorious Hezbollah be unable to attack the Lebanese state and infrastructure? Because a Ben Gurion University professor thinks so.4. Israel-hating radical feminists invade Bar-Ilan University: http://isracampus.org.il/third%20level%20pages/other%20-%20Bar%20Ilan%20University%20-%20Orna%20Sasson-Levy%20-%20Befits%20Bir%20Zeit.htm

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university church of christ in malibu appoints search committee to replace departing preacher dr. ken durham Posted on October 26, 2009 by bobcargill (@xkv8r) Dr. Nancy Magnusson Durham Dr. Ken Durham a sad day is upon us. my friend, dr. ken durham, preaching minister at the university church of christ in malibu, ca, is departing. ken will be taking an endowed position, the batsell barrett baxter chair of preaching at david lipscomb university. his wife, dr. nancy magnusson durham, will become a senior vice president at the university. i shall miss ken durham. he has been a role model to me and a wonderful example of a scholar who always seeks to make peace with parties often pulling him in different directions. he has been a model of stability, consistency, forgiveness, and patience throughout the time i have known him. he has shown me how to overcome personal adversity and harness it to become a better man and teacher. i will miss my friend dearly. i shall also miss nancy. nancy has been the model of effective female leadership in my professional career, and a truly sympathetic voice of reason in my life. she is personally responsible for much of my success as a technologist, and she has perhaps been the single most encouraging person to me at pepperdine. i shall continue to value her advice. and i shall eternally be fans of both ken and nancy durham. the university church of christ in malibu our local congregation will also miss ken tremendously. the membership of the university church of christ in malibu can be said to be made up of three basic groups: 1) resident members comprised mostly of pepperdine university employees and their families, 2) a dwindling number of young professionals and families between the ages of 25-45 years old, and 3) students that attend the church for 4 (sometimes 5, 6…) years while they are attending pepperdine. there are also a handful of us that have no formal affiliation with the university any longer and do not work for pepperdine that attend the university church of christ in malibu. this demographic has changed significantly over the past decade. the demographic shift is the result of a change in the way the elders view and minister to its members. for many of the early years of the university church of christ in malibu, the church understood its mission as one of service to the students of pepperdine university. because the church met on campus and was led and attended by employees of the university, the members saw their role in the church as supporting the students. just as these educators spent their academic lives training up young men and women for deployment into the workforce, so too did these same scholars support the spiritual development of the students by their participation in the university church of christ. however, about a decade ago, this mission of the university church of christ in malibu changed. with the expansion of the drescher campus overlooking pepperdine, a greater number of resident members began to ask what the church could do for them instead of what they could do for the pepperdine students they were hired to teach. they began to look at other churches of christ in other towns that possessed colleges affiliated with the churches of christ and saw that those other churches had their own unique presence in their respective communities, distinct from the nearby universities. these other churches owned their own buildings, had their own expansive staffs, and possessed a stand-alone organizational structure that included a full range of youths, college students, young professionals, and young families, as well as established resident members. differences between the unique mission and makeup of the university church of christ in malibu and other ‘normal’ churches began to be articulated. as a result, the leadership of the university church of christ in malibu decided to raise money for a church building, expand its staff, and provide those services for which the established resident members had been asking. they no longer wanted to be a unique church of christ on a unique university campus serving the students, rather, they wanted to look more like other ‘normal’ churches of christ. this shift in focus was coupled with a shift away from evangelizing and ministering to the entire pepperdine student body, and shifted towards serving the much smaller number of declared ‘church of christ’ students on campus. only ~15% of the students attending pepperdine are declared members of the churches of christ; in fact, there are more declared catholics at pepperdine than church of christ students. the elders felt they should ‘preserve the brand’ of the churches of christ as a denomination heritage, and focus primarily upon meeting the needs of the church of christ students. this choice relegated service to the entire pepperdine student body to a secondary mission. some have said that this shift was to aid the university in reminding the world that pepperdine was still, in fact, a ‘church of christ’ school like harding university, abilene christian, freed-hardeman, david lipscomb, oklahoma christian, and others. but, because so many of the pepperdine christian students attend nearby malibu presbyterian, st. aidan’s, our lady of malibu, and other non-church of christ worship services off campus, this shift has resulted in smaller numbers at sunday morning university church of christ worship services, and in increased criticism of the privileged place these church of christ students, now only a small minority at pepperdine, hold within the university. while the university church of christ campus ministers were charged with reaching out to the entire campus, their primary focus became ministry to the ‘cofc’ students. this is truly lamentable. while he was the preaching minister of the university church of christ, dr. ken durham did what he could to reach out not only to non-church of christ students, but to other denominations, faiths, and even non-believers within the malibu community and the greater los angeles area. not unexpectedly, filling ken’s very large shoes (literally, he is ~6’5″) will be difficult. but the elders of the university church of christ in malibu appear to be up to the challenge. the first step in replacing ken is to empanel a search committee. the search committee the elders sent out an appeal to those interested in sitting on the search committee for the new university church of christ in malibu preaching minister. however, in forming the search committee, the elders seem to have stumbled out of the gate. (now in the name of full disclosure, i asked to be considered for this search committee and was not chosen. you are free to claim sour grapes on my part, but the issues i raise below have nothing to do with me. besides, i figured there was no way in she’ol that they would actually name me to the committee, and i was proved correct.) the committee that was appointed by the elders includes the following (in alphabetical order): janet davis assistant to the dean of seaver college pepperdine employee rich dawson director of international student services rick gibson vice president of public affairs stuart love retired professor of religion and elder retired pepperdine employee carolyn nicks center for the family board member wife of former pepperdine employee tim perrin* vice dean of the law school and elder darryl tippens provost of pepperdine university linda truschke campus minister student member (tbd) pepperdine student * committee chair i respect each and every one of the individuals chosen for this committee. each brings a seasoned perspective to the group. ms. davis is one of the most organized, hardest working individuals i’ve ever met. mr. dawson is a cheerful and kind administrator, who does his job very well. mr. gibson is thoughtful, clever, and refreshingly insightful. dr. love was my professor and is a respected advocate for women’s equality in the church. ms. nicks is a committed advocate of the university and respected member of the community. dean perrin is a friendly and approachable leader with innovative ideas. provost tippens is perhaps one of the most learned, forward thinking scholars i know. and ms. truschke is a dear friend whose empathy and mercy is cherished by the students she serves. each of the committee members is a wonderful choice and are valuable assets to pepperdine and the university church of christ in malibu. the elders of the university church of christ in malibu Dr. David Baird Dr. Ron Highfield Dr. Stuart Love Dr. Steve Parmelee Dr. Tim Perrin Dr. Milt Shatzer Dr. John Wilson the elders of the university church of christ in malibu have assembled a search committee. the problem with this group, however, lies not with the chosen individuals, but with the committee’s aggregate composition. the makeup of the overall committee betrays much about how the elders view the congregation. for instance, our congregation is led by seven older white men, all of whom are or were employees of pepperdine university. their perspective on the world and how our congregation should operate within it is revealed in the assembly of this search committee, and it is the assembly of this committee that necessitates a few brief observations. 1. the entire committee is white. for a congregation that has struggled to integrate minorities and people of color, the racial makeup of this committee sends a very bad message. while pepperdine’s student statistics state that at least 40% of the undergraduate student body claims to be a minority or person of color, this percentage is markedly less within the membership of university church of christ in malibu. the failure to place a minority representative on the search committee confirms this unfortunate reality. it is said that 11:00 am on sunday morning is still the most segregated hour in america. the assembly of this search committee certainly does nothing to combat this notion, nor the reality of the very white sunday morning worship services at the university church of christ in malibu. the elders cannot lament the lack of racial diversity in the university church of christ in malibu if they are not willing to at the very least appoint a minority or person of color to represent these already grossly underrepresented groups in the church. appointing an all-white committee leaves the elders open to criticism of doing nothing to promote racial diversity within the church. 2. the entire committee is old(er). there is no member of the committee that is younger than their mid-40s (with the exception of the influential token student rep who is quite tellingly yet to be named). who on this committee speaks for the young adults? there will be a student rep, but the next youngest member of the committee is in her mid-40s. the message to recent graduates, graduate students, young professionals, and young married couples is that your opinion doesn’t count. you don’t really give that much money to the church because you aren’t yet making that much money. many of the young adults don’t live on campus like the resident members. because of this, they are apparently out of sight and out of mind. essentially, if you are between the ages of 25-40, you don’t count, or at least your opinion doesn’t count. perhaps this is why the university church of christ in malibu has been hemorrhaging young adults and young married couples over the past decade, who are leaving for other congregations where their opinion matters and their service is valued. the elders of the university church of christ in malibu cannot lament the mass migration of many of the young couples and young professionals to other churches (namely, the conejo valley church of christ in thousand oaks, ca) if they are not willing to make young adults and young married couples a priority. the makeup of this search committee leaves the elders open to criticism of continued negligence of this particular important demographic. 3. the entire committee is affiliated with pepperdine university. all of the members of the committee are or were employees or spouses of employees of the university. this may not seem like much of a big deal, but for a congregation that regularly reminds all who will listen that it is independent from pepperdine university (on whose campus the church is allowed to meet for free), the fact that each and every committee member is affiliated with the university speaks a great deal. certainly, employees of the university must also answer to their university administrators, meaning that members of the search committee are potentially capable of being influenced by university officials. the fact that every member of the committee is a pepperdine employee or sits on a board of some sort affiliated with pepperdine demonstrates the intertwined reality that is pepperdine university and the university church of christ. indeed, like the offering after communion, it does seem that the university church of christ in malibu and pepperdine university are ‘separate and apart,’ yet synonymous entities depending on what is convenient at any given moment. (seriously, how many more times shall we change our name back and forth between the ‘malibu church of christ’ and the ‘university church of christ’ in an attempt to win the graces of a pepperdine president in order to secure a real church building? and how is that working?) this failure to distinguish between church and university is exacerbated by the fact that all seven elders of the university church of christ in malibu are or were pepperdine university employees. likewise, the building for which the church has been raising money to build is slated for construction on the pepperdine campus (even though it is buried beneath hundreds of tons of earth displaced from other apparently more important pepperdine building projects. cf. hag. 1:4). for a congregation that claims to be one that wishes to reach out to the malibu and greater los angeles communities (especially back when we were the ‘malibu church of christ’), it seems that the control of the church lies deeply nestled within those heavily invested in pepperdine. thus, the elders cannot lament the fact that very few malibu residents, who are unaffiliated with the university, are members of the university church of christ in malibu if they are not willing to represent this demographic in their leadership and search committees. failure to place a member of the congregation who is unaffiliated with pepperdine university leaves the elders open to criticism that they are taking orders (or at least having to clear their decisions) about whom to hire from top-level pepperdine administrators. at the very least, it leaves the elders open to criticism that they are not leading, but rather taking orders from the influential donors that give to both the church and pepperdine. more than one of the elders have told me on more than one occasion that there are ’30 giving units’ at the university church in malibu. that is, there are only 30 individuals or couples that regularly contribute a substantial amount of money to the church. this number may be smaller now as some of these individuals and couples have left the university church in malibu since this statistic was first conveyed to me a few years ago. but the fact that one or more of the elders know precisely who regularly writes checks to the church is telling. it is quite apparent that those who give to a local congregation have influence over the direction the congregation. and since the elders have identified whom these people are, it is not surprising that the members of the search committee are older, established, and have strong ties to the university, from which they receive their paychecks. of course, young professionals and recent graduates have not worked as much, are still dealing with the student loans and debts pertaining to the expensive costs of their educations (one year as an undergraduate at pepperdine is now $48, 750), and simply cannot give as much money to the church. but this is no reason not to represent them or to discount their opinions, input, or service to the church. yet, no member of the search committee is from the young professional demographic of 25-40 years old, and this is again quite telling of the elders’ opinion of them. apparently, the golden rule truly applies at the university church of christ in malibu: those that have the gold make the rules. if you give a substantial amount to the church regularly, your voice is heard. otherwise, your opinion isn’t worth much. if you work for pepperdine, your opinion matters; you possess the potential of influencing university officials to make decisions favorable to the church. likewise, because you are an employee of the university, you can be ‘leaned upon’ by the pepperdine administration (many of whom are influential in the church). because those leading the university church of christ in malibu are also influential leaders within the university, employee-members are more likely to stay in line, go along with the elders’ decisions, jump through all the hoops, and not criticize or challenge decisions made by the church elders. the potential fear of missing out on coveted overseas appointments, not being named to key committees, having the ‘pepper-vine’ rumor mill and gossip lounge sully and destroy their reputations, or even losing their pepperdine jobs are all quite compelling reasons to hold one’s tongue. conversely, those of us who have no affiliation with the university and do not work for pepperdine cannot be fired, and cannot therefore be retaliated against should we choose to question or criticize decisions made by the elders. thus, those who do not work for pepperdine cannot be easily influenced by the church elders, and are therefore less likely to be asked to participate in decision making and leadership roles. perhaps it is as simple as this: they don’t want you if they can’t control you. (now, to their credit, the elders are not openly hostile towards those who do not agree with the direction they are leading the church. they are fully aware of this blog, my positions on some of their decisions, and yet have always treated me professionally and cordially, and for that i am grateful. i shall continue to treat them professionally and shall continue to refrain from making personal critical comments about them as individuals. i appreciate their willingness to subject themselves to the critique of the members of the congregation they shepherd without retaliation. again, the purpose of my comments is not to harm them personally, but to offer some form of accountability from a member of the congregation who happens to be highly skilled in biblical studies and who is deeply invested in the reformation and ultimate success of the university church of christ in malibu. this form of open dialogue (or monologue thus far) is good for the church. if the leaders of any organization cannot stand up to commentary and criticism from those they lead, they are not fit to lead and are not worthy of our respect. i do not post all of my communications with the elders in this blog, as i am a true believer in professionalism, confidence, and the preservation of the distinction between public and private communications as well as the distinction between personal and professional roles. i look forward to a continued dialogue with the elders and all those who read this blog.) we have a difficult challenge ahead of us. it will be nearly impossible to replace a preacher as skilled and beloved as ken durham. but somehow, hopefully, the leaders of our university church of christ in malibu will be able to select a preacher who possesses the ability to balance critical examination of the scriptures with an appealing presentation of informative and motivating sermons. i hope this committee will ask the tough questions, and not choose a candidate simply because he or she (here’s hoping) is related to someone at pepperdine. i pray the committee will select someone who will actually commit to preaching every sunday, and will not spend every third sunday touring the country as a guest preacher promoting his or her latest book. i hope the committee will select a preacher possessing the education and critical skill required to offer substantive homilies, and not simple fluff or the latest pop psychology. lastly, i hope the committee will choose a candidate that represents all of the congregation and appeals to students as well as those ~30 ‘giving units’ that the elders so readily seek to appease. for if the committee fails to make a wise decision, the university church of christ in malibu’s attendance numbers will continue to dwindle, until all that’s left are the select 30. i hope the committee will choose the candidate that is best for the entire congregation. here’s hoping. Filed under: church of christ, robert cargill Tagged: | abilene christian, carolyn nicks, church of christ, committee, conejo valley church of christ, darryl tippens, david baird, david lipscomb, elders, freed-hardeman, harding, janet davis, john wilson, ken durham, linda truschke, malibu, milt shatzer, minister, nancy magnusson durham, oklahoma christian, Pepperdine, preacher, rich dawson, rick gibson, ron highfield, search, stephen parmelee, stuart love, tim perrin, university « professor tiggens makes it big time on the balancing act between faith and credible archaeology » Rick Gibson, on October 27, 2009 at 5:59 pm said: Read every word, Bob. Where do I begin….I’ll start with my hope that the decision that is before us will not be based upon 90 minutes (x2) a week. Equipping the priesthood of believers is at the forefront of my thinking. bobcargill, on October 27, 2009 at 6:37 pm said: rick, i know it is. as i said, your thoughtfulness and insight will be an asset to the committee. and no, the selection of a preaching minister should not be based upon 2 x 90 min a week. but sermons (and the worship services) do make up a large part of a preaching minister’s job. the position has to appease a congregation of scholars trained in the critical examination of their respective disciplines and appeal to a student population that demands someone exciting and challenging who can speak to their unique challenges as students. and let us not forget the young professionals who seek a blend of something right in between… surely, the committee has a difficult task ahead of it. i’m sure you will give much thought to the decision and will make a wise choice. bobcargill, on October 27, 2009 at 6:52 pm said: (btw – just got my latest copy of pepperdine magazine. looks great. well done. mason and caleb look great!!) Rick Gibson, on October 27, 2009 at 7:00 pm said: Glad you like it. I am a man who believes in incremental change. The magazine is a start. Nick Berg, on November 2, 2009 at 1:40 am said: Thanks for the honest assessment of the University Church of Christ. I’d also to see more daylight between the University and the Church. Obviously, we have very different core beliefs and concerns that get us there. I’m concerned about the negative effects that the University Church and the CoC has on the academic progress of the University. In contrast, you are more concerned with Pepperdine’s influence and power over the Church and the viability of the University Church in the greater Malibu community. I had a few thoughts about the future of the University Church that I think you will find sobering. First of all, the dwindling attendance numbers at the University CoC can be seen in the context of a larger decline within all the Churches of Christ. The Harding Center reported a 5% decline in CoC adherents and 7% drop in children over the past six years. The financial base of the University church is neither strong nor granulated. Based on the average weekly contribution, it takes in $430K per year with a large portion of that coming from 30 large donors. Even one big donor leaving can really be devastating. I agree that it is unlikely that the committee will sign a new preacher as skilled as Dr. Durham. You’d have to convince any candidate to come into a very shaky operation that has been re-branded several times, is a political minefield to navigate, is being criticized for being beholden to the university by people like you, is being criticized for stunting academics at the university by people like me, has declining attendance, etc. Would the University Church be a viable congregation if there weren’t quotas for CoC undergraduate students at the university? If the Board of Regents suddenly decided to discontinue the enrollment quotas that bring hundreds of CoC kids to Malibu, Sunday service would look like a ghost town and the select 30 would stop propping up the operation.

