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2014-35/4175/en_head.json.gz/23605 | Category Archives: Student News
ECU honors student wins competitive scholarship, NOAA internship
Posted on July 2, 2014 by Joy Holster Chris Thaxton(Photo by Cliff Hollis)
By Jessica Nottingham
ECU Honors College
For the second year in a row, an East Carolina University Honors College student has won a prestigious scholarship and internship with the National Oceanic and Atmospheric Administration.
Chris Thaxton, a junior from La Grange and an EC Scholar, has received the Ernest F. Hollings Scholarship, which provides $16,000 for Thaxton’s junior and senior years and a 10-week paid NOAA internship in 2015. He is one of 106 recipients from across the country.
Thaxton, who is majoring in biology and chemistry, intends to pursue a career in marine conservation.
“As an undergraduate, the research experience beyond ECU will be huge,” Thaxton said. “My original goal was to work at a university, but seeing NOAA from the inside, I now hope for a career with NOAA. This is a great resume-builder and networking opportunity.”
A frequent visitor to the coast, Thaxton said his passion for marine biology comes from a desire to preserve the destinations that have meant so much to him so that future generations may have the opportunity to enjoy them as well.
“Summers spent at the beach paddling through salt marshes, boating and fishing nurtured my love for the coast,” he said. “I decided to focus my love for the ocean toward coastal and wetland conservation—preserving them so that people can enjoy them like I have.”
The EC Scholars program, the most prestigious undergraduate scholarship offered at ECU, requires undergraduate research and encourages students to engage in conferences, study abroad opportunities and internships. Thaxton will be studying marine biology in Australia this fall. He interned at the Duke University Marine Lab in Beaufort last summer.
“We encourage our students to seek scholarships and internships that broaden learning as they prepare for their life’s work,” said Dr. Marianna Walker, dean of the ECU Honors College, where the EC Scholars program is housed.
Thaxton attributed receiving the scholarship to his specific research interests and what he learned in a visit to NOAA’s Southeast Fisheries Science Center lab in Beaufort.
“Chris is an exceptional student whose hard work was recognized in his selection for the very competitive Hollings Scholarship,” said Dr. Tim Runyan, an Honors College faculty fellow who encouraged Thaxton to apply. “While meeting with NOAA researchers at the Beaufort lab, it was clear to me that he was dedicated to the field of ocean conservation.”
Thaxton could be placed at any NOAA office for his internship, but he hopes for an assignment in Alaska or San Francisco to study wetland restoration next summer, he said.
Thaxton is the second consecutive ECU Honors College student to receive the Hollings Scholarship. Thomas Vaughan, a senior atmospheric science major, is completing an internship in Hawaii this summer.
More information about the ECU Honors College and EC Scholars program can be found at http://www.ecu.edu/cs-acad/honors/ or by contacting Jessica Nottingham, coordinator for marketing and recruitment for the Honors College, at [email protected] or 252-737-4625.
Posted in Student News ECU engineering student awarded SMART scholarship
Posted on June 26, 2014 by Joy Holster An East Carolina University junior is one of approximately 150 engineering students nationwide to receive a prestigious scholarship.
Jacob Swink of Roanoke Rapids was awarded the Science, Mathematics And Research for Transformation (SMART) scholarship by the American Society for Engineering Education and the U.S. Department of Defense. Approximately 1,900 applications were received.
The scholarship was established to support both undergraduate and graduate students pursuing degrees in science, technology, engineering and mathematics. It aims to increase the number of civilian scientists and engineers who work in national defense laboratories, according to the scholarship website.
The scholarship will cover Swink’s full tuition and books through the completion of his engineering degree at ECU – an estimated value of more than $14,700. It also will pay for a graduate degree program should he choose to pursue one. The award includes a $35,000 stipend each year, as well as a summer internship and post-graduation employment with Fleet Readiness Center East, the engineering support group for marine and naval aircraft, at Marine Corps Air Station – Cherry Point.
Swink believes he was selected because of his relatively high GPA and summer work experience. He also is an Eagle Scout. “I was asked multiple questions about that, and the interviewers expressed what a great accomplishment that was,” he said.
Swink was accepted into multiple engineering programs but chose ECU because of its size. “My engineering classes have no more than 30 students in them, and I enjoy the attention the professor gives each student,” he said.
Swink is the son of David and Nina Swink. His mother has a master’s degree in math from ECU.
ECU’s engineering program, established 10 years ago, has 520 students enrolled and resides in the College of Engineering and Technology.
For more information about the SMART scholarship program, visit https://smart.asee.org/ or to learn more about the ECU engineering program, visit www.ecu.edu/cet/.
Posted in Student News, Technology and Computer Science ECU student wins title as best amateur golfer in the Carolinas
Posted on June 4, 2014 by Joy Holster Katie Kirk (Photo courtesy Carolinas Golf Association)
By Steve Tuttle
Rising East Carolina University senior golfer Katie Kirk won the 88th annual Carolinas Women’s Amateur Championship on May 22 in Murrells Inlet, South Carolina[t1] . The victory in the prestigious event pegs Kirk as the best women’s amateur golfer in the two Carolinas.
Kirk finished with a total of 220 in the three-day event at the Wachesaw Plantation Club sponsored by the Carolinas Golf Association (CGA). Lane Gakeler, also a member of the ECU women’s golf team, tied for 10th place with a score of 229.
Kirk, who is from Davidson, near Charlotte, birdied the final hole to win the tournament by one shot over two competitors. “When I was standing on the 18th tee I knew I had to make a birdie to win,” Kirk said. “I just told myself to play the hole as I’ve done all week.”
Her third shot from the fairway with a wedge came to rest within inches of the hole for a tap-in birdie. “It was awesome! I’ve always wanted to win a CGA championship. I’ve had a great week. I can’t wait to come back next year.”
Kirk is a two-time National Golf Coaches Association Division I Scholar All-American, a two-time Conference USA Commissioner’s Academic Medal recipient. She has been named to the ECU Director of Athletics Honor Roll four times. She is majoring in economics.
The Carolinas Women’s Amateur is widely considered the premier stroke play event for women from North and South Carolina. Past winners include many of the best women golfers in the region. Among them are N.C. State University golf coach Page Marsh Lea, Wake Forest assistant golf coach Stephanie Neill Harner, UNC Chapel Hill golf coach Amber Marsh, Carolinas Golf Hall of Fame member Patty Moore and Brenda Corrie-Keuhn, a member of the National Golf Coaches Association Hall of Fame.
Posted in Athletics, Student News Four ECU students sworn in as Student Government officers
Posted on May 21, 2014 by Joy Holster An East Carolina University junior and three sophomores will lead the university’s Student Government Association for the 2014-2015 school year.
Junior Michael King of Prince George, Virginia; sophomore Jake Srednicki of Mahopac, New York; sophomore Kaitlyn Dutton of Greenville; and sophomore Katie Swanner of Huntersville all said they are excited to get started in their new positions.
As president, King will also serve on the ECU Board of Trustees as an ex-officio member and said he is looking forward to the leadership experience. He will join the Board of Trustees in July.
“I love this university and I love all of the opportunities that East Carolina has given me,” said King. “I figured this is the least I could do to try to give back and this is the best way I could have that opportunity.”
Srednicki, vice president, said he would use his former role with SGA as a foundation for his new role.
“I want students to be more engaged in what’s going on, what decisions are being made at the faculty, staff and Board of Trustees levels and come to SGA with their concerns,” said Srednicki.
Dutton said as treasurer she will work on improving efficiency in the allocation of student funding.
“I want to look at allocating funds to club sports and to Greek life. Because they get (additional) outside funds, they don’t usually get approved for (SGA) funding as often or as quickly as they need it,” said Dutton.