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Search View Archive NewsSchools School Choice: Stephen Nixon Sam Bungey Thursday, February 28, 2008 - 7:00pm Stephen Nixon, assistant principal of Martha’s Vineyard Regional High School since 2004, will become principal in July, beating more than a dozen off-Island candidates for the position now held by Margaret (Peg) Regan, who resigns at the end of this academic year.The announcement came this week from schools superintendent Dr. James H. Weiss, who made the final decision using the initial decisions of a screening committee and the recommendations of students, teachers and community members and a sub-group of the high school committee.“I went for the inside man,” Mr. Weiss said by telephone Wednesday, citing Mr. Nixon’s direct experience in the running of the high school and his working knowledge of the Massachusetts school system as factors in the choice.“He’ll hit the ground running at a critical time for the school,” he said. Mr. Nixon, 52, will assume his new job faced with tight budgets and declining enrollment.For Mr. Weiss, Mr. Nixon’s perceived capability in the political end of the principal’s position, which involves dealing with leaders from the six towns and negotiating budgets, is key.“Ten years ago this wouldn’t have mattered as much, but now it is a priority,” he said.As principal, Mr. Nixon will be responsible for managing curriculum, a 700-plus student body and a multi-million dollar annual operation that Island towns will fund through their budgets.Mr. Nixon will step straight into his role as diplomat and negotiator when the new fiscal year begins in July.“I don’t know that he has that much direct experience (in the area) but at least he knows the players,” said Mr. Weiss.A five-member sub-committee from the high school committee attended the final interviews held Feb. 19 and 21 before individually offering Mr. Weiss their opinions on the candidates. John Bacheller, Susan Mercier, Susan Parker, Roxanne Ackerman and Leslie Baynes made up the committee.Speaking to the Gazette this week, Mr. Baynes said he could “live with the choice.“But they were all very impressive candidates,” Mr. Baynes said. “I’m glad I didn’t have to make the decision. They all stood out.”Mr. Baynes also recognized the need for a principal with financial acumen.“He has ideas that’s the strength of any organization, but he’s very realistic on the economics of education,” he said, adding: “Nixon’s a known quantity.”The committee member added that the vigorous application process meant that the local man was put through the mill. “He had to earn it and I’m comfortable saying he did earn it,” Mr. Baynes said.For Mr. Nixon, the process was long, tough and useful too.“I got to see many groups and angles and questions from community, students and staff,” he said this week by telephone. “It’s good to know where people’s passions lie.”Mr. Nixon, who has lived on the Vineyard with his wife Maryellen (Talon) Nixon for 10 years, was the only Island candidate in the four choices submitted to Mr. Weiss early this month.A fourth candidate, Arthur Arpin, dropped out of the interview process citing family concerns. That left Mr. Nixon up against Stephen Collins, principal of Quaboag Regional High School in Warren, and Eileen Coppola, lecturer and associate director for research at Rice University in Houston, Tex.A screening committee picked the final candidates after Mr. Weiss’s office had whittled down an initial list of 40 to 45 applications to a dozen. The committee interviewed five of the most promising, returning a list of four to Mr. Weiss’s office at the end of January. These were then asked back to the high school for a full day of interviews and introductions.Mr. Weiss felt that the process, which he described as casting a “national net,” helped him make an informed decision for the crucial post.Mr. Weiss was not swayed by a letter of endorsement for Mr. Nixon sent in early February to the Gazette which carried nearly 60 signatures from high school faculty members.“The letter wasn’t the interesting portion of the decision-making,” the superintendent said. “It was thoughtful discussion with members of the community.”Mr. Weiss organized input forms for gauging feedback on the candidates.“We got back 50 to 60 forms outlining strengths and weaknesses and saying, ‘please think about the following.’ It was that and the input from the sub-committee,” he said. “It wasn’t people saying ‘I want Joe or Mary.’ That’s why the letter didn’t mean much.”Island knowledge of candidates other than Mr. Nixon was limited by low attendance at the public interviews.“There may have been some interaction, since the candidates were at the school for the day,” said Mr. Weiss. “But I was truly disappointed with the participation in the interviews by the public. Apart from people from my office and the sub-committee, there were about five others present.”Nonetheless he is happy with the final decision.“I picked the stronger candidate,” Mr. Weiss said.Mr. Nixon was born and raised in New Jersey, where he lived until moving to the Island 10 years ago.Getting his start in education after obtaining a bachelor’s degree in history at night school and taking a job teaching history at a New Jersey private school, Mr. Nixon continued night school and received a master’s degree shortly before moving to Massachusetts.In 1998, he began teaching history at Martha’s Vineyard Regional High School.Mr. Nixon took his first administrative position as temporary dean of students in 2002 and was named assistant principal by Ms. Regan in 2004.“I saw I could make a difference in the classroom and I wanted to take that and put it in to administrative concepts that can spread through the school,” Mr. Nixon said.Mr. Nixon, who met with Mr. Weiss yesterday to discuss salary and contract, has accepted the position. Comments (2) John Griffith, West Tisbury I'm sorry to see that Steve Nixon's ability to manage a budget is the priority in the mind of the school superintendent. I would hope that his ability to foster an environment that promotes learning and prepares students for a post-secondary education or a possible career would be slightly more valued than his ability to balance the budget. I fully understand that he will be tested to manage the financial resources available to him while grappling with the issue of declining enrollment, but this community has demonstrated repeatedly that it will support the education of its young people. If Mr. Nixon spends as much time in the classrooms as he spends wrestling with spreadsheets, then I believe his priorities will be in order. March 2, 2008 - 9:50am Peg Regan, Oak Bluffs The Island is getting one of the most inspiring principal teachers to lead the high school through some very hard times. He understands what it takes to run an exemplary academic program for all students. He will be very astute in the budgeting process and work well with the towns in addressing what's best for them and the students. I couldn't be more enthusiastic to pass the torch to Steve who will carry it forward with his own vision of a great high school. Peg Regan, Principal MVRHS March 2, 2008 - 9:51am

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Home Archive - Nov 26, 2007 strict warning: Non-static method view::load() should not be called statically in /home/addison/public_html/sites/all/modules/views/views.module on line 1118. College jazz band swings into action SOUND INVESTMENT JAZZ Ensemble, a revival of a 1930s big band at Middlebury College, runs through a rehearsal in the Center for the Arts last week. The college has a history of big bands dating back to the swing era, but Sound Investment is the first jazz band to be officially credited by the music department in many years. By MEGAN JAMES MIDDLEBURY — You can’t find a more purely American tradition than jazz music, Derek Long believes. The Middlebury College senior first fell in love with the genre in high school, playing tenor saxophone in a jazz band. “With jazz there’s this really interesting dynamic,” he said. “On the one hand, you have to work together as a group. There’s a sense of community, of sharing a piece of art. On the other hand, there’s this opportunity for the individual to shine with the improvisation of a solo. “That sense of standing up on your own two feet and dealing with whatever comes your way, it’s a uniquely American experience,” Long said. But jazz has kind of fallen off the map in recent years, Long said. That’s why his band, Sound Investment Jazz Ensemble, is trying to get it off the ground again at the college. Sound Investment will have its official public debut on Friday, Nov. 30, at 8 p.m. in the Concert Hall at the Center for the Arts. The 17-piece band will present a kind of “jazz odyssey,” Long said, playing classics from Glenn Miller and Count Basie as well as more contemporary pieces, When Long came to Middlebury in 2004, he was shocked to find there was no official jazz band sponsored by the music department; just a student-run organization known simply as Jazz Band. VUHS considers 5 percent hike in spending VERGENNES — Vergennes Union High School administrators and board members are looking at a first draft of a 2008-2009 budget that could — if approved in current form by the VUHS board in January and by voters in March — boost spending by about 5 percent to $8.45 million. Rising energy and health insurance costs are pressuring the bottom line. In 2006 the Addison Northwest Supervisory Union also signed a new contract with its teachers giving raises ranging from about 3 to 5 percent, with the higher raises going to the lower end of the salary scale. VUHS Principal Ed Webbley said officials have little wiggle room once they factor in those items; expenses mandated by federal and state governments, such as special education; and other uncontrollable costs such as transportation, maintenance, and an almost $700,000 payment on the school’s seven-year-old expansion and renovation bond. Unless they want to start cutting non-mandatory programs at the 650-student high and middle school like music, art, agriculture and world language, Webbley said officials have about only $100,000 to play with. “Discretionary monies at our high school are $155 per student,” Webbley said. “We can make decisions on only such a small, small fraction of our whole budget. We can make decisions regarding field trips, books and supplies for students, and after that our discretion pretty much runs the course.” ANwSU business manager Donna Corcoran projected an 8.5-percent increase in health insurance costs for budgeting purposes, although she said she picked that figure to be safe after being told to expect an increase closer to 7.5 percent. full story Middlebury woman seeks to raise suicide awareness ADDISON COUNTY — After Kathy Jones’ father killed himself, her mother went to great lengths to have his death certificate changed. Instead of reading “suicide” as the cause of death, it now reads “unknown.” There’s no doubt about how her father died, Jones said. Her mother drove home early from work that day to find him asphyxiating in a running car, closed up in the garage. But people don’t know how to talk about suicide, Jones said. So for many survivors, it’s easier to make up a lie. “You learn, when you’ve dealt with a death like this, people act so bizarre,” Jones said. “I’ve had people just shut right down when I tell them how my father died.” It’s been eight years since the East Middlebury resident lost her father, but this year Jones joined the Survivors of Suicide (SOS) support group in Burlington. Before long, she became a board member for the Vermont chapter of the American Foundation for Suicide Prevention (AFSP). Last month, Jones joined nearly 100 Vermonters in the fourth annual AFSP “Out of the Darkness Community Walk” in Burlington, helping to raise more than $17,000 toward national and local suicide prevention and awareness programs. She hopes to bring the topic of suicide out of the shadows. According to the Vermont Agency of Human Services, in 2004 Vermont had the 12th highest suicide rate in the country; there were 93 suicides in the state that year. Addison County has seen a number of suicides in the last couple years and certainly has a reason to be concerned, said AHS field director Sue Schmidt in Middlebury.

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College debts but no degree? Reform the Pell grant program - The Boston Globe Edward L. Glaeser College debts but no degree? Reform the Pell grant program By Edward L. Glaeser You may have recently shared a holiday meal with a relative who has a bachelor’s degree, plenty of debt, and not much of a job. You may wonder whether college degrees have become worthless. For dropouts, though, the picture is even worse: The average adult with a bachelor’s degree earns 59 percent more than the average adult who attended college and didn’t finish. And for all the emphasis the United States puts on promoting access to college, especially as a way to improve the prospects of students from poor families, there has been far less of a focus on making sure these students end up with degrees. The federal government could play a larger role in reducing the dropout risk for poorer students. By tying the payments that colleges receive from Pell grants — a need-based financial-aid program for college students — to graduation and employment, these institutions would have a greater stake in their students’ success. Advertisement Last Sunday, The New York Times ran a long, compelling story about three young women who grew up poor but hopeful in Galveston, Texas. They headed to college. But as reporter Jason DeParle writes, “four years later, their story seems less like a tribute to upward mobility than a study of obstacles in an age of soaring economic inequality.” Two dropped out of school. None has a degree; two have crushing debts. DeParle’s story raised alarms in higher-education circles. More powerfully than statistics, cases like these remind us of America’s agonizing disparities and the challenges that face college-bound children from poor and dysfunctional families. Some of the young women’s problems have no public remedy; we can’t legally ban bad boyfriend choices. But some of their difficulties can be addressed by the financial aid system, where the federal government has a huge footprint. The Pell grant program spent over $40 billion last year supporting lower-income college students, who are eligible for a maximum annual grant award of $5,550 each. That can’t cover tuition at big-name private colleges, but it makes a big difference at lower-cost institutions, such as the for-profit University of Phoenix, the largest receiver of Pell grant dollars. Since Pell grants aren’t loans, they don’t turn students into debtors. They work like a small-scale college voucher. Eligible students choose their best option, ideally selecting schools that offer particularly valuable skills. When Pell grant recipients, such as the three women featured in the Times, fail to get their degrees or find good jobs, their travails lend support to the budget cutters now eager to shrink the program. But cutting education aid is pennywise and pound-foolish. While the unemployment rate among adults with college degrees is 3.8 percent, the rate among adults with only high school is 8.1 percent The Pell grants program should be made not smaller but smarter — so that it motivates colleges to help their students graduate. Pell payments to schools should be increased, and split between an up-front payment and a later conditional payment based upon a student’s college completion and employment success. If the maximum annual Pell grant is increased to, say, $7,000, the University of Phoenix could get $3,500 now, and $3,500 later, when the student has a degree and when Social Security records confirm that she has held a decent job for three months. After four years, the school will have $14,000 riding on the student’s employment. We need schools to be passionate about their students’ long-run success. Stronger financial incentives should make schools more aggressive about ensuring that students don’t get lost in the system, and get summer internships. Incoming freshmen may not have the best information about what skills will lead to gainful employment. Schools with stronger incentives can nudge them toward majors more likely to lead to success. Students from poorer families are more likely to benefit from greater guidance and help from their colleges. Schools will bear some risk, since the student bears the ultimate responsibility for subsequent employment, but schools are large enough to diversify away much of that risk, and the government can provide a little extra help when the entire job market goes sour. Schools will try to attract students who are likely to excel in life. But if schools compete harder for poorer students with good prospects, that is a good result. Regardless, some kind of experimentation is crucial if America is to remain a place of opportunity for struggling young students in Galveston and elsewhere. Edward L. Glaeser, an economist at Harvard, is the director of the Rappaport Institute for Greater Boston.

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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 » Former Princeton President Bowen awarded National Humanities MedalNews at PrincetonFriday, Dec. 09, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive William G. Bowen Photo by David Lubarsky Web StoriesTo News Archive|« Previous by Date| Next by Date » Former Princeton President Bowen awarded National Humanities Medal Posted July 10, 2013; 02:45 p.m.by Jamie Saxon, Office of CommunicationsTweet e-mail Former Princeton University President William G. Bowen, whose career in higher education has spanned more than half a century, was awarded the National Humanities Medal by President Barack Obama on July 10 at a White House ceremony. The medal honors those whose work has deepened the nation's understanding of and engagement with the humanities, or helped preserve and expand access to important resources in the humanities. Bowen is among 12 individuals to be presented with the award. The medal also was presented to historian Natalie Zemon Davis, the Henry Charles Lea Professor of History, Emerita, who taught at Princeton from 1978 to 1996, and served as director of the Shelby Cullom Davis Center for Historical Studies. "Bill Bowen is one of the great figures in American higher education," said Princeton President Christopher L. Eisgruber. "His legendary leadership of this University simultaneously elevated Princeton's stature and strengthened its core values. After stepping down from the presidency, he resumed his scholarly study of higher education, producing research of unsurpassed quality. "Bill's work emphatically supports the need to make college education accessible to all groups within our society, and it has had a major impact on public policy debates and university leadership. I am delighted that President Obama has chosen to honor Bill with this well-deserved award," Eisgruber said. Bowen, a 1955 graduate of Denison University, earned a Ph.D. in economics from Princeton in 1958 and joined the faculty the same year. In 1967, he was appointed provost. In 1972, when he was 38 years old, Bowen was installed as president. He retired in 1988 to become the president of the Mellon Foundation, where he served until 2006. The foundation makes grants in areas that include higher education and the humanities. Under Bowen, the foundation created an in-house research program to examine doctoral education, collegiate admissions, independent research libraries and charitable nonprofits. Bowen's interest in the application of information technology to scholarship led to a wide range of initiatives, including the creation of JSTOR and ARTstor, academic databases that focus on the humanities and the arts. Bowen continues to carry out work related to the impact of technology and higher education through his association with ITHAKA, which provides services to the academic community centered on digital technologies, and which he co-founded in 2004 with Kevin Guthrie, a member of Princeton's Class of 1984. This year, ITHAKA and Princeton University Press co-published Bowen's book, "Higher Education in a Digital Age," which focuses on the economic challenges facing higher education and how technology might help address them. The official citation for the National Humanities Medal honors Bowen "for his contributions to the study of economics and his probing research on higher education in America. While his widely discussed publications have scrutinized the effects of policy, Dr. Bowen has used his leadership to put theories into practice and strive for new heights of academic excellence." Bowen has published widely on higher education and is the author or co-author of some 20 books. Bowen's 2011 book, "Lessons Learned: Reflections of a University President," draws upon his leadership of Princeton and offers insights into the challenges that almost every college or university president faces — from cultivating relationships with trustees and recruiting administrative team members to setting academic priorities and fundraising. Other books, including "The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions" (1998) and "Equity and Excellence in American Higher Education" (2005), expand on Bowen's commitment to the importance of seeking diversity in building faculty and student bodies. During his tenure at Princeton, Bowen took leadership roles in a number of key initiatives. As provost, he worked with President Robert F. Goheen in planning and overseeing the University's move to undergraduate coeducation in 1969, as well as promoting increased diversity, expanding financial aid and working to form the Priorities Committee, a group of faculty, students and staff that serves as a mechanism for recommending fiscal and programmatic priorities. The reports he wrote on managing the needs of the university in an age of financial restraint were circulated widely by the American Council on Education. As president, he oversaw the creation of the residential college system, the construction of five new buildings, the expansion of 12 others and the renovation of numerous facilities. Following his presidency, Bowen continued to give public lectures at Princeton and beyond. In 2000, he delivered the Romanes Lecture, "At a Slight Angle to the Universe: The University in a Digitized, Commercialized Age," at the University of Oxford. In addition to Bowen and Zemon Davis, one other winner of this year's National Humanities Medal has Princeton ties: sportswriter and NPR commentator Frank Deford is a 1961 Princeton graduate. The National Humanities Medal, inaugurated in 1997, is sponsored by the National Endowment of the Humanities. More information on the winners can be found on the endowment's website.

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How do you say "happy birthday" in French? The phrase "happy birthday" in French is translated as either "joyeux anniversaire" or "bon anniversaire." In Canada, however, the translation "bonne fête" is more commonly used. How do you get French translation services? What are some numbers in French? What are some good Vietnamese dictionaries? Though "bonne fête" is used in Canada to wish someone a happy birthday, it is also used more generally to wish someone a happy holiday or to celebrate their "Saint's Day" or "name day." "Saint's Day" refers to a longstanding tradition in many Christian countries of celebrating the feast day of the saint corresponding to one's given name. In France, this has traditionally been celebrated by giving a small gift to the person on his "name day." support.crowdsource.com collinsdictionary.com Where can you find free Italian classes online? Duolingo is a free online language learning website that provides courses in numerous languages including Italian, Spanish, French, Esperanto and Portugues... Which languages contributed to the origin of the English Language? Modern English originated as a Germanic language during the early middle ages, gradually evolving over the centuries with the introduction of elements of N... What are some popular French sayings? A popular French saying that is often used in the culinary world is "Bon Appetit." This is a salutation that is used before a person is about to enjoy a me... What is the proportion of French language speakers in the world population? As of 2015, there are about 75.9 million French language speakers in the world and about 87 million people who speak French as their second language. The n... Is collaborative learning a good method to learn another language? Where can you find English language study materials online? What is "Duck Life"? How do you get a return label from Rodale's Books? How can you obtain a copy of the Sumerian alphabet? How do you write birthday greeting messages? Happy Birthday Lyrics in French French Words for Happy Birthday French Happy Birthday Song French Birthday Cards French Phrases French Translator Basic French Phrases What are vocational courses? How do you describe yourself?

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=114th US College Rankings 2017 231 Forest StreetBabson Park, MA 02457-0310United States See all universities in United States + Explore these featured universities University of Waterloo Video Explore Flinders University Video Explore More about Babson College Babson College, based in Massachusetts, was established in 1919 with a focus on entrepreneurship education. Although originally founded by Roger W. Babson as an all-male business institute, Babson is now a co-ed institute offering courses across 25 areas of study. Through Babson's F. W. Olin Graduate School of Business, the College also offers master's degrees in business administration, finance, accounting, entrepreneurial leadership, and management. Babson is known for immersing its students in an entrepreneurial lifestyle, particularly through its entrepreneurship-related courses which are taught alongside traditional arts courses. All courses are taught by professors who have started, sold, bought, or run successful businesses in the past. Babson College consistently ranks well amongst similar schools for entrepreneurship education, and Babson's alumni include a number of living billionaires. The massive Babson Globe is a notable campus landmark, which was built in 1955 by Roger Babson at a cost of $200,000, it originally rotated both on its axis and its base, demonstrating both day and night and the progression of the seasons. Babson has twenty-two varsity sports teams, while the majority of which compete in the New England Women's and Men's Athletic Conference (NEWMAC) of the NCAA Division III. In addition, the men's and women's alpine ski teams compete in the United States Collegiate Ski and Snowboard Association (USCSA), and the men's lacrosse team competes in the Pilgrim League. Notable alumni include Edsel Ford II, the Director of Ford Motor Company, Akio Toyoda, the President and CEO of Toyota Motor Corporation, and Kevin Colleran, one of the first 10 employees at Facebook, and Venture Partner at General Catalyst. Key Statistics Key Statistics: Subjects offered at Babson College Business & Economics Business & Management Where We Are Address 231 Forest StreetBabson Park, MA 02457-0310United States US College Rankings Request the University of Salford Postgraduate Prospectus Now Explore In the news FutureLearn launches first full postgraduate degree Moocs Forging links outside Europe post-Brexit ‘not realistic’ Libraries ‘becoming invisible’ to junior scholars Now more than ever, higher education is the road to wealth creation Don’t write off independent bookshops Contact Us

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Language Learning Skills Introducing English: Essays in the Intellectual Work of Composition (Pittsburgh Series in Composition, Literacy and Culture) By: James F. Slevin (author)Paperback Over the past thirty years, composition has flowered as a discipline in the academy. Doctoral programs in composition abound, and its position in the pantheon of academic fields seems assured. There is plenty of work in composition. But what is the nature of that work now, and what should it be? James Slevin asks such probing, primary questions in Introducing English, an overdue assessment of the state of composition by one of its most respected practitioners. Too often, Slevin claims, representations of composition take the form of promoting the field and its specialists, rather than explaining the fundamental work of composition and its important consequences. In thirteen thematically and methodologically linked essays, Slevin argues toward a view of the discipline as a set of activities, not as an enclosed field of knowledge. Such a view broadens the meaning of the work of composition to include teaching and learning, a two-way process, creating alliances across conventional educational boundaries, even beyond educational institutions. Slevin traces how composition emerged for him not as a vehicle for improving student writing, but rather as a way of working collaboratively with students to interpret educational practices and work for educational reform. He demonstrates the kind of classroom practice - in reading accounts of the Anglicization of Pocahontas - that reveals the social and cultural consequences of language and language education. "For good or ill," writes Slevin, "composition has always been at the center of the reproduction of social inequality, or of the resistance to that process." He asks those in the discipline to consider such history in the reading and writing they ask students to do and the reasons they give for asking them to do it. A much-anthologized essay by E. B. White from The New Yorker is the site for an examination of genre as social institution, introducing the ways in which the discourses of the academy can be understood as both obstacle and opportunity. Ultimately, Introducing English is concerned with the importance of writing and the teaching of writing to the core values of higher education. "Composition is always a metonym for something else" Slevin concludes. "Usually, it has figured the impossibility of the student body - their lacks that require supplement, their ill-health that requires remedy." Introducing English introduces a new figure - a two-way process of inquiry - that better serves the intellectual culture of the university. Chapters on writing across the curriculum, university management, and faculty assessment (the tenure system) put this new model to practical, innovative use. Introducing English will be necessary reading for all those who work with composition, as well as those engaged in learning theory, critical theory, and education reform. James F. Slevin is professor of English at Georgetown University and, alone and with others, has written and/or edited major contributions to the field, including The Right to Literacy, The Future of Doctoral Studies in English, Critical Theory and the Teaching of Literature: Politics, Curriculum, Pedagogy, and The Next Generation: Preparing Graduate Studies for the Professional Responsibilities of College Teachers. Category: Writing Skills» Category: Linguistics» series: Pittsburgh Series in Composition, Literacy and Culture» publisher: University of Pittsburgh Press» imprint: University of Pittsburgh Press»

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Law enforcement presence, problem students leaving halts gang problem at Guilford high school, says superintendent NextDiana Bowley | BDNAllen Emerson Diana Bowley | BDNSAD 4 Superintendent Paul Stearns, left, and Charles E. Foss of Dover-Foxcroft in 2008 Buy Photo By Alex Barber, BDN Staff Posted March 28, 2013, at 6:14 p.m. GUILFORD, Maine — The daily presence of a sheriff’s department investigator and attrition has halted problems caused by a gang of students at Piscataquis Community Secondary School, according to SAD 4 Superintendent Paul Stearns. Incidents of violence had occurred since the beginning of the school year perpetrated by a group of mostly eighth graders calling themselves the Green Saints, Stearns confirmed earlier this month. One boy placing another boy into a headlock on March 8 led to a five-day suspension and a group of parents confronting the school board about the incidents. On March 12, parents met with the school board to talk about issues they had been hearing about related to a gang. Soon after, Piscataquis County Sheriff’s Department Investigator Allen Emerson was temporarily placed at the school. Since then, there have been no incidents involving the group, who typically wore green and hung out together at lunch. Part of the reason for the change, Stearns said Wednesday, was good fortune.Story continues below advertisement. Parents of one of the alleged ringleaders of the Green Saints intervened and he is now home schooled, said Stearns. Two other students who attended the school for less than a month and were allegedly part of the group have moved away. No students were expelled, he said. “It’s kind of been nipped in the bud,” said Emerson. “There’s been nothing major since I’ve been here.” Stearns said an assembly was held on March 14 for grades 7-12 to address what had been happening in the school, which has 325 students. “We addressed the fact to everybody that anybody related to any gang-like behavior or wearing of colors would not be allowed at the school,” Stearns said. He added that it didn’t have to be a gang, but a ball team or after school group who intended to inflict harm on people or were up to no good would also not be tolerated. Some students had been taunting and making fun of the gang. That also wasn’t tolerated, said Stearns. “I explained how important it was for them not to be doing that. Let bygones be bygones,” he said. School board member Blaire Fagan, who has two kids in the school, said there have not been any incidents involving a gang in the past few weeks. “Every day I ask my kids if there’s anything going on. Every day it’s the same answer — ‘everything’s quiet,’” she said. Piscataquis Sports Boosters President Cindy Hoak, whose son is a sophomore, agreed. “We do have a sheriff’s officer there every day. I think that’s settling things down,” said Hoak. “It’s made some of the kids who were scared feel safe.” Stearns said the school has worked closely with the sheriff’s department, but has never before had a school resource officer. He said he’d like the school to have one as there is no assistant principal, but it would be financially difficult to make it happen. “[Emerson] has been out and about and visible. He’s having lunch with the kids and is in the lobby in the mornings and afternoons. I think it’s been good,” said Stearns. “I think it’s been positive for us to have a calming influence.” Emerson said he’s dealt with minor issues, including a runaway child. He’s been able to quell problems quickly when they do arise. “There’s stuff we never used to get called for, but now that someone’s here, [the school will] call,” said Emerson. “They set me up with an office and the door’s open. The kids know if they have an issue, they can come in and talk.” Emerson was scheduled to be at the school only through Friday. The sheriff’s department is still discussing on whether Emerson’s stay will be extended. “We’re just trying to make sure there’s enough of a reason for him to be there, because we have to run short on the other end of things,” Chief Deputy Bob Young said Thursday. “We’ll know a little bit later, but we’re still evaluating that.” Stearns said there will be a student-led forum in the gym on April 4 at 5:30 p.m., where members of the civil rights team, key club and peer counselors will run a forum for students, parents, faculty, school board members and anyone with an interest in the school can meet and talk about the school. “We’ll have tables set up with mixed groups at every table,” said Stearns. “We’re going to look at three things: What do we have going for us, what’s not so good and what are some solutions to make this a better place? “Personally, I think having that student-led is critical. The school is the students,” he said. “We need to guide them and assist them to make sure it’s a good place.” Previous story:« Clinton police officer arrested on domestic violence assault charge Next story:Kennebec, Somerset district attorney introduces new team » Similar Articles3.13.2013Guilford school responding to incidents created by gang5.3.2013Guilford kindergarten student responsible for April bomb threat; March threat resolved4.9.2013Piscataquis Secondary School closed Tuesday due to bomb threat4.9.2013Parents want answers after 3 bomb threats in recent weeks at Guilford schools3.28.2012Piscataquis County police seeking help in finding missing Austrian man

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Reflections on the Art of Living: A Joseph Campbell Companion – This is a great introduction to, or summation of, Campbell’s works. Most of his works are deep and can at times be difficult to access but well worth the effort. If you really want to probe the depths of Campbell’s work but are intimidated by his other books, this will give you a great overview and fire your desire to dig deeper. He is pithy, humorous, practical, fact filled, and inspiring. The Biology of Belief: Unleashing the Power of Consciousness, Matter, & Miracles - This book is a groundbreaking work in the field of new biology, and it will forever change how you think about thinking. Through the research of Dr. Lipton and other leading-edge scientists, stunning new discoveries have been made about the interaction between your mind and body and the processes by which cells receive information. Using simple language, illustrations, humor, and everyday examples, he demonstrates how the new science of Epigenetics is revolutionizing our understanding of the link between mind and matter and the profound effects it has on our personal lives and the collective life of our species. The Psychobiology of Gene Expression – The Psychobiology of Gene Expression illustrates, step-by-step, how to facilitate a natural four-stage creative process on all levels from mind to molecule in our daily work of building a better brain. The book demonstrates how we can use our consciousness and our perception of free will to co-create ourselves in cooperation with nature. Rossi proposes practical approaches to optimize the natural cycles of gene expression in normal consciousness, sleep, dreaming, meditation, and the arts of daily living that are experienced by everyone. His lucid writing style and vivid illustrations inspire this text with a new vision of the creative arts, humanities, and culture in facilitating the optimal development of health, performance, and consciousness. Cancer Ward – Cancer Ward examines the relationship of a group of people in the cancer ward of a provincial Soviet hospital in 1955, two years after Stalin’s death. We see them under normal circumstances, and also reexamined at the eleventh hour of illness. Together they represent a remarkable cross-section of contemporary Russian characters and attitudes. The experiences of the central character, Oleg Kostoglotov, closely reflect the author’s own: Solzhenitsyn himself became a patient in a cancer ward in the mid-1950s, on his release from a labor camp, and later recovered. Human Comedy (An Hbj Modern Classic) – The place is Ithaca, in California’s San Joaquin Valley. The time is World War II. The family is the Macauley’s — a mother, sister, and three brothers whose struggles and dreams reflect those of America’s second-generation immigrants.. In particular, fourteen-year-old Homer, determined to become one of the fastest telegraph messengers in the West, finds himself caught between reality and illusion as delivering his messages of wartime death, love, and money brings him face-to-face with human emotion at its most naked and raw. Gentle, poignant and richly autobiographical, this delightful novel shows us the boy becoming the man in a world that even in the midst of war, appears sweeter, safer and more livable than out own. The Compassionate Life: Walking the Path of Kindness – How can compassion, a trait hardwired into our nervous system and waiting to be awakened, transform our lives and the world at large? Marc Barasch provides up-to-the-minute research to timeless spiritual truths, and weaves a stirring, unforgettable story of the search for kindness in a world that clearly needs it. With unfailing curiosity, Barasch poses vital questions: What can we learn from exceptionally empathetic people? Can we increase our compassion quotient with practice? What if the great driving force of our evolution were actually “survival of the kindest?” He comes up with challenging, ultimately inspiring answers. Barasch blends hard science and popular culture with his own hip, engaging narrative style to create a smart, provocative argument that a simple shift in consciousness changes pretty much everything. The Sermon on the Mount: The Key to Success in Life (See all Religion & Spirituality Books) – The Sermon on the Mount is a vital and provocative introduction to the ideas at the heart of Christian Science. At heart it means to be entirely practical, as the “Science” of the name would indicate. Denying any interest in theology (there is no theology in the Bible, Fox argues), the author instead suggests that what Jesus was after was results: “Jesus explains to us what the nature of God is, and what our own nature is; tells us the meaning of life and of death; shows us why we make mistakes; why we yield to temptation; why we become sick, and impoverished, and old; and, most important of all, he tells us how all these evils may be overcome, and how we may bring health, happiness, and true prosperity into our lives.” Thou Shalt Not Be Aware: Society’s Betrayal of the Child (See all Child Psychology Books) – Miller parts company with Freud on the origins of children’s fantasies in this progressive study of repressed memory. Forget the Oedipus complex. Miller reasons that when children suffer abuse, their feelings of pain and rage have nowhere to go in a society that esteems parental power over them as a natural right. Children have no choice but to internalize the anguish, creating a wellspring of fantasy material. This book offers a fresh take on how the unconscious retains memories of childhood and, without appropriate intervention, generates emotional ills and destructive behavior. –This text refers to an out of print or unavailable edition of this title. Toward A Meaningful Life The Wisdom Of The Rebbe – Toward a Meaningful Life is a spiritual road map for living based on the teachings of one of the foremost religious leaders of our time: Rabbi Menachem Mendel Schneerson, head of the Lubavitcher movement and recognized throughout the world simply as “the Rebbe.” The book gives Jews and non-Jews alike fresh perspectives on every aspect of their lives — from birth to death, youth to old age; marriage, love, intimacy, and family; the persistent issues of career, health, pain, and suffering; and education, faith, science, and government. We learn to bridge the divisions between accelerated technology and decelerated morality, between unprecedented worldwide unity and unparalleled personal disunity. Purple: A Parable – The poem “Purple,” which was once a postcard “chain-letter” that traveled around the world, is now an illustrated book rich in color and meaning. This powerful parable touches each person’s creative truth, which can survive even in the face of childhood cruelty. Page by page, Diane Katz’s illustrations take the reader ever deeper into the inner child’s profound experience. Included in church sermons, educational texts and Bernie Siegel MD’s Love, Magic & Mudpies, this story has lasting emotional impact. From Stage IV to Center Stage – Denise DeSimone shares the truth about healing one’s life and how the body responds to the healing and the love of one’s life and body. Her life is an example of survival behavior bringing together her mind, body and spirit through her action, wisdom and devotion. Denise shows us through her words and deeds how to create order, the rainbow, and transform your life, the butterfly. Reading this book can be a guide for anyone facing one of life’s difficulties. If you have the courage and are willing to show up for practice and not fear change and failure then let this book become your coach and guide you to a healed life. Brain Power: Improve Your Mind as You Age – Virtually everyone fears mental deterioration as they age. But in the past thirty years neuroscientists have discovered that the brain is actually designed to improve throughout life. How can you encourage this improvement? Brain Power shares practical, state-of-the-evidence answers in this inspiring, fun-to-read plan for action. The authors have interviewed physicians, gerontologists, and neuroscientists; studied the habits of men and women who epitomize healthy aging; and applied what they describe in their own lives. The resulting guidance — along with the accompanying downloadable Brain Sync audio program — can help you activate unused brain areas, tone mental muscles, and enliven every faculty. The book demonstrates that survival behavior is effective for all types of problems from cancer to how our brain and body functions. Related articles and video: A Talk With Michael J. Gelb and Kelly Howell Improve Your Mind as You Age by Michael Gelb The 7 Laws of Neuroplasticity by Kelly Howell Brain Power: Improve Your Mind as You Age (video) Enjoy Every Sandwich: Living Each Day as If It Were Your Last – As medical director of the famed Preventive Medicine Research Institute, Lee Lipsenthal helped thousands of patients struggling with disease to overcome their fears of pain and death and to embrace a more joyful way of living. In his own life, happily married and the proud father of two remarkable children, Lee was similarly committed to living his life fully and gratefully each day. The power of those beliefs was tested in July 2009, when Lee was diagnosed with esophageal cancer. As Lee and his wife, Kathy, navigated his diagnosis, illness, and treatment, he discovered that he did not fear death, and that even as he was facing his own mortality, he felt more fully alive than ever before. In the bestselling tradition of Tuesdays with Morrie, told with humor and heart, and deeply inspiring, Enjoy Every Sandwich distills everything Lee learned about how we find meaning, purpose, and peace in our lives. How to Cope Better When Someone You Love Has Cancer – In 2005, Dr. William Penzer, a psychologist for more than forty years, found himself sitting with his wife in the waiting room of Memorial Sloan-Kettering Cancer Center. Their 31 year old daughter had been diagnosed with breast cancer. Nothing in his life or his work had prepared him for this experience. Like a traveler in a foreign land which Dr. Penzer came to call Cancerville, this loving father and seasoned psychologist discovered the pain-filled reality of supporting a loved one who has been diagnosed with cancer. In this warm and powerful book, Dr. Penzer takes you by the hand as a guide on this demanding journey to help you support both yourself and your loved one. Bernie has previously written about the book, “This is written by someone who is a native and not a tourist. He has been to Cancerville and learned from his difficulties what healing is truly about. Let his experience and words coach you on your journey.” How to Cope Better When You Have Cancer – William Penzer wrote this book to help family and friends of cancer patients. He calls them “Heart and Soul Givers.” Although he wasn’t originally planning to write a book for patients, several people who read it encouraged him to write “How to Cope Better When You Have Cancer.” Bernie Siegel, M.D. wrote a strong, empowering, and comprehensive Foreword for the latter book for the patient. Bill wandered into what he calls Cancerville when his 31-year-old daughter was diagnosed with breast cancer in 2005. Her journey and survival taught him how to take on the demands of Cancerville, find times of hope and optimism, and heal. Each chapter in the book for the patient concludes with a “Real People Facing Cancer” section that inspires the very beliefs and feelings Bill is encouraging. Taken together, these companion books form a strong support net for family, friends, and the patient that allows them to speak a common language and to ride together through Cancerville on a horse named Hope and to remain STRONG! Patterns has been more than a year in the making. This issue includes the work of 75 authors, including Bernie Siegel’s essay “The Power of Words.” It is handsomely illustrated. After nearly 3 decades of continuous publication, this will be our final issue of Chrysalis. With this in mind, please contact Rob Lawson ([email protected]) of the editorial office if you are interested in ordering a copy of this special edition of Chrysalis. ($15.95, plus $2.89 postage) Healing: Cancer, Heart Disease & More – Jerry Rhine has written a book about innovative self healing techniques based on new research in psycho-neuroimmunology which uses imagery reverses life threatening illnesses. Jerry, a 20 year survivor of advance heart disease and 10 year survivor of B-Cell Non Hodgkin’s Lymphoma Cancer, has used these techniques to overcome the emotional and physical pain he battled with these diseases. Visit his website at: http://www.hopefulcare.com. Yosaif’s most recent book, Coaching for Caregivers: How to Reach Out Before You Burn Out, was written for family caregivers and the professionals who support them. Bernie says, “If you’re ready to show up for practice, Yosaif’s coaching can help you and your loved one get the love and support you need.” For more information, visit his site at: http://www.yestolifecoaching.com/caregivers. Linda’s book, Wheelchair Wisdom™: Awaken Your Spirit through Adversity, shatters widespread notions of what it’s like to spend life in a wheelchair, which addresses the unique circumstances of the millions of people in wheelchairs. She wants to convey the message that lies at the heart of her convictions–that people are more than their wheelchairs, more than their disabled bodies. Wheelchair Wisdom™ bears testimony to what Linda has learned and experienced–that each of us, regardless of circumstances, can move through life with freedom in a creative and joyful way. Healing Within: My Journey with Breast Cancer came to be from MichaelKovarik’s journey with breast cancer. This healing passage evolved over a few years. It did not present itself right away, but transpired when he was ready for it to begin. First, he had to become conscious of this path and perfect a balance within. With his initial diagnosis, he gave full authority to his traditional doctors, a traditional drug therapy, and fear. It would take a second discovery of this illness to fuse him with his heart and soul. His journey to heal within drew him to a path reaching the deepest caverns of my being. It was a remarkable awakening of his ability to hear the whispers of my inner voice as it guided him to who he truly was to be. It is this disease, so grounded in dread and fear, that had the power to awaken him to his heart, his soul, and the quest they were guiding him to be part of. Its precious gift, life: a full life. In Victory over Autism, Mary Romaniec takes the reader through the personal stages parents will experience when their child is first diagnosed with autism, and shows how to become part of the next generation of proactive parents who are making a difference in the well-being of their children and families. Romaniec explores the stages of grief associated with the diagnosis, followed by an examination of the winning attributes parents should—and will—possess or adopt as they strive toward the goal of better health and full recovery for their child. Victory over Autism includes personal accounts of overcoming the autism odds, looking out for all family members, and addressing marriage issues, and explores ways of getting the parent into the mind-set that a victory over autism is a realizable goal. Follow Us!Book Resources Whispers from the Wild DVD / CD Resources Organizations & Websites