Swanner, secretary, was previously involved with Student Senate and wants to use her role as secretary to increase student involvement.
Collectively, the students said they would strive to complete their campaign goals, which included improving campus safety and implementing a house of representatives within SGA.
All four students are pursuing degrees in the ECU College of Business.
Posted in Student News ECU student wins scholarship in online contest
Posted on May 15, 2014 by Joy Holster ECU student Alexandra Smith’s submission to the online contest reflected career goals in animation. (Submitted photos)
East Carolina University student Alexandra Smith, of Apex, was the winner of a $1,000 scholarship from the Frame My Future Scholarship Contest offered by Church Hill Classics.
Alexandra Smith
She was selected as one of 24 finalists based on her submission of a creative work expressing personal or professional goals after college, illustrating the theme “This is How I Want to Frame My Future.”
Smith submitted an image of herself working at a laptop to create an animated scene, reflecting her career goal of becoming a storyboard artist for an animation company such as Dreamworks, Disney or Pixar. In her entry, Smith said she hoped some day to see her work on the big screen.
The finalists were posted on Facebook for a one-month voting phase. Smith was one of the top five entries earning the most votes, which earned her a $1,000 scholarship and a commemorative frame.
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LGBT Resource Office to screen Emmy award winning movie | 教育 |
2014-35/4175/en_head.json.gz/23619 | Table of Contents About the Exhibition
Introduction: A Book of Hours
The Patron: Jean de France, Duc de Berry
The Artists: Herman, Paul, and Jean de Limbourg
Discussion of the Manuscript Exhibition Now Closed Final Reflections Masses, Prayers, and the Story of Saint John the Baptist Saints Paul and Anthony The Story of Saint Jerome Come tour the Belles Heures with me! Suffrages II: Is the Belles Heures a violent book? Heraclius and the True Cross; The Suffrages of the Saints Hours of the Passion Lecture, Chant, and Scholarly Exploration: Illuminating! Saint Bruno and the Founding of the Carthusian Order The Institution of the Great Litany, Hours of the Cross and Holy Spirit, Prayers The Penitential Psalms The Hours of the Virgin The Story of Saint Catherine Calendars and Confluence Calendar Pages Join the Discussion Related Publication
The Art of Illumination:The Limbourg Brothers and The Belles Heures of Jean de France, Duc de Berry
"Jean de Berry (1340–1416), Patron of Art"
"Manuscript Illumination in Northern Europe"
Exhibition: "Demons and Devotion: The Hours of Catherine of Cleves"
Exhibition: "The Mourners: Medieval Tomb Sculptures from the Court of Burgundy"
Video: The Structure of a Medieval Manuscript
YouTube Channel for the Met
« Join the Discussion
Calendars and Confluence »
Calendar Pages
Nearly all books of hours began with a section of calendar pages, to help the owner keep track of saints’ days and holidays throughout the year. Local variants in the veneration of saints, combined with the personal tastes of individual patrons, make calendar pages a rich resource for scholars seeking to localize a manuscript. In the Belles Heures, the calendar page for each month begins on the recto (right-hand page) and ends on the verso (left-hand page). For every month, the first line begins with a decorated “KL” for Kalends, the traditional Roman name for the first day of the month, followed by gold text that gives the name of the month and the number of solar days in French with Roman numerals (e.g., Janvier a xxxi jour). The next line gives the number of lunar days. The text on the rest of the page is divided into four columns: the first two follow complex calculations that were used to determine the date of Easter. The third column comprises abbreviations for the Roman naming of dates: Kalends, Nones, and Ides. The fourth, wider column names the saints and holidays, alternating red and blue ink but with major feasts in gold. (In many lesser books of hours, most of the feasts are listed in black, and major feasts in red—hence the phrase “red-letter day.”) In the Belles Heures, each month begins with a quatrefoil medallion at the top containing a picture of the traditional labors or activities of the month, with another medallion at the bottom containing the zodiacal symbol.