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Home- Offices and Services- Registrar- FERPA Family Education Rights and Privacy Act (FERPA) The Family Educational Rights and Privacy Act and its implementing regulations, as amended (collectively, FERPA), afford students certain rights with respect to their education records. These rights are: 1. The right to inspect and review the student's educational records within a reasonable time, not to exceed 45 days, of the day the university receives his/her request for access. Students should submit to the registrar, dean, head of the academic department, or other appropriate official, written requests that identify the record(s) they wish to inspect. The university official will make arrangements for access and notify the student of the time and the place where the records may be inspected. If the records are not maintained by the university official to whom the request was submitted, that official should advise the student of the correct official to whom the request should be addressed. 2. The right to request the amendment of the student's educational records that the student believes to be inaccurate, misleading, or otherwise in violation of the student’s privacy rights. A student seeking amendment of his/her education record should write the university official responsible for the record, clearly identify the part of the record he/she wants changed, and specify why it is inaccurate, misleading or otherwise in violation of his/her privacy rights. If the university decides not to amend the record as requested by the student, the university will notify the student of the decision and advise the student of his/her right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the student when he/she requests a hearing, or otherwise upon request. If the hearing results in a final determination not to amend the record, the student is permitted to place a statement with the record commenting on the contested information, stating his/her disagreement with the decision not to amend the record, or both. Note that this amendment procedure is not available to contest substantive matters accurately reflected in records. Thus, for example, this procedure may not be used to contest the appropriateness of a grade reflected in a record, but may be used to assert that the grade actually assigned was inaccurately recorded. 3. The right to consent to disclosure of personally identifiable information contained in the student's educational records, except to the extent that FERPA authorizes disclosure without consent. Set forth below is information about some of the circumstances in which FERPA authorizes such disclosures. The university reserves the right to make disclosures of information from education records without a student’s consent in these and other circumstances in which such disclosures are permitted by FERPA. One exception which permits disclosures without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the university in an administrative, supervisory, academic or research or support staff position (including law enforcement unit personnel and health staff); a person or company with whom the university has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees; a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his/her tasks; or a person volunteering or otherwise performing services for the University. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his/her responsibilities to the university. Another exception permits the University to disclose a student’s education records without consent to officials of another university, college or school in which a student seeks or intends to enroll, or is already enrolled, for purposes of the student’s enrollment or transfer. Another exception permits the disclosure of “directory information” without a student’s consent unless the student has followed the steps described below. "Directory information" includes the student's name, class year, address, telephone listing, e-mail address, date and place of birth, enrollment status (e.g., undergraduate or graduate, full-time or part-time), major field of study, identification number, participation in officially recognized activities and sports, weight and height of members of athletic teams, photographs or other visual images, dates of attendance, degrees and awards received, the most previous educational agency or institution attended by the student, and other information that would not generally be considered harmful or an invasion of privacy if disclosed. A student has the right to withhold the public release of any or all directory information directly pertaining to him/her by giving reasonable advance written notice to the Dean of the College or his/her designee by the end of the second week of classes. 4. The right to file a complaint concerning alleged failures by the university to comply with the requirements of FERPA. Any questions or concerns pertaining to Colgate's compliance with FERPA should be referred to the Office of the Registrar's Office. The Registrar or designee will promptly review all such allegations and initiate appropriate actions. In addition, complaints regarding alleged violations by the university of FERPA may be submitted to: Family Policy Compliance Office U.S. Dept. of Education 400 Maryland Avenue SW Washington, D.C. 20202-5920 Please see the Colgate Student Handbook for complete information regarding student rights and responsibilities. Accounting and Control Dean of Faculty/Provost Facilities (B&G) Finance and Administration Grants Information Health Sciences Advising Institutional Planning and Research Mail Services Purchasing Calendars/Schedules Exam Schedule Diplomas Declaration Process Degree Works S/U Grading Option

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Providence Seeks Aid From Ivy League Resident By editor Originally published on February 19, 2012 8:55 am Transcript RACHEL MARTIN, HOST: Brown University, a private school in Providence, Rhode Island, is being asked to do more for its hometown. The city is almost in the red and the mayor is calling on the tax exempt colleges and hospitals to help out. As Ian Donnis of Rhode Island Public Radio reporters, all of this has triggered some tension between Providence and its Ivy League school. IAN DONNIS, BYLINE: On an overcast weekday, a tour guide leads prospective students between the series of brick buildings ringing Brown University's historic green. The tour guide mentions President Obama, Hillary Clinton, and Maya Angelou's speeches at Brown. She's highlighting the university's place as a leading educational and cultural center nestled in Providence's prosperous College Hill neighborhood. But Brown sophomore Dan Stump says you don't have to go too far to see poverty in this city. DAN STUMP: Providence is a community that, you know, is really hurting in a lot of ways. And when you go down the hill, you know, and you look around, it's a different world than it is up here. DONNIS: Providence Mayor Angel Taveras grew up in that different world as the son of Dominican immigrants. He went on to Harvard and Georgetown law. Within a month of taking office in 2010, Taveras received a surprise, a $110 million deficit. He's trimmed that number to $22.5 million, but he's still calling on the city's largest nonprofits to pitch in an additional $7 million. Brown already pays Providence a combined $4 million a year in voluntary payments and taxes. But if the university paid full property taxes on its more than $1 billion in real estate, that would mean $38 million each year for Providence. Taveras calls this part of a larger structural imbalance. MAYOR ANGEL TAVERAS: Collectively, our large hospitals, colleges and universities own nearly $3 billion worth of property in the city of Providence. Because of their privileged status as tax-exempts, they avoided almost $105 million in taxes this year. DONNIS: Providence isn't alone in seeking higher voluntary payments by tax-exempt institutions. In 2009, Yale increased its $5 million annual payment to its city by $2.5 million. Moody's credit rating agency calls agreements like this a potential revenue boon for local governments with high concentrations of tax-exempt entities. But it says putting too much pressure on big nonprofits can reduce their strength and ability to create jobs. Back on Providence's College Hill, Caitlin Beatty pushes a baby stroller across the campus green with her husband, a Brown medical resident. She says it's important for the university to put money into scholarships. CAITLIN BEATTY: At the same time, I do think, you know, the average taxpayer in Providence probably has a pretty low income. And so, you know, I think that for that reason it might be important to have Brown contribute more taxes. DONNIS: A meeting this week between Mayor Taveras and Brown president Ruth Simmons left both sides feeling more optimistic. Here's Brown spokeswoman Marisa Quinn. MARISA QUINN: Brown has a stake in the success in Providence, and I think that Providence has a stake in the success of Brown. DONNIS: Mayor Taveras has already won some victories. He recently reached an agreement with Johnson and Wales University to triple its payments to the city. He's also continuing talks with hospital CEOs. Taveras says he's optimistic about a new pact with Brown. Yet even with the prospect of more help, Providence could still run out of money in June. Taveras says annual 5 and 6 percent pension hikes for some public safety retirees pose an ongoing threat to the city's fiscal stability. And for now, those public safety retirees have shown no interest in accepting concessions. For NPR News, I'm Ian Donnis in Providence, Rhode Island. Transcript provided by NPR, Copyright NPR.TweetShareGoogle+EmailView the discussion thread. © 2016 KUER

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Leadership In Sport And Exercise Science Mt. Vernon, IL Follow Alexandria’s Progress Alexandria Shoemaker McKendree University offers students many ways to make their mark, with 50 undergraduate majors and co-curricular activities including study abroad, debate, marching band, show choir, community service, mission trips and Greek life. Bearcat student-ath... http://www.mckendree.edu Verified by McKendree University Alexandria Shoemaker Graduates from McKendree University Alexandria Shoemaker is a Class of 2016 McKendree University graduate with a BS degree in leadership in sport and exercise science. The university held its 176th commencement exercises on May 14 a... Alexandria Shoemaker Makes the McKendree University Dean's List Alexandria Shoemaker, a McKendree University senior, made the Dean's List for the spring 2014 semester. To be eligible, a full-time student must earn a grade point average of 3.60 or higher for the... Alexandria Shoemaker Enrolls at McKendree University McKendree University is proud to announce Alexandria Shoemaker is among the students currently enrolled this term. It's a time of unprecedented growth in the University's 185-year history, with fir... Alexandria has not added any Education yet. Alexandria has not added any Awards & Recognition yet. Alexandria Shoemaker to Take Part in McKendree's Academic Excellence Day McKendree University students will present their scholarly and creative work during the university's first Academic Excellence Day on April 24 at the Lebanon, Illinois campus. Alexandria will prese... Alexandria has not added any Activities & Affiliations yet. Alexandria Shoemaker Interns Through McKendree University Alexandria Shoemaker has taken part in an internship this summer through McKendree University's Career Services. Alexandria, a leadership in exercise science and sport performance major, interned a...

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ITEM 112-2001-R0701 Authorization to Confer the Title of Professor Emeritus of Pathology and Microbiology upon Dr. Stephen J. Guggenheim; Montana State University- Bozeman THAT: Upon the occasion of the retirement of Stephen J. Guggenheim from the faculty of Montana State University, the Board of Regents wishes to express its appreciation for his service to the University, the Montana University System, and the people of the State of Montana. EXPLANATION: Dr. Guggenheim joined the faculty of Montana State University in July 1984 as Director of the WWAMI Medical Education Program and Professor in the Department of Microbiology. He came to MSU with an impressive record of medical school teaching, research, and productivity in the laboratory practice of medicine as well as having an active interest in the humanistic aspects of medicine. Dr. Guggenheim received his A.B. and M.D. degrees from Harvard University and had done postgraduate training in medicine at Case Western Reserve, postgraduate training in pathology at the University of Colorado, and postdoctoral research at the National Institutes of Health and Washington University. Dr. Guggenheim is licensed to practice medicine in Montana and is certified by the American Board of Pathology in Anatomic Pathology. Guggenheim has brought a unique combination of basic, clinical and laboratory sciences to his seventeen years of teaching pathology, physiology and microscopic anatomy courses to medical students and undergraduate students at Montana State University. Additionally, he has taught numerous honors courses and seminar courses to undergraduates, relating medicine to the humanities. research and clinical laboratory expertise has led to numerous publications that have added information to the understanding of several different aspects of kidney disease. He continues to provide clinical laboratory expertise for clinicians in Montana and in the region by organizing and operating a renal biopsy diagnostic service, in collaboration with the Veterinary Molecular Biology Department. administrator of the MSU WWAMI Medical Education Program, Dr. Guggenheim has provided responsible, innovative leadership while interacting with faculty and/or administrators from several MSU departments, from the University of Washington School of Medicine, from the Office of the Commissioner of Higher Education, and with the Bozeman and Montana medical communities. He did this while always serving as an advocate for the students involved. Additionally, Dr. Guggenheim has actively involved alumni and friends of the WWAMI Program in donations and has helped to build over $500,000 in accounts in the MSU summary, Dr. Guggenheim has earned the rank of Professor Emeritus through his commitments to quality in teaching, research, administration and public service. He has served as an outstanding role-model for seventeen years for the first year medical students in the WWAMI Program at Montana State University. For these and other contributions, the Board of Regents of Higher Education is pleased to confer upon Stephen J. Guggenheim the rank of Professor Emeritus of Pathology and Microbiology at Montana State University.

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^ MHA Awardees List ^ < Prev Awardee Next Awardee > Photo by Al Kamuda Edmund White Pigeon 1988 awardee, Hopkins (Allegan County), black ash basketmaker Edmund "Ed" White Pigeon was a descendant of Chief White Pigeon, a Potawatomi leader after whom a town in Michigan is named. Ed was known for producing black ash woven baskets in a great variety of sizes, shapes, and colors. "If you have a basket in mind and can describe it, I can make it," he said. Ed incorporated a variety of weaving patterns in his work, but he was perhaps best known for his use of highly colorful, rainbow patterns. Ed learned basketmaking from his father and his grandfather at the age of five. He would sit on a blanket next to his grandfather so his teacher could quickly correct any mistakes. His grandfather also taught him how to locate the right tree, to pound the log to separate the growth rings, and to prepare the splints. He recalled that sometimes he looked "at a hundred black ash trees before finding a perfect one." During the Depression, he remembers being able to easily obtain trees from the Gun Lake and Saugatuck areas, but by the 1980s the trees were much more difficult to find. In 1987 he told a reporter, "When I was young, I put in a full day at work, then came home and cut three or four splints for my father, [but that] now I do good if I can work all day at one." His wife, Jennie, is also a talented black ash basketmaker. Together, they passed on their skills to their children, grandchildren, and many other individuals in his community, including youth affiliated with the United Methodist Native American Church. The White Pigeons also demonstrated their skills, not only at local libraries, schools, and civic organizations, but also at statewide events such as the Festival of Michigan Folklife. Over the years, Ed's work received recognition from both within and outside his community. In 1976, at a local exhibit his community developed as part of the celebration of the United States Bicentennial, his peers awarded a blue ribbon to one of his baskets, an honor for which he is especially proud. In 1987, as a gift to diplomats and officials in other countries, former Michigan Governor James Blanchard commissioned eight of Ed's distinctive baskets. Edmund passed away in July 2002. Back to top of page © 2003 Michigan State University, all rights reserved

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George VlahakisOCM [email protected] Kelley School of Business Nasdaq News Nasdaq home page Kelley School professor named to Nasdaq advisory board The Nasdaq Stock Market Inc. has appointed Robert H. Jennings, the Gregg T. and Judith A. Summerville Professor of Finance in Indiana University's Kelley School of Business, to its Economic Advisory Board. The primary goal of the Economic Advisory Board is to discuss and communicate specific policy recommendations to the Nasdaq Stock Market. The EAB meets formally twice a year in October and March and provides a forum for discussion of important issues relating to equity markets, the exchange of research ideas, and access to market data. The Nasdaq Stock Market lists more than 4,100 companies and trades more shares per day than any other U.S. market. Jennings has been on the IU faculty since the fall of 1980 and served as the Kelley School's Finance Department chair from 1996-2000. He also was the Visiting Economist at the New York Stock Exchange for the 2000-01 academic year and was a visiting associate professor of finance in 1992 at the University of Chicago. He currently is associate editor of the Journal of Financial Markets and the Journal of Financial Research. Jennings' current research interest is the structure of financial security markets. His research has been published in the Journal of Finance, the Review of Financial Studies, the Journal of Financial and Quantitative Analysis, the Journal of Financial Markets, the Journal of Financial Intermediation, the Journal of Financial Services Research, Financial Management, the Journal of Financial Research, the Journal of Business, the Journal of Futures Markets, the Journal of Accounting Research and the Accounting Review. He also has had a monograph published by the Financial Analysts' Research Foundation. Jennings received his doctorate in business from the University of Texas-Austin in 1981. He also received bachelor of science/bachelor of arts and master of business administration degrees from the University of Tulsa in 1973 and 1974. The new EAB members join a distinguished group of financial economists that includes Michael J. Barclay, University of Rochester; William G. Christie, Vanderbilt University; John C. Coffee Jr., Columbia University; Mike Ferri, George Mason University; Erik R. Sirri, Babson College; and Chester S. Spatt (chairman of the EAB), Carnegie Mellon University.

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actual and virtual 'actual and virtual' can also refer to... Space: Extensive and Intensive, Actual and Virtual Discovery of novel triple helical DNA intercalators by an integrated virtual and actual screening platform Literary Theory and Cultural Studies A modal distinction proposed by French philosopher Gilles Deleuze as a replacement for the problematic real-possible distinction more commonly used in philosophy. The possible is a bad concept according to Deleuze because it presupposes that everything that is real must also be possible (which rules out a great number of conceptual inventions, consigning them to the ontologically lesser category of the unreal, or impossible), and it is unable to explain why that which is possible has not already come into being. For Deleuze, both the actual and the virtual are fully real—the former has concrete existence, while the latter does not, but it is no less real for that fact. The importance of this distinction can readily be seen by giving thought to the state of being of an idea: it may only exist in our heads, or on paper, but its effects are fully real and may also be fully actual too. Initially treated as an esoteric distinction of interest only to specialists in the field of ontology, since the advent of computer games, and more especially the Internet, this distinction has become very important because it allows that what is seen or experienced on screen is still real, even if it isn't actual. From: actual and virtual in A Dictionary of Critical Theory » Literary Theory and Cultural Studies. A Dictionary of Critical Theory Search for the text `actual and virtual' anywhere in Oxford Index »

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Choraliers and Chamber Choir to Perform in District Festival By Susannah Mitchell Tomorrow night, East’s top choirs will perform at the Shawnee Mission District High and Middle School choral festival. The festival, held at SM South, will include performances from all 10 Shawnee Mission School District (SMSD) high and middle school choirs, as well as each high school’s chamber choir. The East Choraliers and Chamber choir will each perform two songs. Since the beginning of second semester, the Choraliers and the Chamber choir have been rehearsing for the spring concert March 30, as well as the District festival. The Choraliers are planning to sing “A Choral Flourish,” composed by Linda Spevacek and “Trees,” composed by Daniel Brinsmead. “The only thing that we get tripped up on is the clapping in ‘A Choral Flourish,’” said Choraliers member Maria Dunn. “But I think that happens whenever you have 135 trying to clap simultaneously. I think ‘Trees’ is going to be great, we sound awesome on it. We’ve gotten to the point where we can refine all of the little things, all of the enunciation and nuances, which is something we can’t do unless we know all of the notes.” The Chamber choir will be performing “Think of Me,” composed by Gary Fry, and a group number with all of the high school chamber choirs called “Na Bahia Tem,” which is composed by Daniel Rufino Afonso Jr. “I’m really excited to hear all the choirs sing,” said Chambers member Clara Martin. “I think it’s cool that we get the chance to see other people perform and to compare ourselves to them. I’m also really pumped for the finale that all the Chamber choirs sing because the song we’re singing is so fun and we’re going to sound great.” The concert will take place at 7 p.m. in South’s auditorium. Listen below to the Chamber choir performing “Think of Me” and “When I Hear Music.” “Think of Me” by Gary Fry “When I Hear Music” by Michael G. Martin School News SUBSCRIBE

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Subscribe Grandchildren of the Plumed Serpent uncategorized Children of the Plumed Serpent: The Legacy of Quetzalcoatl in Ancient Mexico closes this Sunday. As Quetzalcoatl embarks on the next leg of his journey, thanks to our most recent partnership with 826LA, he leaves behind another generation of artists and storytellers inspired by his handiworks—the grandchildren of the Plumed Serpent. In 2010, when we began to think about ways to get the Los Angeles community involved with the exhibition, I was volunteering at 826LA, a local non-profit organization that encourages students aged 6–18 to develop their creative thinking and writing skills and foster the ambitions of young authors in their after-school tutoring and weekend workshops. Because of their focus on storytelling, they seemed a natural partner for Children of the Plumed Serpent. Together with 826LA’s Julius Diaz Panoriñgan, Director of Education, and Birte Klug, the Venice Programs Coordinator, we hatched a plan to introduce the next generation of Plumed Serpent aficionados to the visual storytelling techniques used in the painted codices featured in the show. Birte, Julius, and I plunged ahead devising a series of eight weekend workshops at the Echo Park and Venice 826LA locations and LACMA to introduce the kids to the signs and symbols used by ancient artists. Over the course of the class they learned how painters communicated important life events like birth, marriage, and conquest, in addition to key places without words. With the help of the 826LA volunteers, the adventures and misadventures of Lord Eight Deer (a key figure in the exhibition) and his rival Lady Six Monkey came to life for the students and they began plotting their own pictorial histories. One Sunday morning, several weeks ago, 826LA came to LACMA. Two school buses traveled from east and west to bring the students and their families to the exhibition. In the galleries, the budding storytellers reenacted episodes from the Codex Zouche-Nuttall for their families. The day culminated with everyone drawing their own personal codices. Twenty-first century symbols marked the important events in the lives of the grandchildren of the Plumed Serpent: graduation, summer visits to Six Flags or Disneyland, and friendship. This next generation of heroes called on the conventions of the codices and invented new names and titles for themselves such as 15 Teddy Bear or 9 Flower Falling Petal. Three of the students—Hier Ávila, Dayanara Martinez, and Briseida Granados—spoke with me after their visit to LACMA to walk me through their codices and explain what the visit to the museum meant to them. Last year Hier’s basketball team won passes to Six Flags during a tournament. Their visit on August 30, 2011 became the subject of his codex. Like the Mixtec artists, Hier used red lines to divide the page into different scenes and he gave himself two names—5 Eagle and 3 Serpent—and his trusted companion, his puppy, was also baptized with a name—9 Flint. Dayanara and Briseida both memorialized their families. Dayanara’s dad is from Oaxaca and she was impressed with the way the artists were able to communicate with only pictures. “It was hard at first,” she said, “but you can learn.” Briseida, the oldest in her family, remembered her first sleepover. “It’s tough when you’re the oldest because you have to do everything first so the first sleepover was a big deal.” Briseida told us that her father, an artist, was also inspired by the exhibition. He decorated a kitchen wall of their house with the day signs Eagle and Crocodile. She now sees them every day. The fact that these brightly colored pages, painted five centuries ago in Mexico, recorded an adventure epic without the use of any text, sparked the students’ imagination and brought Quetzalcoatl a new group of fans. Check out 826LA’s flickr site for additional photos from the Sunday workshop. Victorial Lyall, Associate Curator, Latin American Art

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A Treasured Mystery Simone FattalThe Mediterranean of the Phoenicians:From Carthage to TyreNovember 6, 2007 - April 20, 2008Institut du Monde ArabePhoenician history and art are the dual subjects of an exhibit that took place a year ago in Paris at the Institut du Monde Arabe starting in November 2007. A two-day symposium organized by the UNESCO Foundation for the Safekeeping of Tyre and the Institut du Monde Arabe preceded the exhibit’s opening.During the symposium, Leila Badr, head of the American University of Beirut’s Archaeological Museum, entreated the audience, scholars and politicians alike to restart professional digs in Tyre. More often than not, because of the chaos prompted by the many wars in the region, digs are done for individual profit and then the re-discovered objects are privately sold. The objects are lost to science, and the digs leave environmental destruction in their wake. This call must have been heard for a new symposium will take place this November in Beirut from November 5 to November 9 , 2008. It is the first ever symposium of that importance to take place in Lebanon. Forty-two scholars from the U.S., Lebanon, Cyprus, Europe will give papers on the interrelations in the Eastern Mediterranean during the Bronze and Iron Ages. A book will be published “Networking Patterns of the Bronze and Iron Age Levant,” edited by Claude Doumit Serhal, herself an archeologist digging with a British team in Sidon.The world of the Phoenicians can be found throughout the Mediterranean, and many of their treasures are rediscovered in places other than their country of origin. Sardinia, Cyprus, Italy, Spain, Tunisia are all cities they founded or utilized as commercial outposts, stops along the Phoenicians’ expansive sea routes.Who were the Phoenicians? Françoise Briquel-Chatonnet, head researcher at the Centre national de la recherche scientifique (CNRS) and the Collège de France proposes the following answer: “Phoenician” is a Greek appellation for the people who came from today’s Syria and Palestine, and who were the Canaanites.The origin of the word is uncertain. One theory proposes that the Phoenicians were named for their famous purple dye of Murex – a color of utmost importance since it was the color of royalty (and royalty alone in the later Roman and Byzantium Empires). Another theory posits that the name is derived from phenikias, which means “palm tree” in Greek, a tree that flourished throughout the region. What we do know is that these Canaanites referred to themselves as inhabitants of their cities, i.e. as Tyrians, or Sidonians. They ruled a string of important, wealthy and independent city-states along the coast which were loosely related by trade, religion, culture and language, but not united in a single political entity.According to the classical historian Herodotus, their region spread from the gulf of Alexandria (Iskenderoun) to Al ‘Arish on the Sinai peninsula. The Phoenicians worked in Egypt and widely exported their goods: jewelry, ivory, glass, metal vessels. They were masters of maritime commerce in the Mediterranean – intrepid navigators, successful merchants, always opening new outposts for commerce, but not in an attempt to build empires.Homer’s “The Iliad” and “The Odyssey” celebrated their skills as artisans. For example, when King Menelaus wants to offer a noble visitor the most precious gift in his kingdom, he presents to him a silver vessel from Sidon, exquisitely crafted and embossed with intricate motifs. French scholar Victor Bérard devoted two volumes of work to the sole subject of the instances in which the word “Sidon” appears in the Homeric poems. Phoenician amphorae carried oil, grain, wheat, spices such as cumin and saffron, dried grapes, dried grape seeds, purple dye, incense and myrrh to Greece and Italy. Some say they traveled as far as England and Scotland and even to Argentina. In the exhibit at L’Institut du Monde Arabe, an exquisite clay statuette of a young man holds an amphora on his shoulder as though a wing.The Phoenicians’ greatest achievement, however, was the invention of the alphabet. While this creation went through a long process of transmission, we know the first alphabet appeared in Ugarit (Ras Shamra, Syria) in the 13th century B.C. A piece of clay dating from that time lists the letters of the alphabet. Beginning as an alphabetical cuneiform, it transformed over time into a linear writing, one that went from right to left, as would the various languages of the region: Aramaic, Syriac, Arabic, etc. That first alphabet disappeared, to reappear in Byblos two centuries later.This later text, inscribed on bronze, refers to the property of a certain Zaccour (a family name still existing in present-day Lebanon) living in the Bekaa. Other texts have also been found, mainly correspondence from Amarna (Egypt) or Mesopotamia concerning commerce. Scholars have found the only literary texts in the archives of Ugarit. The Phoenician language was also the precursor to the Greek alphabet and to the ancient language of Crete.Classical mythology tells us that it is Cadmos, King of Sidon, who brought the alphabet to the Greeks while searching for his sister Europa, who had been abducted by Zeus. It also traveled by land through the Phrygians, the inhabitants of a region in present-day Turkey between Greece and the Levantine coast. The golden age of Phoenicia occurred between 1100 B.C. and 332 B.C., when Alexander’s conquest destroyed Tyre.Almost two millennia later, an archeological find on Malta helped modern-era scholars to decipher the Phoenician language. Abbot Barthelemy, a Frenchman, found a column of marble in 1792 inscribed with both Greek and Phoenician wordings. This marble cippus, appearing to rise out of an acanthus flower, is the first treasure that meets us in the exhibit. In 1855, almost a century after this revelatory discovery, the first sarcophagi of a king of Sidon, Eshmunazar, was uncovered (perhaps the namesake of the village of Ishmoun in Lebanon’s Chouf Mountains?). Shortly thereafter, Napoleon the III sent explorer Ernest Renan to Syria with the purpose of searching that coast. Renan opened four dig sites at Arwad, Gebeil, Sidon and Tyre.The art of the Phoenicians is composite, heavily influenced by the Egyptians, with additional elements added. The artisans were so skilled that they themselves were exported for their work: creating dyes, weavings, glass, pottery and jewelry and “trinkets,” beads made of clay or glass.The many artifacts on view at the exhibit include the stunning anthropomorphic sarcophagi made of marble imported from the Greek island of Pharos. Those on display represent various regions of the Phoenician world. The viewer can also admire the famous Punic statuettes of bronze and gold from the Museum of Beirut, or gold necklaces and diadems on loan from the Museum of Rome.Visitors will find many intriguing objects, such as the painted and incised shells which likely contained cosmetic powders – created in such a way to make them easy for travel. Other objects of interest include innumerable seals, vessels, coins, masks, women deities in their sanctuaries, amphorae, etc. One disquieting find has been the infant cemeteries near Carthage. Pictures of these tombs, found in Tunisia, are displayed upon the walls. One cannot help but wonder who these children were. Human sacrifices? Simply stillborn children? Archaeology has not yet revealed an answer.Considering that Lebanon is the home of the most fabled of the Phoenician cities: Byblos, Tyre, and Sidon, one found himself drawn to the history of modern-day Lebanon. We hope that their troubled history is something of the past and they are entering a new phase of reconciliation and prosperity.This review appears in Al Jadid, Vols. 13/14, nos. 58/59 (2007/2008)

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1000 More MBBS Seats in AP from 2012-13 Here is a good news for MBBS aspirants in Andhra Pradesh. The state is going to get another 1000 MBBS seats for the academic year 2012-13. The Government medical colleges in the state of Andhra Pradesh are likely to get permission to increase their intake capacity. Apartfrom this, new medical colleges sanctioned, Apollo, Mallareddy and Vizag with each 100 seats will start functioning from the academic year 2012-13. Withe these additions, total MBBS seats in Andhra Pradesh would reach to 5850. EAMCET 2012 candidates can avail this increased intake of MBBS seats. There are 36 medical colleges in Andhra Pradesh till the date. Out of these 22 colleges are in private management and 10 are government colleges. There are four autonomous colleges named as Rajiv Gandhi Institute of Medical Sciences (RGIMS). There are a total 4850 MBBS seats in all colleges including 1800 seats in Government Medical Colleges. The Government colleges are likely to add another 500 seats from 2012-13. The Government is rationalising the faculty in the Government medical colleges in order to secure approval of Medical Council of India (MCI) for the additional seats. Apart from these, 100 seats would be available in the Government Medical College in Nizamabad. Further, three new private medical colleges, Apollo Medical College, Mallareddy Medical College and Vizag Medical College are going to start from 2012-13. These will have 100 seats each and some other private medical colleges have also secured additional seats on their own by fulfilling MCI guidelines. All these would add 100 more MBBS seats to the students of Andhra Pradesh.

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Home Education College Medical Colleges in Uttar Pradesh, Madhya Pradesh and Bihar: Benefit for the Masses Medical Colleges in Uttar Pradesh, Madhya Pradesh and Bihar: Benefit for the Masses By Rajnish Mehan | February 24th 2012 | Views: loading The education that goes into being a doctor is not only lengthy but is also very intricate. Hundreds of thousands of students appear in medical entrance exams every year, to find a seat in various medical colleges in the country. These students belong to every state in India and are from various socio-economic backgrounds. But all have a common aim of excelling in the entrance exams and getting into medical colleges in the country, so that they come out with flying colors are doctors.Be it the general physicians or the dentists, the course study is challenging but rewarding at the end of it all. To cater to the huge number of medical aspirants in the country, there are many medical colleges in India, almost in every state. Some of the states have more number of colleges while some have few, if the population of the respective states are considered.Among the various states in the country, Uttar Pradesh, Madhya Pradesh and Bihar have a comparatively larger population. These states are located in the central region of the country and are in the stage of rapid development. This means that the medical aspirants are also high in number, due to which the medical colleges in these states have been started.To cater to the large number of students, medical colleges in Uttar Pradesh have been playing a formative role. Lakhs of students appear in the entrance exams conducted by the state so that these medical aspirants can take up admissions in the government run colleges and the private medical institutions. These colleges take up admissions through the state entrance exams and also have reservations for students who wish to take admissions in the medical colleges in Uttar Pradesh through the all India entrance exams.Some of the colleges in Uttar Pradesh are Chhatrapati Sahuji Maharaj Medical University, Institute of Medical Sciences-BHU, GSVM Medical College, Maharani Laxmi Bai Medical College, Motilal Nehru Medical College, to name a few. The state of Madhya Pradesh also caters to a wide number of students because of the large population residing in the state. To enable the students from these states to study in the medical colleges, the government and the private organisations have helped in the opening of many medical colleges. These medical colleges in Madhya Pradesh have been established since a long time and have put a mark in the education system of the state.For the people, these medical colleges in Madhya Pradesh also serve as a benefit because of the treatments of various diseases that are possible in these colleges. In Bihar also, the medical colleges have been serving the purpose of admitting the students and providing treatment to the millions of residents of the state. The medical colleges in Bihar are striving to directly and indirectly improve the health status of the country and this is the scenario, purpose and the success story of all the medical colleges in the country.Over the years, the medical colleges in the states of Uttar Pradesh, Madhya Pradesh and Bihar have been carrying out these functions with unprecedented success. Not only the students are able to study medicine and other subjects in the medical stream, but the people are these states get access to high quality tertiary care in these medical colleges.Rajnish Mehan - About Author:Topmedicalcolleges.co.in, A portal for Medical Studies in India. Explore Medical Colleges in Uttar Pradesh, Medical Colleges in Madhya Pradesh, Medical Colleges in Bihar and much more. Article Source:http://www.articleside.com/college-articles/medical-colleges-in-uttar-pradesh-madhya-pradesh-and-bihar-benefit-for-the-masses.htm Print Download as PDF Send Publish Author Feedback Report Article | Related College Articles Cracking medical entrance testsPublished by Deepti on March 27th 2012 | EducationAll India medical entrance test is one of the foremost entrance exams conducted for admission in the... 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aa16 » Columns By Julie van der Poel The Beauty of the Struggle iStockphoto I attended Back to School Night at Cameron’s sister’s school last week. The math specialist gave her overview of the fifth grade curriculum, and concluded by reading a story. I just had to share this story as it resonated with me on so many levels. The story is about a little boy who found a caterpillar and kept it in a jar as his beloved pet. When the caterpillar began to build its cocoon, the boy feared something was wrong. The boy’s mother reassured him that the caterpillar was merely building a cocoon, and would eventually emerge as a beautiful butterfly. One day, the boy saw the butterfly begin to emerge from the cocoon. But the caterpillar was struggling so much to emerge from a tiny opening in the cocoon that the boy feared the butterfly would never be able to escape. The boy took some scissors and cut the cocoon so that the butterfly could easily emerge. But the butterfly that emerged looked nothing like the butterfly the boy expected to see. The boy’s butterfly had a swollen body and small wings. The boy waited patiently for the wings to develop, but the butterfly never flew. The butterfly’s body remained swollen, and its wings were too small to allow the butterfly to fly. You see, a butterfly must struggle to emerge from its cocoon. When the butterfly pushes itself through the tiny opening in its cocoon, this “struggle” moves the fluid from its body into its wings. Without the struggle, a butterfly will never fly. I don’t know about you, but I feel I’ve struggled enough as a parent to make one heck of a butterfly. But obviously the moral of the story isn’t about struggling as a parent. It’s about letting others struggle and resisting the urge to jump to the rescue. The art of allowing a child to struggle is a difficult one to master, especially when the struggles are so pervasive, as they are when dealing with developmental disabilities. I think the lesson of allowing a person to struggle in order to grow, or “fly” as the story goes, is an important one to keep in mind. One of the most difficult things about being Cameron’s mom is watching him struggle. Whether it be making simple conversation, or completing a form to document community service hours, I don’t always resist the urge to jump in and help. I answer questions for him or quickly fill out the form, all in the interest of saving time, of course. I have to constantly remind myself of what Cameron is capable of doing on his own, and that short cuts do not necessarily make things better. It’s much easier to go behind Cameron and re-clean his bathroom than experience his frustration of being told he didn’t do the job properly the first time. But I have to remind myself that a boss would not do Cameron’s tasks for him just because Cameron is struggling to get things done right the first time. Moms need to be a little tougher on our kids because the world will be a lot tougher on them if we aren’t. About the Author - - Staff WriterJulie van der Poel is the mother of a teenage son with ASD. When not writing for AA16, she focuses her energy on education issues for her two children. Click to Contact the Author CAPTCHATo prevent automated spam submissions through the Autism After 16 website, please enter the Captcha form below. We apologize for the inconvenience, but reduced spam helps us respond to your inquiries faster. Leave this field blank: Add new comment

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Home : Schools : Castillo sworn in to 2nd Term as Superintendent of Public Instruction Castillo sworn in to 2nd Term as Superintendent of Public Instruction by Bend Weekly News Sources State Schools Superintendent Susan Castillo was sworn in Tuesday to her second term as Superintendent of Public Instruction in a ceremony in the Senate Chamber in the State Capitol Building in Salem. She was introduced by Natalie Caceres of Lakeridge High School, student advisor to the State Board of Education. Chief Justice Paul DeMuniz delivered the oath of office. Commissioner of Labor and Industries, Dan Gardner, was also sworn in at the event. Superintendent Castillo made the following comments at the ceremony: “Oregon is waking up to a new day. We are beginning 2007 with a new sense of hope and optimism, buoyed by a state budget that invests in our state’s future, from health care to public safety to higher education -- and of course, our public schools. When I first came to this office four years ago it was a very different story. Oregon was hurting and our schools were reeling -- schools were slashing positions and programs, cutting school days, and class sizes were going up and up. I don’t wish hard times on anyone, and I hope we never see days like those again… but that kind of adversity has a way of sharpening your perspective. Today, I believe that our schools are smarter, tougher, more efficient and more focused on getting the job done for students. And I believe that the Department of Education has gotten smarter too. We have become a powerful force for change and accountability, making a positive impact on this state’s 560-thousand schoolchildren and their schools, school districts and Education Service Districts. Today, as I look forward to the next four years, to the work that needs to be completed, to the work that needs to get started -- I can’t help but feel optimistic. We’re in a far better place today than we were just four years ago, and here’s why -- We’re seeing student performance in reading, writing, math and science rising -- slowly, but surely. We’re not where we want to be, where we need to be -- but the trends are overwhelmingly positive. We can confidently state that we are closing the achievement gap. In Oregon today, 1 of every 2 students comes from a low-income family and 1 in 4 comes from a minority group. While assessment scores are going up across the board, they are rising at a faster clip for our children from minority and economically disadvantaged backgrounds. We still have work to do, and we still have many children who are not achieving at the level of their classmates, but we’re making progress here in Oregon even under these very difficult budget years. Every spring, I host the Celebrating Student Success Awards -- to recognize and spread the word about schools across this state that are making a difference in closing the gap and to send a message that this is a top priority. A lot of work goes into raising student achievement, but I believe a major factor has been our outstanding commitment to literacy here in Oregon. If children can’t read, they’re not going to get anywhere in any other subjects. I am a big believer in the idea that every teacher needs to be equipped with strong literacy skills, whether they teach math or history or art. That’s why we host an annual summer institute for middle and high school teachers, where they get exposed to nationally recognized educators and researchers and learn about all the best, latest strategies for boosting reading in the classroom. Because of this, Oregon is emerging as a national leader in adolescent literacy. When I visit successful schools, be they in Hillsboro or Medford or Fossil, I find that they share three key factors -- They have tough, smart principals in charge. They have phenomenally talented, dedicated teachers working in teams and using data. Finally, they count on strong support from parents and community. We are committed to leadership development, to teacher mentoring, and to community/school partnerships. We are training principals to be successful with the state’s growing diversity, or giving novice teachers guidance as they start out their careers, or supporting initiatives that get volunteers reading with first graders or that put laptops in the hands of middle school kids. We have a lot of excellent work underway. And while I feel very good about the budget, I am still going to be nudging our legislators to raise that final dollar amount for schools to 6-point-3 billion—I’m actually hoping for more than that. Here’s why: We have a wonderful opportunity to move forward. Yes, there are programs lost that should be restored as we start reinvesting in our schools. But we cannot simply go back to the old way of doing business. We’ve come too far to do that. We owe it to the children of this state, and to the taxpayers, to move forward with a fresh perspective. I am a firm believer in the importance of getting children off to a strong start in school. All the scientific research tells us that the early years—birth to 5 – are absolutely critical to brain development. They’re learning to learn. There’s no better investment in the future than early childhood education, and every dollar we spend on children when they’re 3, 4, and 5 years old is money that’s going to generate a phenomenal return. But in Oregon, our Head Start preschool programs are forced to turn away hundreds of low-income families because they don’t have enough spots for everyone who qualifies. And though we know that full-day kindergarten is key to getting kids off to a strong start, the majority of elementary schools can’t afford anything more than half-day programs. When the David Douglas District in Portland recently switched to full-day kindergarten, the number of at-risk children meeting benchmarks more than doubled the next year! When we saw that Crooked River Elementary in Prineville was seeing math and reading scores going up and up, we asked why and the principal there said a key reason was their switch to full-day kindergarten Early childhood education works, and that’s why the Governor’s proposed school budget includes money to make Head Start available to all families who qualify. I will work with the legislature to earmark any additional funds to expand all our kindergartens in this state from half- to full-days. I predict we’ll see some rewards for this investment right away. But the real payoff will be down the line, as these kids move through the grades, and we see rising achievement in our middle and high schools. Head Start and Kindergarten are like planting the seeds for better middle and high schools. Speaking of high schools, let me talk a bit about the work we have going on there. The hard truth is that we are not doing a good enough job of preparing graduates for the future. For a decade now, Oregon has had the CIM and CAM system in place. I applaud the effort to raise standards through those certificates, but the fact of the matter is only about 1 in 3 graduates bothers to earn a CIM. When they go out into the world, colleges and employers don’t ask about them, and they’re not required for students, for colleges, for employers, for anyone. So we are moving beyond that system, taking the best of what we currently have and designing a new and exciting high school diploma -- A diploma that stands for academic excellence, that builds more rigor and relevance into the high school experience, so that our graduates are better prepared for college, careers, and citizenship. We no longer are going to pursue high levels of achievement for some. We want that attainment for all students. It is simple and sensible – and when a student graduates they will be ready for the challenges of the global economy. We all know we are living in a world undergoing change at a rapid pace. Advances in communications are making the world smaller, making competition more intense, transforming how we live and do business. Who knows what the next 5, 10, 50 years hold in store? America’s future is going to depend on having the very best schools producing the very best graduates who can out-think and out-work the competition. With more jobs demanding high-level skills, we need to get more students ready. Two-thirds of all jobs today require education and training beyond high school, making it essential that graduates be better prepared to succeed in careers and life. And for the graduates who go to college, too many take remedial classes. Of course, not all graduates are going to attend college. But they will get better jobs and have more opportunities with a rock-solid educational foundation and strong skills in communication, creative and critical thinking, and teamwork. Oregon cannot afford to delay. We’re already behind. Twenty states have raised graduation standards. Another dozen are in the process of doing the same. We are listening hard to what schools are telling us about the changes we are proposing. We’ll keep on listening and talking, too, as we put together the details in the months to come. Later this month, the State Board of Education will take action, to set the course as we move forward on this initiative. I want to commend state board members and the Governor for their leadership on this very important work. I know that these changes are challenging. However, I have complete faith that working together we will create a system that works for our schools, our teachers, and most importantly for our students and their futures. We will plan together for a successful implementation. Will the work be difficult? Yes. Will there be some stress and anxiety? Of course. But if we do this right, I believe we will make a tremendous impact for a generation to come. So here I am today, standing on the brink of a period of unprecedented reinvestment in education. Here is my pledge to Oregon. If we invest in preschool and full-day kindergarten…If we take the initiative to raise the bar for our high schools and give them the support needed . . . If we set high expectations and high standards for our kids and sustain our commitment to them all the way through elementary and middle and high school -- Then we can turn our sights to the goal that every student will succeed. Every student will graduate well-prepared. As I join the national voice for moving beyond the goals of No Child Left Behind to Every Student a Graduate, I want Oregon to focus on making that dream come true. Now, some will say that’s just impossible. I’ve had some of my own advisors caution me about setting such a lofty goal. But I am taking a tip from the many excellent teachers I get to meet as I visit schools around the state. They don’t make excuses for underachievement. They believe their kids can achieve excellence and their kids come to believe it, too. And when you believe, great things happen. We have work to do, and I promise the Oregon Department of Education will do its part. I’ll keep using my bully pulpit to push for higher standards, for greater accountability. We’ll keep on providing the data, support, training and guidance our schools need. To Oregon’s school leaders -- work with us. Embrace the spirit of change and innovation as we move forward. To Oregon’s business leaders -- join us. Get ready to get more involved, to get more engaged in education. To Oregon’s teachers -- inspire us. Stay focused on the kids, and never lose touch with the reasons you got into teaching. To Oregon’s legislators -- support us. Let’s get a strong school budget passed quickly so we can get started on everything we need to do. Let’s approve the ODE budget so we can provide the leadership we need to deliver. To Oregon’s students and their families -- work together to do your very best. A better, brighter future for Oregon starts with you. And right here, right now, Oregon can wake to a new day with the renewed commitment to ensure that every student, every day will be a success.” 1621 times read Related news Three Bend-La Pine Schools Rated ‘Exceptional’ in State School Report Cards Ratings by Bend Weekly News Sources posted on Oct 13,2006 Castillo recognizes 16 Oregon schools for closing achievement gap by Bend_Weekly_News_Sources posted on Mar 21,2008 Castillo testifies in favor of full-day kindergarten by Bend_Weekly_News_Sources posted on Feb 13,2007 State Board increases Oregon's HS graduation requirements by Bend Weekly News Sources posted on Jan 19,2007 State issues progress report on English language proficiency in Oregon schools Scott LaFee