The borders for January and December are more elaborate than those for the intervening months, with twining decorative elements along the sides and, more significant, additional quatrefoils displaying the duke’s coat of arms. In January, the shields are held by swans, one of the duke’s emblems. In December, the swans are joined by bears, his other emblem.
Tiny as they are, the representations of the months demonstrate the attention to detail and specific class representations for which the Limbourg brothers became famous. The image of February’s man warming his hands includes a believable interior with a fireplace and smoke curling up the chimney, as well as the substantial figure seated by the hearth. The scanty clothes worn by the men in July’s harvest scene intimate the heat of the day, and the background includes a full landscape in compressed form. A whole forest is suggested in November’s feeding of the pigs. In these little pictures, the future of Northern Renaissance landscape painting is prefigured.
While the labors of the months and signs of the zodiac are represented with innovative details by the artists, the tradition of representation to which they belong derives from the Classical past. Gothic structures such as the cathedrals of Chartres and of Paris include representations of months in their sculptural programs. In fact, the comparison with cathedrals is apt: just as the sculptural and stained-glass programs of those monumental structures of the twelfth through the fourteenth centuries presented an encyclopedic view of the world and Christian theology, a book of hours as fully decorated as the Belles Heures encompassed a cathedral in pocket form, with Christ’s childhood and passion, and all of the stories, saints, and devotional images included.
The calendar pages of the Belles Heures have been explicated in another Metropolitan Museum blog, The Medieval Garden Enclosed. This marvelous resource written by The Cloisters’ Deirdre Larkin has enabled me to see the labors of the months with new eyes and to understand the medieval cycle of the year in the contexts of horticulture, philosophy, art, history, literature, religion, magic—it’s all there; you must check it out.
—Wendy Stein
Tags: Easter, feasts, holidays, ides, kalends, lunar, medieval calendar, months, nones, solar, zodiac
on Wednesday, March 10, 2010 at 9:45 AM and is filed under Manuscript Pages.
Blog – Campbell Raw Press » More on illuminated manuscripts + Walton Ford Says:
April 7, 2010 at 11:14 AM [...] February, July, and September calendar images from the book of Belles Heures / All images from The Metropolitan Museum of Art [...]
April 7, 2010 at 11:22 AM Thank you so much for breaking down the structure of the calendar pages. I’m mesmerized by the border decoration on all the pages, but especially by the vignettes on the calendars. I can’t wait to come back to the exhibit to see these in person again. I’m so glad to know the blog will remain up as a resource, as well. Thank you so much for sharing your compelling writing and insights!
Wendy A. Stein Says:
April 7, 2010 at 3:34 PM Dear Maggie – Thank you so much for commenting on the Calendar Pages. I, too, find them more and more engaging, and keep going back to look at them again. I love the ways in which we can find in them the roots of so much later development, both of the Limbourg brothers themselves, and of the history of art generally. The detail of tools and activities in the agricultural scenes especially are such a window into the artists’ interests. And the postures of the noble folk — such attitude!
Eden Says:
July 26, 2010 at 11:26 PM I love the colors in these images. They remind me of some beautiful tile work I saw when I visited Florence once many years ago. Its interesting to imagine the stories and lives depicted in the pictures – how different from our lives today!!
July 26, 2010 at 11:30 PM I’d like to get a sense of the scale here. What are the dimensions of the actual pages? Are the calendar pages full size in the book or just partial? Thanks!
July 28, 2010 at 11:33 AM Dear Nancy,
Thank you for your interest and question. If you click on any thumbnail image in this blog, you will get a picture of the full page in the manuscript, including a detailed caption that includes the size, very roughly 6 1/2 by 9 inches. That includes the border and outer margin. Calendar pages conform to this size – but do look at the full page image, not just the thumbnail, to get a sense of the scale of the illumination on the full page: the images of the labors of the months and zodiac are very small, closer to one inch square! | 教育 |
2014-35/4175/en_head.json.gz/23699 | and Information / BCM students trek to West Virginia
BPC students Joannie Morgan and Jamie Meador, both juniors, put up border in a West Virginia Senior Center.