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Early College gears up for ‘Roaring '20s' prom By Rebecca Perez Times-News correspondent On Friday, students at Henderson County Early College High will celebrate the end of the school year with sparkling water, flapper dresses and headbands. The school's prom is expected to draw a crowd of students, along with their guests and school faculty. This year, Early College High's prom theme is "Roaring 1920s." The event will be held from 6 to 10 p.m. Friday in Blue Ridge Community College's Technology Education and Development Center Conference Hall. A dinner, photo booth and music will be provided. According to Nick Haight, student government president, the theme this year was inspired by the popularity of the "Great Gatsby" movie and the resurgence of '20s culture, such as the British show "Downton Abbey." Michelle Haney, Prom Committee chairwoman, said the prom theme was student-recommended. Leading up to the prom this week, students are taking final exams. The prom was scheduled for Friday so students could relieve the stress of college and finals week. The Early College prom is unique. Most, if not all, of the decorations were made by students. The decorative cutouts of flapper dancers, couples and musicians were made from Styrofoam and painted by students. White Christmas lights and feathery decor called Eiffel Tower ostrich centerpieces also will be featured at the prom. Sound Extreme will be the disc jockey. "We will be playing popular Hispanic music, along with top R&B and a little country thrown in," Haney said. Early College has come a long way in planning events. Five years ago, when the school opened, dances were held in the gym. Now, thanks to Early College Liaison Lisa Hill, the school's dances can be held in a larger building on Blue Ridge Community College's campus. The dance will be small and personal because the student population is small. "Though we sacrificed a (fancier) location and all expenses therein, we'll bring it back with good food and an intimate, fun, and easygoing atmosphere," Haight said. Students at East Henderson High attended prom at Deerpark Restaurant on April 25, and West Henderson High students danced the night away May 3 at the Crest Center. Hendersonville High's prom is scheduled for 8:30 p.m. May 17 at the Hendersonville Country Club, and North Henderson High's prom is at 7 p.m. on May 23 at the Crest Center.

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Bogged Up (Not Down) Cranberry Bog becomes laboratory By Scott Rawdon BUCKEYE LAKE – It was Lakewood High School junior Jocie Appleman’s first experience with Buckeye Lake’s unique Cranberry Bog. “I didn’t expect it to be spongy,” she said. The bog, basically a giant floating mass of sphagnum moss, is the perfect place for her environmental science class to study ph levels and how the bog’s acidity compares to the lake water surrounding it. “The bog is a one-of-a-kind ecosystem found nowhere else,” said Lakewood science teacher Lindsey Fawcett, whose class had a beautiful day for a field trip May 12. “It’s a great place to show students how humans can directly impact an ecosystem and just how fragile the natural balance of nature really is,” she said. “It gave students a chance to make observations about something completely unfamiliar to them.” The class project stemmed from a presentation by Buckeye Lake for Tomorrow ( BLT) Director Sharon Spahr; the Buckeye Lake for Tomorrow Watershed Group is a partnership of individuals and organizations dedicated to improving water quality in the Buckeye Lake Watershed. “ We wanted the students to learn more about environmental issues in their community and what better place than Buckeye Lake?” said Fawcett. “Sharon came into our class and told us about what BLT was and how the quality of the lake had diminished over the last few years, although it’s still a beautiful lake and it doesn’t have the issues that other lakes are experiencing.” Fawcett said her students have learned about “eutrophication” and how farm fertilizer run-off can affect lake ecosystems. “We’ve also learned about pollution in general and conservation of our ecosystems,” she said. “We want students to come out of this class having learned to be environmentally friendly citizens.” The students concluded that the bog is more acidic than the surrounding water. “ We learned previously that bogs are acidic in nature because of the unique plant life there,” said Fawcett. The Cranberry Bog has many unusual plants for this area, including meat-eating carnivores like the Pitcher and Sundew plants (Spahr explained that these plants’ roots can’t derive enough nutrients from the moss, so they capture insects to supplement their diets) and colorful orchids. “Students also saw the impacts of the heavy rains we’ve been having lately and just how deep the lake had gotten,” said Fawcett. “Most of them are used to seeing the lake only a few feet deep.” Some measured the lake depth to be five to six feet. Fawcett said her partnership with BLT began when Spahr emailed Lakewood High School, wanting to involve students and staff in data collection for the lake. “I asked Sharon if she would do a presentation as a guest speaker in our class,” she said. Spahr presented a history of Buckeye Lake and explained algae issues plaguing it and, far more seriously, other Ohio lakes. She said students and staff may become “qualified data collectors” and Ohio EPA certified to take water quality data and samples to help track the lake’s progress. Fawcett said she and three students were trained and certified. Spahr secured funding for the field trip and Fawcett said she and a student plan to help BLT collect data throughout the summer as qualified data collectors. “We’ve already planned to continue the class presentation and field trip next year,” said Fawcett. “I imagine our involvement (between Lakewood Schools and BLT) will continue to grow. BLT helped me by illustrating that environmental issues can happen right here in our community.” Fawcett said her class’ theme is that everything is connected— humans impact the environment and the opposite is true. “I think BLT is the perfect example of this,” she said. “Schools are the best place to start to accomplish BLT’s goal. They want the community to become involved in keeping Buckeye Lake an enjoyable place for future generations.” Fawcett believes her students are beginning to understand the importance of the environment and local ecosystems. “My hope is that they take care of the lake and spread the message about how important it is to be aware of our impact on the lake and surrounding environments,” she said. “I hope that students are proud of their community and where they come from and therefore want to take care of it. Our students are the future of this community.” Return to top

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Arts & Lecture Home News Calendar Contact Arts & Lecture News Tracing Stitches Exhibit Opens With Biddle Hall Gallery Walk-Through Artist in Residence Wendell George Brown leads a tour through the Tracing Stitches exhibit in Biddle Hall Gallery on Thursday. Cheyney University Artist in Residence Wendell George Brown gave a gallery walk-through for Professor D'Antonio-Madsen and Professor Domenic's art students on Thursday afternoon. The event marked the opening of his exhibition Tracing Stitches: Exploring a National Treasure, and the conclusion of a week's worth of work in preparing the Biddle Hall Art Gallery for public view. Brown's colors, use and organization of materials contrast with one another. The first gallery features a series of quilted portraits of notable African Americans, including Cheyney University's own Frannie Jackson Coppin, among others. Each portrait is carefully stitched in Brown's signature style with brief biographies of each subject incorporated into the borders of the pieces. The gallery is a tribute to Cheyney's history as the first Historically Black College and University. The second gallery exhibits Brown's large, three-dimensional story quilts, which are populated with figures inspired by African Art. The figures rest upon a quilted, domestic-scene of everyday life. An installation of large, freestanding quilted sculptures dominates the center of the room. The installation consists of towering, 8-foot-tall figures, all seeming to move together in a clear direction. Brown calls attention to the African motif saying, "The double-faced figures symbolize looking and learning from the past to move into the future." Brown is enthralled with Cheyney University's history. He says to students, "You are blessed with so much history, from Richard Humpreys, the founder of the institution, through to Cheyney's current President, Dr. Michelle Howard-Vital. With history like this," he explains, "you don't have to reinvent the wheel. Learn from them and build your future. The portraits in the room are of the people who have historic importance.” Brown admits that he enjoys talking about history, particularly African and African American art and history. "My calling has always been to textiles," he says. "In Africa, most of the textiles, like weaving and appliques, were originally made by men." As a male fiber artist, Brown feels innately attracted to the quilt medium "because it allows me an opportunity to excavate and examine history as it relates to me and my culture," he explains. "I hope all audiences who view this exhibition leave looking at themselves and the world around them in new and different ways. Art allows us to expand our minds, regardless of our majors or discipline." On Saturday, March 9, Brown will lead two workshops in which participants will make quilt pieces. He will take one handmade piece from each student and stitch all of the individual pieces together. The resulting quilt will return to Cheyney in soonafter as an enduring piece of the University's history. The exhibit and workshop are presented through the 2012-2013 Arts and Lectures Series.

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What College Presidents Make The Chronicle Store Make Big Classes Feel Small Chronicle Focus: Issues in Depth Lingua Franca Language and writing in academe. All posts by C.S. Giscombe February 15, 2013 by C.S. Giscombe The Mixed Blood Project This will be my last post for Lingua Franca. It’s been a good experience but I need to put my shoulder to some other wheels. Last month, in Berkeley (at University Press Books), we launched the third issue of Mixed Blood, the national publication I started with two friends at Penn State. (Mixed Blood began auspiciously—it’s the result of a series of late afternoon conversations at Whiskers, the company bar at Penn State. The publication continues to reflect the interests and involvement of i… January 28, 2013 by C.S. Giscombe Reading in the Waiting Room “The Timbertoes,” from “Highlights” magazine My ophthalmologist’s office was crowded. The doctor was behind, there would be a real wait. The place was packed with people (including myself) in unfashionable shades, post-op wear. I found a seat then realized that I had not brought a book or a newspaper. I was at the mercy of the magazine rack and a meager rack it was—Sports Illustrated, Highlights for Children, and a glossy publication about bat conservation. As a child, I had never cared for Hig… January 4, 2013 by C.S. Giscombe Moving Around, Needlessly or Not In her anti-automobile screed of a few years ago, Katie Alvord wrote, “Coming after railroads, cars acquired what Wolfgang Sachs calls ‘a restorative significance’ for the rich. The train, he writes, threatened the wealthy’s sense of place and power: ‘What the common people welcomed as a democratic advance, individuals of more privileged position greeted with a snort.’ Indeed, the Duke of Wellington expressed disapproval of railroads in 1855, saying, ‘They only encourage common people to move ar… December 10, 2012 by C.S. Giscombe Poetry in the Marketplace Apollo, god of poetry, courtesy of Stephen Vincent My friend Stephen Vincent, a Bay Area poet and raconteur, was in Turkey last summer and snapped a picture of the sculpture of Apollo at Nemrut just as the sun was coming up. Beardless Apollo, the god of light, prophecy, healing and plague both, and music. And poetry. Shelley wrote (in “Hymn of Apollo”), “I am the eye with which the Universe/ Beholds itself, and knows it is divine.” At a poetry reading in San Francisco last week Stephen… November 27, 2012 by C.S. Giscombe Reading Denzel Washington in English 141 A few years ago, following a stunningly silent moment in a class discussion, my creative-writing students let me know that race was indeed a taboo topic on campus, at least in polite conversation. (To be fair, creative-writing classes have often and famously suffered from an overabundance of politeness.) My response was to begin teaching a course I called “Race, [Creative] Writing, and Difference,” the title borrowed from the Kwame Anthony Appiah-Henry Louis Gates Jr. volume. We read some litera… November 6, 2012 by C.S. Giscombe Something Incomprehensible Sitting on the runway at Dulles, about to fly up to State College on one of United’s Dash-8s, I found myself behind two rows of university students, one on each side of the plane. It was the day of the Penn State-Ohio State football game and as we backed away from the terminal, the young people began a familiar cheer: They shouted, “WE ARE,” and waited for the response, for the small plane to rock with a matching-in-pitch-and-intensity, “PENN STATE!” The response didn’t come—a few … October 23, 2012 by C.S. Giscombe Queen Charlotte Meets Haida Gwaii In Prince George, British Columbia, poetry readings are raucous and well-attended. Five hundred miles north of Vancouver, P.G. is a first giant step on the way to the Alaska Highway or to the coast at Prince Rupert, or to the Peace River country. You never know where poetry’s going to find a place to flourish. I read at the College of New Caledonia and the next night Sarah de Leeuw read at Books & Co.; we’d not met before but we came to each other’s events and, at the books… A Girl Gets Sick of a Rose “Freight Cars Under a Bridge,” Charles Burchfield (Detroit Institute of Arts) Recently on the radio I listened to a piece about the planned phaseout of nuclear power in Germany. Wind-based energy will call for “an expanded power grid” and “new high-capacity overhead lines.” Eric Westervelt, NPR’s man in Berlin, said, “The rise of the ‘Not in My Backyard,’ or Nimby, movement was perhaps inevitable.” The acronym began to appear in print in the U.S. in the 1980s. In my relatively brief career on th… September 27, 2012 by C.S. Giscombe Haf Owre, Haf Owre to Bonny Aberdour Early in my life I learned some things about geography—by which I mean here where places such as cities and countries are and where border-lines are drawn—from unlikely sources: stamp collecting, an obsession with railway schedules, and popular songs and rhymes. Years later I’m still interested by the ways places appear in song and how the language of songs—and poetry—documents place. Last summer I found myself in Budapest with my daughter. I had earned some extra money that year so we were taki… Pharaoh’s Chickens Egyptian vultures, also called Pharaoh’s chickens, by the Rev. Francis O. Morris (1810-1893), hand-colored wood engraving from A History of British Birds (1850-1857) For a series of poems having to do with memory and mnemonic devices I found myself reading recently about chickens. Poultry is no stranger to poetry. As every schoolchild knows, “Hiawatha’s chickens” is Longfellow’s term for the wild birds of the forest; and Williams has told us that the location of the red wheelbarrow, upon… Older posts About This Blog Posts on Lingua Franca present the views of their authors. They do not represent the position of the editors, nor does posting here imply any endorsement by The Chronicle. Questions? Ideas? You can reach us at [email protected]. Recent Posts A Radical Contranym Words for a Year of Fear For Want of an Oxford Comma Researching ‘Research’ Who You Calling ‘Snowflake’? Lingua Franca Bloggers Anne Curzan Anne Curzan is a professor of English at the University of Michigan, where she also holds appointments in linguistics and the School of Education. Her publications include Gender Shifts in the History of English and How English Works: A Linguistic Introduction. She talks about trends in the English language in a weekly segment, "That's What They Say," on Michigan Radio. View her TEDx talk on language here. Lucy Ferriss Lucy Ferriss is writer in residence at Trinity College in Connecticut and the author of literary criticism, a memoir, and seven books of fiction. Her Web site is lucyferriss.com. William Germano @WmGermano William Germano is dean of humanities and social sciences and a professor of English literature at Cooper Union. He has recently published the third edition of Getting It Published: A Guide for Scholars and Anyone Else Serious About Serious Books (2016, University of Chicago Press). Rose Jacobs Rose Jacobs is an American freelance journalist and English teacher at the Technical University of Munich. Before moving to Germany, she worked for the Financial Times as a reporter and editor, in New York and London. Amitava Kumar @amitavakumar Amitava Kumar is professor of English at Vassar College. He is the author of a novel and several books of non fiction. His Web site is www.amitavakumar.com. Allan Metcalf Allan Metcalf is professor of English at MacMurray College, executive secretary of the American Dialect Society, forensic linguist, and author of From Skedaddle to Selfie: Words of the Generations, as well as OK: The Improbable Story of America's Greatest Word and five other books on language. His website is allanmetcalf.net. Geoff Pullum Geoffrey K. Pullum is professor of general linguistics at the University of Edinburgh. He wrote (with Rodney Huddleston) The Cambridge Grammar of the English Language (2002) and A Student's Introduction to English Grammar (2005). Some of his writing for Language Log is collected in the book Far From the Madding Gerund (2006). His personal Web site is at http://ling.ed.ac.uk/~gpullum/. Ilan Stavans @IlanStavans Ilan Stavans is a professor of Latin American and Latino culture at Amherst College. His books include Spanglish: The Making of a New American Language and Dictionary Days: A Defining Passion. He is general editor of The Norton Anthology of Latino Literature, the publisher of Restless Books, devoted to contemporary literature from around the world, and co-founder of Great Books Summer Program. Ben Yagoda @byagoda Ben Yagoda is a professor of English and journalism at the University of Delaware and the author of, among other books, How to Not Write Bad: The Most Common Writing Problems and the Best Ways to Avoid Them. His new new book is The B Side: The Death of Tin Pan Alley and the Rebirth of the Great American Song. Emeritus BloggersC.S. GiscombeCarol SallerArchives December 2016 Categories Academe Language history Follow Lingua Franca through your favorite RSS reader. Subscribe Today

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Fairfax County Seeks Partner to Develop Training Center Property Deadline for offers on the surplus land is Sept. 1. The Northern Virginia Training Center spreads over 80 acres along Braddock Road, including facilities for administration, food service, programs, residences, a warehouse, transportation and therapy. Image courtesy of the Virginia Department of Behavioral Health and Developmental Services By Tim Peterson The Northern Virginia Training Center on Braddock Road is scheduled to close in March 2016. Potential buyers have until September to make their offers to purchase the roughly 80 acres of property along Braddock Road where the Northern Virginia Training Center currently sits. The Commonwealth of Virginia owns the property; the training center has been a state-operated facility for people with mental or physical disabilities since opening in 1973. Fairfax County, which has expressed interest in obtaining the property, isn’t planning to meet that deadline, according to Supervisor John Cook (R-Braddock). “Our thoughts all along had been the county, working with some partners to do some interesting thing at the site that would both be for public benefit and raise some revenue through private development,” Cook said. “We just can’t move that fast.” However, in July, the county still put out its own “request for expressions of interest,” for potential development partners, according to Board of Supervisors chairman Sharon Bulova. That request is also linked to the main advertisement for the training center property. “We get to find out who might be out there who’s interested in partnering with Fairfax County,” Bulova said, “to build something or to establish something at the training center property. What is most attractive and beneficial to the county is what we’re looking for.” A 2012 SETTLEMENT between Virginia and the Department of Justice resulted in the State deciding to close the majority of its five original training centers offering that same type of service. At the time, the Northern Virginia center had 152 residents, who then began a process of being discharged to a combination of group homes, personal homes, the remaining training centers or other care-providing alternatives. The Braddock Road facility is scheduled to be closed by March of 2016. As of print time, the total number of remaining residents is 55, according to Virginia Department of Behavioral Health and Developmental Services communications director Maria Reppas. “There are 35 families who have confirmed their choice of a community home,” Reppas said in an email. “The remaining families are in process of exploring options and making final decisions. There are three families who have opted to stay in a training center.” Once the residents have all left the training center, the property is considered “surplus” by the state and available for sale. It went on the market May 22, 2015, via the contracted broker Divaris Real Estate, Inc. Dena Potter with the Virginia Department of General Services, the group overseeing the sale, said in an email the next step after the Sept. 1 deadline is to “review the offers received and enter into negotiations with the prospective buyer whose proposal represents the best value for the Commonwealth.” POTTERS SAID THE PROPERTY has been appraised, but would not release the value during marketing and negotiations. “There is no stated asking price,” she said. “Statute requires that the Commonwealth receive at a minimum the fair market value for the property but we will strive for the most competitive value the market will bear.” Cook said the value of the property to potential buyers weighs heavily on its zoning status. The land is zoned R1 for light residential and designated in the county’s comprehensive plan as a government facility, so any substantial redevelopment effort would require rezoning and an amendment to the comprehensive plan. And he figures most potential buyers would only sign on with assurance they have those changes worked out. “Any entity that would buy it outright without conditions — good luck,” Cook said. “If it doesn’t pan out, they’re the proud owner of institutionally planned land.” Which is why the county hasn’t pulled its call for a developer partner, despite not intending to make the state’s deadline. If the county were to somehow acquire the land with a partner or partners, Cook and Bulova both see the potential for a variety of uses, including residential development. “I would like to see some benefit for the population that has been living at the training center,” Bulova said, “so it would be a shame to lose some of the amenities that they’ve been able to receive, for instance, some medical care and therapeutic care.” Cook also envisions a workforce education center for high school students, a public park, retail development like a micro town center, an assisted living facility and group homes for people with disabilities — the kind some current residents of the training center are considering for their next home. “It’s a large site,” Cook said. “I would hate to see the site just become a bunch of houses and nothing else, to lose the opportunity to have some other things that would benefit the greater community there.” Regardless, any change to the zoning or comprehensive plan would require “extensive community involvement,” according to Cook. The process could take the better part of a year, if not 18 months, Cook said. Fairfax: Northern Virginia Training Center Property Put on Market 2016: The Year Ahead in Burke Fairfax County Board Opts In for Phase 2 of Dulles Rail What’s Going On in Fairfax Fairfax Board of Supervisors Considers Raising Stormwater Management Fee

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Opinion Fight The Power Of Ignorance To Enslave Pedro Molina illustration Pedro Molina illustration Stan SimpsonContact ReporterThe Hartford Courant Two of my favorite quotes are from Frederick Douglass, an American hero and one of more compelling voices in the 19th century on slavery and human rights."If there is no struggle, there is no progress.'' "Power concedes nothing without a demand. It never did and it never will."Profound in its simplicity; prescient in its accuracy. The undeniable wisdom in both statements comes from a man who grew up a slave in Maryland. He endured the inhumanity of servitude, secretly taught himself to read and write — and through the enlightenment of education escaped and became a free man. Douglass later in life was a trusted adviser to a president named Lincoln.As part of Black History Month, the Hartford Public Library asked me to a lead a book discussion a few weeks ago on Douglass' tome "Narrative of the Life of Frederick Douglass." I was initially reluctant to participate because it was a fairly tight deadline and even though I long admired Douglass, I had never read his book.That was enough incentive to say yes. The book was at times impossible to put down and other times you were compelled to put it down because the graphic descriptions of the savage whippings exacted on slaves."Now you d-----d b----h, [sic] I'll learn you how to disobey my orders!" Douglass quoted a slaveholder who was preparing to whip one of his female slaves. "And after rolling up his sleeves, he commenced to lay on the heavy cow skin, and soon the warm, red blood (amid heart-rending shrieks from her, and horrid oaths from him) came dripping to the floor. I was so terrified and horror-stricken at the sight, that I hid myself in a closet."The whip has long been the symbol of intimidation and authority that kept slaves in line. But, Douglass discovered, it was the book — and pencil — that were the ultimate tool of power for the slave master. By prohibiting slaves from learning to read and write, the slaveholder kept his servant ignorant, docile and compliant.Douglass, however, wanted no part of this kind of blind obedience. His appetite for learning how to read and write was so insatiable he was willing to risk his life to do so.Douglass saw firsthand the undeniable power of ignorance, the wealth it created for those in power and the generation of despair it imposed on others."I now understood what had been to me a most perplexing difficulty — to wit, the white man's power to enslave the black man," Douglass wrote. "It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom."Friday is the 16th anniversary of Read Across America Day. School systems such as Hartford's set aside time to celebrate reading. Successful people from the community visit elementary schools and read to students of all ethnic backgrounds. To some degree, we've come a long way from the days of the 1800s, when teaching a black child to read was illegal. In other ways, not much has changed. Ignorance is still the tool used to keep the disenfranchised oppressed. These days, however, the ignorance is more self-inflicted.An educator I know once asked a group or urban students what the difference was between someone who was not able to read and someone who could read, yet chooses not to. The outcome is still the same — an unenlightened and undereducated soul.Douglass articulated that real freedom started with an educated and fertile mind and the ability to think critically. His book should be on the must-read list of every history or English teacher.As we celebrate Read Across America, the message for our young people is this: Education is still the great equalizer. It can transform poverty and change the trajectory of lives.Douglass' life journey, by the way, provided him every excuse to hate and have disdain for whites. But his education also gave him the ability to discern. He recognized that not all whites were cruel and brutal in their treatment of blacks. There were whites he collaborated with in the struggle for human rights, which ultimately resulted in demands for change — and progress.Stan Simpson is host of "The Stan Simpson Show'' (www.ctnow.com/stan and Saturdays, 6:30 a.m., on FOX CT). African-American History Month

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CLC trustee Oilschlager appointed to national position Barbara D. Oilschlager of Grayslake, a College of Lake County board member. College of Lake County Barbara D. Oilschlager of Grayslake, a member of the College of Lake County board of trustees, has been appointed the Illinois State Coordinator for the American Community College Trustees (www.ACCT.org). ACCT is a non-profit educational organization of governing boards, representing more than 6,500 elected and appointed trustees who govern over 1,200 community, technical, and junior colleges in the United States and beyond. Located in Washington, D.C., ACCT is a major voice of community college trustees to the presidential administration, U.S. Congress, the Departments of Education and Labor and more. This new state coordinator position gives Oilschlager a seat on the Illinois Community Colleges Trustees Association executive committee. Re-elected to the CLC board of trustees in April 2013, Oilschalger was first elected to the board in 1989. She has served several times as chairman and vice chairman and has provided leadership on various board committees. Additionally, she has assumed leadership roles in the Illinois Community College Trustees Association, serving as president from July 2009 to June 2010. In May 2012, she received the Excellence in Service to Education and Illinois Community Colleges award in recognition of her leadership and service to education in Lake County and the Illinois community college system. Oilschlager is a retired administrator for secondary vocational education programs for the Lake County Area Vocational System/Lake County High Schools Technology Campus. She is a past president of the Illinois Association for Career and Technical Education and was reappointed by Gov. Pat Quinn to serve on the Illinois Workforce Investment Board through July 1, 2014. Grandwood Park Green Oaks Hainesville Lilymoor Round Lake Heights Third Lake

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Interest rates to double on new student loans Eileen Ambrose, The Baltimore Sun Financial aid directors at Maryland colleges hope that members of Congress will return from their July 4 recess and reverse the doubling of the interest rate on new federal loans for financially needy students."I am actually hoping they come to their senses and make the interest rate lower for our students," said Angela Hovatter, director of financial aid at Frostburg State University, where nearly half of students receive subsidized federal loans. "It's bad enough for them to find jobs in this economy and be able to pay back their student loans without adding additional money to that." Members of Congress failed to reach an agreement on the interest rate before a deadline Monday and the rate on the subsidized federal loans jumped to 6.8 percent. It had been 3.4 percent. About 30 percent of undergraduate students in financial need receive subsidized Stafford loans, in which the government pays the interest while borrowers are in school.This higher rate will apply only to new subsidized loans taken out starting this month. Unsubsidized Stafford loans, in which the borrower pays the interest, have been at 6.8 percent for years. Students with subsidized loans typically graduate with $9,000 in this type of debt, and the doubling of the rate means they will pay $216 more a year in interest, said Mark Kantrowitz, senior vice president and publisher of Edvisors.com, a network of educational resources for parents and students.Student loans faced a similar interest-rate crisis last year, but Congress eventually agreed to maintain the rate at 3.4 percent for another year. Financial aid directors had their fingers crossed that something similar would happen this time."There has been so much discussion. We kept hoping that things would turn out well. It seems now they haven't," said David Horne, director of financial aid at Towson University. "Students will still be able to borrow the same amount of federal loans as before, but this rate change will increase the total long-term cost of their education."About a dozen proposals on setting education loan rates have been offered up by Congress and the White House.Some — including the one from President Barack Obama — suggest a combination of the interest rate on the 10-year Treasury note plus a fixed rate for subsidized and unsubsidized loans. Students in some cases would see an initial decrease in borrowing costs, with the Treasury rate now around 2.5 percent. That could quickly change if Treasury rates shoot up.Other proposals seek to maintain the 3.4 percent rate for subsidized loans. And Sen. Elizabeth Warren, a first-term Democrat from Massachusetts, proposed a 0.75 percent rate for subsidized Stafford loans."They are still pretty far apart," said Kantrowitz, who predicts Congress won't act and the rate will remain 6.8 percent.He added that politicians also disagree on what to do with the money the government generates from the increase in the student loan rate.Sarah Bauder, assistant vice president for financial aid at the University of Maryland, College Park, said she expects members of Congress and the White House will be able to reach a retroactive agreement."Everybody wants the same thing," she said. "They all agree that students should not be paying 6.8 percent."About 7,000 students, or 29 percent, at the College Park campus receive subsidized Stafford loans. Democratic Rep. Steny H. Hoyer will be meeting with students and school officials Tuesday at the university to talk interest rates and the impact on young borrowers, Bauder said.Bauder said she likes the idea of tying loans to a market rate, but wants a cap to protect borrowers against steep rate increases.Congressional Republicans don't want a cap on rates, Kantrowitz said. And though the president's proposal doesn't feature a cap, the White House is open to the idea, he [email protected]/eileenambrose Money and Monetary Policy Some college students could pay higher interest rate on federal loans

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Home » Living and studying in the UK » Student experiences » Maria Isabel from Colombia, MA in Education Back to search results Maria Isabel from Colombia, MA in Education Maria Isabel Gutierrez Ceballos is from Popayán in Cauca, Colombia. She gained her BA in Modern Languages from Caldas University in Colombia, before moving to the UK to study for an MA in Education Leadership and Management at Bath Spa University. Here, she explains how a love of Shakespeare and Austen shaped her dream – and how she found the financial support she needed to make it a reality. What made you want to come to the UK to study? For a long time I have dreamed of being able to come to the UK – some of the reasons why include my love of British literature, art and history! I love being able to study in a castle (because Bath Spa University is a castle), and being surrounded by the beauty of Georgian and Victorian architecture. I also wanted to experience living in the same country that inspired William Shakespeare and Jane Austen! Another reason I wanted to come to the UK for my postgraduate studies is because of the excellent status of UK higher education internationally. Most UK universities have a world-class reputation, I think, and are amongst the world leaders for research, innovation and quality. I think there’s a real focus over here on helping students to develop their critical thinking skills. Finally, as an English language learner, the UK provides me with a wealth of opportunities to practise and perfect my English. What was the application process like for you? Did you receive support from your UK university or home institution? At the beginning, the whole process felt a bit like being on a roller coaster! As a Colombian citizen, I think there is a tendency back home to assume that studying in the UK is just a dream which is very difficult achieve. In my case, when I started applying for university I found myself facing a few uncertainties including the visa application process, financial aid and scholarships, etc. But I have to say that Bath Spa University – both in Colombia and in the UK, especially all the people working in the International Office – were so helpful. When I first thought about the amount of money (especially when converted into Colombian pesos!) a degree in the UK would cost, it seemed that I would never be able to save enough. Then I talked to someone at the uni, and they gave me all the support, information and motivation I needed to work towards being financially able to attend. I did what they told me and here I am! I feel that Colombian students need to be aware that there are systems in place to help them with financing a UK education, such as scholarships, students’ loans, and grants. You just need to do a little research and ask for help and advice from the UK institution that you’re applying to.​ How do you think studying in the UK has or will improve your career prospects in future? I think studying abroad has been incredibly beneficial to my career prospects because it has helped me to be more open-minded. It has helped me to see my homeland from a new perspective, share my culture and heritage with new people and see how my skills and experience can be used to benefit its future development. In my subject area of education, studying in the UK has helped by providing a platform for me to compare other educational systems with that of Colombia, highlighting areas in which we could share knowledge, and areas in which we can improve. Studying at a UK institution has also helped my English language skills, in the way I both write and speak. The lecturers and tutors at my university have been a huge inspiration as they all teach as well as write and present papers on a regular basis. This has greatly influenced the way I work. What advice would you give a student from Colombia wanting to study in the UK? I would say that big things in life take time, and sometimes we have to pass many obstacles, but at the end of the trip, everything is a reward. I would tell them that there is no regret, only the satisfaction of having reached your goal – experiencing, living, meeting, visiting and growing up. There is a lot to learn from the UK’s culture and its people. This is a remarkable experience, and everything is possible if we work for it. What is student life in the UK really like? How does it differ from Colombia? Living in the UK is like living in a tidy “middle ages” world full of culture and a variety of nationalities! There are people living here from all over the world; you get to identify different accents and learn how to cook different traditional dishes. The food in the UK is very diverse – you’re able to eat all sorts of national cuisines and when I’ve been to London I’ve even found Colombian food! As a Colombian, the weather in the UK is a really interesting phenomenon. It’s such a contrast to back home to feel the changing of the seasons, especially in autumn and winter. In autumn, the colourful leaves transforming from green to oranges and browns is just magical, and the snow in winter is something I’ve always wanted to experience! I also love going for picnics in local parks during the British summertime, or just being able to sit and read a book under a tree. Public transport in the UK is very organised and on time, and you learn to say “thank you” all the time! If you like to write or read like I do, the UK also offers up some really inspirational places to visit, such as the beautiful landscapes of the Lake District, lovely seaside towns and picturesque national parks. Watching the sunset in one of these places is an incredible experience. Do you think living in a multicultural place has been beneficial to you? I think that my experience of studying with people from different countries, including people from Africa, Belgium, England, the USA, Denmark, Holland, and other places, has been truly remarkable. I have had the opportunity to share my culture, and learn from people from all over the world! I’ve made many friends from other nationalities and our university seminars were definitely a full experience of intercultural exchange. What has been your best experience whilst living in the UK? I don’t think I could name just one as my best experience. It’s been a mixture of many things, including being able to connect with the British outdoors and experience nature and weather here. Meeting so many new people has been wonderful. Being so close to British history, culture and literature, and experiencing where some of my favourite authors and historians once lived, would just be naming a few of the experiences that I think have changed my life – in a good way! Living in the UK, there is always something new to learn and to share with others. To be given the chance to learn and to be more culturally open-minded has definitely been one of the best experiences of my life. Martin from Colombia, MA in International Education Katarína from Slovakia, BSc in Psychology Satomi from Japan, PhD in Biochemistry Beating hearts to fight disease Applying for courses after the UCAS deadline Missed the undergraduate application deadline? It might not be too late – Clearing runs from July to September each year, and allows you to apply for courses that still have places available. International students in UK education The UK has a long history of welcoming international students from around the globe. Scientists find cell complexes that hold back ageing Restricting your diet could slow down the ageing process - and UK scientists say they have found out why.

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Date 10 December 2016 In some Middle Eastern countries, women may not travel, work or register to vote without permission from a man in her family. Photo: tes.com Home World International Arib Ali Al-Mandhari - Dec 2, 2016 9:43am Training for gender equality For centuries, women around the world have struggled for even the most basic rights. The fight for equality has been an uphill climb — one that is far from over. This is certainly the case in the Middle East, where the challenges women face are typically rooted in social norms, cultural systems and religious doctrine, and can be enshrined in law. In some Middle Eastern countries, women may not travel, work or register to vote without permission from a man in her family. Even if it is not explicitly prohibited, joining the workforce is often very difficult for women, not least because of widespread resistance among the men who dominate these societies. Any woman who has sought to apply for a job knows just how vehement that opposition can be. The result of these norms and structures is that women in the Middle East are often subject to discrimination, isolation and frustration. They are unable to participate freely in their societies or contribute to their countries’ economic development. But the world is changing fast. At a time of ever-deepening interconnectedness, people are more aware than ever of what is possible and more motivated than ever to seek reforms — whether educational, economic, or political — that improve their lives. So which reforms are needed to advance gender equality? A central area of focus must be education. First and foremost, schools give girls the knowledge they need to fulfill their potential in the future. But it is also vital to instill in both girls and boys an understanding of the need for social and economic equality, to reflect the fundamental equality of opportunity that all deserve. Advancing gender equality also requires changes to policies and regulations. Beyond ensuring equal rights under the law, countries should work to boost the representation of women in politics and government. Women need to know that they can reach positions of genuine authority, even in domains from which they have historically been excluded — and they need encouragement to get there. The same is true for the economy. Women need opportunities and support to develop and run their own businesses, to innovate and to become financially independent. This would benefit not only women but also their families, communities and the economy as a whole. Even women who do not own or run businesses would have much to offer, if given the chance to enter the workforce and earn their ownliving. To this end, training is crucial. Women need access to guidance, workshops and longer-term training programs that prepare them to participate in the labor market while ensuring that they know — and can defend — their rights. An important initiative that could provide a useful model for such efforts is the Springboard Women’s Development Program, developed by the British Council. The program aims to give women the confidence and capabilities they need to make a better life for themselves, both professionally and personally; to expand their role and influence in public life; and to help support open, stable, and inclusive societies across the Middle East and North Africa. The key to the program’s success is its focus on empowering women to fulfill their potential. It helps participants explore and develop their abilities and then apply them in practical settings such as acquiring funding to start or expand their own businesses. It also prepares women to confront — and overcome — the obstacles they will inevitably face as they gain independence and influence. Delivered by a network of licensed trainers, the Springboard Women’s Development Program has already been used by more than 230,000 women in more than 40 countries. In just four years, the program has trained more than 700 women in my country, Oman, through the Ministry of Education. And many more women are clamoring to participate. Achieving gender equality in the Middle East will be a long process, requiring fundamental educational, social, and economic reforms. But giving women the right training now can kick-start the process, enabling half the population finally to reach their potential — to the benefit of all. Copyright: Project Syndicate Arib Ali Al-Mandhari Senior official at the Ministry of Education, Sultanate of Oman WORLD

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UT Tyler Receives Gift to Enhance Retail Management Education Jan 15, 2013 | 961 views | 0 | 6 | | The University of Texas at Tyler has received a $10,000 gift from the Texas Retailers Education Foundation and Brookshire Grocery Company to enhance retail management education, Dr. Harold Doty, College of Business and Technology dean, announced. The college will use the TREF $5,000 donation and matching gift from Brookshire Grocery Company to enhance educational offerings and innovative, hands-on experiential learning for students in the Retail Lab, which opened November 2011. “This gift from the Texas Retailers Association and the matching gift from the Brookshire Grocery Company will allow us to move forward with educational products targeted for the retail sector of the economy far more rapidly than we had originally planned,” said Dr. Kerri Camp, UT Tyler Center for Retail Enterprises director. “The continuing support we are receiving through our partnerships with both the TREF and Brookshire’s is critical in our efforts to develop cutting-edge retail programs that allow students to develop skill sets necessary for management careers in the retail sector. We have already developed new courses and program offerings that will meet the workforce needs for this growing sector of the Texas economy.” This opportunity to partner with TRA and Brookshire Grocery Company on a program will help keep an educated and contributing workforce available to manage and operate retail outlets more effectively and efficiently, she added. TRA is a trade association representing retail outlets across the state. Its mission is to be a strong advocate for the retail industry and provide value-added services and programs pertinent to their members. The Texas Retailers Education Foundation, the education arm of TRA, acts to expand awareness of the retail industry to current and potential employees as well as in the community, to educate fellow retailers on key business practices and issues through roundtable discussions, workshops or seminars and to improve the Texas workforce through the funding of scholarships and educational opportunities. For more information, visit www.txretailers.org. One of the 15 campuses of the UT System, UT Tyler offers excellence in teaching, research, artistic performance and community service. More than 80 undergraduate and graduate degree programs are available at UT Tyler, which has an enrollment of almost 7,000 high-ability students at its campuses in Tyler, Longview and Palestine.

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As Common Core kicks in, praise and criticism Some find the new standards an intrusion. Others, a useful tool. By GABRIELLE RUSSON The textbooks are pushed aside as the sixth-graders deliberate over how to build the biggest fence for their imaginary bunnies.Compared with the math classes from generations past, this pre-algebra room at Sarasota Middle School is radically different.The rows of desks are gone. The students — Alan, Ashley Anna and Jamison, all 11 — sit on rolling chairs at a small table so they can gather around a touch-screen computer.Their teacher, a seasoned veteran, doesn't stand up and deliver a lecture. Instead, students work in small groups, writing a spreadsheet on the computer and graphing on their calculators.Alan Sherman stumbles over a multiplication problem.“Sorry,” he tells his classmates. “People mess up.”Undaunted, Alan later announces that he knows the solution for finding the biggest area for those invisible little bunnies.“I have a theory,” he says.And he's right.In this middle school classroom — and others across the region — this new way of learning has become a politically charged, hot topic in Florida. It has pitted prominent Republicans against each other and teachers against parents — becoming a sort of emblem for those inclined to be suspicious of anything coming from the federal government.It's Common Core.“It's a little tragic we're getting caught up in that,” said Melanie Taylor, assistant principal at Sarasota Middle. “Instead of what Common Core actually is. ... That's what we should be focusing on.”Leading the charge for Common Core — a new standard that dictates what children should know in each grade — is former Gov. Jeb Bush, a possible presidential candidate and an influential leader on education issues on the national stage.But a chorus of conservative Tea Party criticism prompted Gov. Rick Scott's recent announcement that Florida will pull out of a special nationwide test that aligns with Common Core. Instead, the state will move forward in designing its own test model in 2014-15 to replace the FCAT.Critics say Common Core standards amount to a federal takeover of education, which has historically been under local and state control.Supporters, in turn, consider that a misconception.Past the political rhetoric, for some local students, these new math and English standards are all they've known at school. Manatee and Sarasota counties moved toward Common Core after the Florida Department of Education adopted it in July 2010.By the next school year, teachers in grades K-12 will be following the new standards in both districts. School officials say it will help students become more prepared for college and careers.“This is all about good teaching. If somebody pulled the plug on Common Core, I'd say, 'Let's continue down the road anyway,' ” said Sue Meckler, who oversees curriculum at Sarasota County schools. “This is good teaching for our kids.”The change comes as students — such as those in the sixth-grade math class — focus on real-life problems, problem-solving together and striving to be independent thinkers. They need to point to evidence to show how they reached a conclusion, or compare different styles of writing to think more critically.“Before, a lot of it is, you're the class. ... Your job is to take notes and get that information and then spit back” to the teacher, Meckler said. “Common Core is saying, 'No, students are the facilitators of the leaning process. Students have to think and learn how to think through and come up with those answers.' ”Seemingly seamlessA few years ago, first-grade teacher Terri Warth taught her students how to read during language-arts class.She dedicated another part of the day to writing. And yet another part to spelling. These were lessons with intricate connections. Yet Warth broke them up and taught them each separately. That didn't make sense, Warth said. All that has changed under Common Core.Now, Warth dedicates a 120-minute block to English Language Arts — a time when she weaves in lessons as students express their opinions, write them down, read stories and share with each other.“It's intertwined,” said Warth, who has spent 20 of her 21 years teaching at Lakeview Elementary School. “It's seamless.”The lessons are more challenging than the ones Warth was teaching before Common Core. The education buzzword: “rigorous.”The stories are harder, with more words to understand. Warth also asks pupils to take more things into account: How is the poem on friendship that they just read similar to the non-fiction piece they finished earlier in the week?Comparing and contrasting are what Warth calls “higher-level thinking skills.”Later, she might ask the same students about their own friends to get them to reflect and apply the readings to their own lives.“What do you like to share with your friends?” Warth asks a small group of a half-dozen students one morning.A half-dozen hands shoot up into the air.One girl chimes in with “jewelry.” Another says art supplies.Yet another gets even more creative. “We like to play with my bed because it's a bunk,” the 6-year-old girl says. “It's a jungle gym. We can jump and put our feet on the thing and say, 'We're No. 1!' ”A file cabinet evolvesThroughout the Manatee and Sarasota districts, officials are training teachers to adapt to this new style of teaching.Grades K-2 use only Common Core, while the other grades combine the old and new standards to transition into them fully next school year.Change is hard for some, Meckler said; the district spent the summer offering professional development to help teachers adjust.“I believe that the role of the teacher is not to have the file cabinet you've had for 20 years and you open that file and this is what I'm going to do year after year after year,” Meckler said. “Teaching has to be an evolution. You have to change. You have to stay current and up to date with things. We are learners all the time as teachers.“For some teachers, that's going to be a hard pill to swallow.”Down the hallway at Lakeview, another veteran teacher is in the middle of the same two-hour block — this time with 16 kindergarteners. Kristen Anderson teaches about nouns in a new reading series that aligns with Common Core. These are concepts she did not previously teach in kindergarten.“I like that. It's rigorous, the expectation. The bar has been raised," said Anderson, a 32-year educator. “But the kids are doing it.”The students don't just read storybooks anymore, either. They read more nonfiction. The classic children's book “Brown Bear, Brown Bear, What Do You See?” is paired with a nonfiction book on the senses.In high school Jack London's survival tale “To Build A Fire,” might coincide with a book on Mount Everest's conditions, Meckler said.The purpose, Meckler said, is to introduce students to more complicated reading and nonfiction earlier. The idea: It's OK to go back and reread.Meckler's message to teachers: Baby steps.“Just open your mind to possibility,” Meckler said. “We're not saying throw out everything you've been doing. Think about the things that you may not spend as much time on.”Take stereotypical book reports.In the past, children would read books and write reports, and then the entire class would present projects. “For the next two days, you spend the entire day listening to one book report after another after another,” Meckler said. “What learning is taking place there? Is that the best use of time?”Under Common Core, a teacher could craft an alternative lesson.Why not have students write a letter to a friend about a book they liked? Then a classmate could write back, and the students could meet in small groups and talk about it.“And in 60 minutes, you've accomplished so much more," Meckler said.

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PROGRAMME OF ACTION OF THE UN ICPD A. Education, population and sustainable development Basis for action 11.1. In the past 20 years, the world has experienced a rise in educational levels. Although the differences in educational attainment between males and females have shrunk, 75 per cent of illiterate persons in the world are women. Lack of basic education and low levels of literacy of adults continue to inhibit the development process in every area. The world community has a special responsibility to ensure that all children receive an education of improved quality and that they complete primary school. Education is an indispensable tool for the improvement of the quality of life. However, it is more difficult to meet educational needs when there is rapid population growth. 11.2. Education is a key factor in sustainable development: it is at the same time a component of well-being and a factor in the development of well-being through its links with demographic as well as economic and social factors. Education is also a means to enable the individual to gain access to knowledge, which is a precondition for coping, by anyone wishing to do so, with today's complex world. The reduction of fertility, morbidity and mortality rates, the empowerment of women, the improvement in the quality of the working population and the promotion of genuine democracy are largely assisted by progress in education. The integration of migrants is also facilitated by universal access to education, which respects the religious and cultural backgrounds of migrants. 11.3. The relationship between education and demographic and social changes is one of interdependence. There is a close and complex relationship among education, marriage age, fertility, mortality, mobility and activity. The increase in the education of women and girls contributes to greater empowerment of women, to a postponement of the age of marriage and to a reduction in the size of families. When mothers are better educated, their children's survival rate tends to increase. Broader access to education is also a factor in internal migration and the make-up of the working population. 11.4. The education and training of young people should prepare them (to cope with today's complex world), for their career development and professional life. It is on the content of the educational curricula and the nature of the training received that the prospects of gainful employment opportunities depend. Inadequacies in and discrepancies between the educational system and the production system can lead to unemployment and underemployment, a devaluing of qualifications and, in some cases, an exodus of qualified people from rural to urban areas and to "brain drain". It is therefore essential to promote a harmonious development of educational systems and economic and social systems conducive to sustainable development. [Go to start of Document]

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Transition to Adulthood Delayed, Marriage and Family Postponed, Study Finds Becoming an adult takes longer today than in previous decades, with many not achieving all the traditional markers -- starting a career, forming a new household, starting a family -- until after age 30, according to a study by the Network on Transitions to Adulthood. The Network, funded by the MacArthur Foundation, is directed by Frank Furstenberg, professor of sociology at the University of Pennsylvania. According to the study, a demographic shift has occurred, almost without notice, but with important ramifications for the job market, the marriage market and public policy. To examine the experiences of youth as they move toward adulthood, Elizabeth Fussell, a demographer at Tulane University, and Furstenberg of Penn used 1900-1990 U.S. Census data on youth aged 16-30 along with sample data from the Census Bureau’s 2000 Current Population Survey. Fussell and Furstenberg’s report "The Transition to Adulthood During the 20th Century: Race, Nativity and Gender" includes findings on the shifting path to adulthood for native-born, foreign-born, white and black men and women. The study finds that young people in the second half of the 20th century are traveling more pathways after finishing high school, combining more roles, exploring more options and gaining more education to prepare for an increasingly demanding labor force than did adolescents in the earlier half of the century. As a result, they are delaying but not abandoning marriage and family. Among the study’s other findings: - For men, the ability to support and thus form a family has declined. In the industrialized economy of the first half of the 20th century, most men were able to attain such independence by age 20. As the economy shifted, young men, and increasingly young women, have had to gain the education and skills necessary for an increasingly technical and information-based market. As a result, 25 year-old men in all groups are more likely to remain single and childless. - Women, too, have seen a shift toward delayed marriage and more independent living while working or attending school. Among 25 year-old women, the fastest growing status is single, working, childless heads of household. - Another trend for women is the growing proportion postponing marriage, but not necessarily motherhood, until after age 30. In 1980, one to two percent of white and foreign-born 30 year-old women were single mothers, rising to six percent in 2000. For black women, the rise has been from seven percent in 1970 to 26 percent in 2000. - Differences between black, white and foreign-born populations in education and labor market opportunities have narrowed since the 1960s. The lives of blacks increasingly resemble those of their white peers as they have become more fully and equally integrated into society’s institutions. Nevertheless, fewer minority youth than native-born whites are participating today in education and work, a fact that deserves further investigation. - Even after marriage, men and women continue to combine a variety of roles more often than in the past, such as attending school and working, both before and after becoming parents. Still, by age 30, most youth are settling into marriage and childrearing, as has always been the case. In 1900 and 2000, the most common status for 30-year-old men was and is married, employed household heads with children. Although off from its high point in the 1950s and 1960s, when 67 percent of all white men and about 50 percent of black and foreign-born men fit this description, this combination has remained most common since the 1970s. The results of the study are to be published in the forthcoming book "On the Frontier of Adulthood: Theory, Research, and Public Policy," edited by Richard A. Settersten, Furstenberg and Ruben G. Rumbaut (University of Chicago Press.) The Network on Transitions to Adulthood studies individuals aged 18-30. It examines the multiple markers of adulthood and the variety of combinations and sequences in which they occur. The Network also explores how societal institutions may facilitate the transition from adolescence to adulthood. Information about the network is available at www.pop.upenn.edu/transad. Jacquie Posey | University of Pennsylvania http://www.upenn.edu/pennnews/article.php?id=573 http://www.pop.upenn.edu/transad

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Your browser does not support iframes. Read a digital copy of the latest edition of the Los Alamos Monitor online. School board backed by association -A A +A By The Staff Tuesday, February 12, 2008 at 10:00 pm PopularRelated During a Los Alamos Board of Education meeting Tuesday night, board member Joan Ahlers read a letter supporting the local schools’ position on a bill in the legislature that proposes to reform the state’s educational funding formula.With one day remaining in the legislative session, HB241 has yet to be passed by the Senate Finance Committee and the Senate as a whole before going to the governor for approval.Formulas set forth in HB241, as proposed, would reduce state funds to Los Alamos Public Schools by nearly $1.9 million a year. Los Alamos would be one of only three of the 89 districts that would lose money under the formula and by far the largest amount. Other districts would share in a $350-million statewide increase.The letter from Joe Guillen, executive director of the New Mexico School Board Association, said the organization had also understood that there were “hold harmless” provisions intended to make sure that no districts lost funds.“I was somewhat surprised to hear it was not permanent and of course your opposition at the recent legislative hearings,” Guillen wrote.Should the bill pass, he continued, he would urge his organization’s two representatives on the task force charged with implementing the new formula “to work with you and your colleagues in an attempt (to) find a way not to penalize your district in the long run.”A planning year before the formula is put in effect, he added, “will allow for needed adjustments to ensure the funding formula is indeed equitable and fair to all.”In other business, the school board discussed the status of the superintendent search, the schools’ business manager John Wolfe said this morning. Friday will be the deadline for applications. Assistant Superintendent Mary McCleod gave a first presentation on developing the three-year calendar, which will provide the detailed foundation for balancing the instructional requirements within the parameters of the future school years.The board also discussed textbook policy and the status of the Trinity Site project, which is advancing toward a possible joint meeting with the county council in April.

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Graduate MFA Exhibition on Display May 1- June 25 Published on Mon, April 26, 2010 Marywood University will present Graduate MFA Exhibition from May 1- June 25. The exhibition consists of five graduate students; Jennifer Bulay (painting), Ryan Hnat (painting), Marguerite Innes (photography), Heather Remley (printmaking), and Skip Sensbach (ceramics). The exhibit will be held in the Mahady Gallery, Shields Center for Visual Arts with an opening reception on Saturday, May 1, from 5-7 p.m Jennifer Bulay (Red Hook, NY) received her BA in painting from Salve Regina University in 2007. Before moving to Scranton to work on her masters of fine arts in painting, Jennifer served as design associate at RD Design in Milan, NYU and gallery assistant at Carrie Haddad Gallery in Hudson, NY. She specializes in small encaustic paintings on wood in which she combines modern abstraction with inventive imagery to create multi-layered works. Her current body of work explores the function of line through hand-carved drawings. Ryan Hnat (Coaldale, PA) obtained his Bachelor of Science degree in art education from Penn State University. He works for the Anita Shapolsky Art Foundation in Jim Thorpe, PA, where he is the director of activities and education coordinator, and has been a graduate assistant for the past year for Marywood University Art Galleries. Ryan considers himself an action painter trying to engross himself in the "consciousness of the event of the now." Through his exploration of shape, line, and color, he utilizes the inherent characteristics of oil paint on canvas. His non-figurative, abstract compositions explore the realms of consciousness and action to help create, solve, and illustrate the problems of culture and life -- the events of now. Marguerite Innes (Towanda, PA) received her Bachelor of Fine Arts in ceramics from the University of Delaware. She has been employed as a graduate assistant for the Marywood University Art Galleries for the past three years. The camera is her tool for observation of the world around her, which she prefers to record as it happens and without manipulation. Her thesis work provides an inside view of an elderly married couple (her grandparents) - a population not often represented visually without a didactic agenda. Her images provide an inside view of age and getting older; the environments within the couple's home are as important to depict as the people living within the space. Marguerite works in black and white photography utilizing traditional wet darkroom techniques to produce gelatin-silver prints. Heather Remley (Leesport, PA) received her Bachelor of Arts from Coastal Carolina University in painting and figure drawing and a minor in biology. During her time as an MFA printmaking student, her work has developed into a close visual study of microscopic form found within the human body and into a representation of its complex magnificence. Her thesis work is a visual depiction of her examination of the human form as we traditionally do not see it, and will feature eight separate sets of Plexiglas plates depicting all eleven systems of the body. Her experimentations with paint wash techniques, relief printing, and the application of multimedia materials on Plexiglas can be seen in its raw form when viewing her work. Skip Sensbach (Dallas, PA) received his Bachelor of Fine Arts in visual communications from Kean University in New Jersey. He has owned and operated Green Dog Pottery, a teaching studio in Dallas, PA since 1998. The body of work he has been exploring while pursuing his MFA in ceramics consists of mixed media sculptures constructed of clay and other materials including plywood, concrete, cast glass, and steel. Each sculpture explores clay's unique qualities to work with, and enhance, the other materials. Sensbach's sculpture expresses the dynamic interrelation of different elements and explores the impact that materials have on those relationships. The Graduate MFA Exhibition is free and open to the public. In addition, the Masters Exhibition is currently on display in the Suraci Gallery featuring the work of three Master of Arts students in painting and printmaking. Gallery hours include Monday - Friday from 10a.m. - 3p.m. For more information, contact Marywood University Art Galleries at (570) 348-6211 ext. 2428 or visit www.marywood.edu/galleries Marketing & Communications Department | Liberal Arts Center, Room 63 | (570) 340-6022 2300 Adams Avenue Scranton, PA 18509 570-348-6211 | toll free: 1-TO-MARYWOOD ©2016 Marywood University | Privacy Policy | Student Consumer | [email protected] | Sponsored by Sisters, Servants of Immaculate Heart of Mary CAMPUS RESOURCES: MarywoodYou Portal Downtimes

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