By Hayley Boisseau
BPC News and Public Information staff writer
MOUNT VERNON—Brewton-Parker College’s winter missions trip by the campus’ Baptist Collegiate Ministries (BCM) was a blessing – not only for the people the students set out to serve, but for the students themselves.
On the morning of Dec. 31, 2006, 18 students from BPC’s BCM and campus minister Glenn Wallace gathered at Brewton-Parker to take a bus to West Virginia on a mission to share Christ’s love. It was soon discovered, however, that the bus was not working and thus unavailable for use. Ryan McWhorter and Rebecca Brady play for the Wednesday night worship service at Canaan Baptist Church, W. Va. (Photos by Hayley Boisseau)
Not wanting a damper on the trip, the students quickly decided who would drive their own personal vehicles 13 hours to reach the community God was leading them to. On the first leg of the drive, the student caravan made it to a town three hours from their destination where they were welcomed to stay overnight at a church, which opened its doors to the group. The next morning the BPC caravan began the rest of their journey. Shortly into the drive, the leading car was in an accident. Thankfully, there were no serious injuries; however, they were now one vehicle short. A nearby church heard of the problem and provided food, showers and a place to stay while the group’s sponsoring missionary, Mark Joseph from West Virginia Mountain Ministries, could come get them. The students arrived safely at Canaan Valley Baptist Church – one day later than expected – where they were housed in various rooms and fellowship hall through Jan. 7. What seemed to be a rough start did not thwart the students’ efforts or effectiveness in the community surrounding Canaan Valley, W. Va., said Wallace.
Brooke Cheek cleans out a pantry in one of the homes the BPC students served while on the winter BCM mission trip to West Virginia over winter break.
“I was so proud how the students came together as a single unit, in spite of a seeming tragedy, and worked through the week. Our diverse group came together quicker than any group I’ve seen. They bonded together and stayed focus on the mission before them. I feel so blessed to have been able to be with the group.”
The students completed several cleaning projects while in West Virginia, including cleaning out an attic of an elderly lady’s house. Her collections had accumulated from auctions and family memorabilia. The woman, who was also taking care of her ill son, was physically unable to go through her attic and BCM was able to provide that help.
“I was so thrilled about their willingness and positive attitudes,” said Wallace.
“Despite some hard circumstances, God was still able to work through us. His strength and glory was shown throughout the week,” said Erin Bower, a senior studying early childhood education. “This was definitely a learning experience for me. I never realized that people actually lived in such despairing situations. I felt so honored to be used by God in this capacity.”
Through Mark Joseph and the West Virginia Mountain Ministries, the students were able to create a fenced-in play area for one couple’s dogs, clean up the yard, and clean out the house of trash and unusable items. The couple faces several financial and physical hardships and limitations. As part of their service, the students made large strides in providing better living conditions for this couple and their dogs.
One of the less physically demanding but just as important jobs was accomplished by a few of the BCM ladies. One of the senior centers in the area requested a new wallpaper border be hung in its dining hall and hallway, which brought a broad smile to the manager’s face when it was complete.
“I have never hung a border before,” said Joannie Morgan, a junior in the Religion and Philosophy division. “What appeared to be a monstrous task, when finished was quite beautiful. The seniors will be able to appreciate it for years to come.”
“On this trip I learned that in similarity to not being able to imagine our group of amateurs ever completing these rooms, that God works wonders in our lives even when we are unable to imagine the big picture of what is to come,” she continued. “This trip was special to me because God gave me a renewed hope and strength to keep pressing on in His will for my life.”
A couple BCM juniors spent an afternoon at an elderly widow’s home who had just returned home from a hospital stay. The young ladies were able to provide much-desired company and fellowship for this lady. They also served her by performing a few routine household chores. She showed her gratefulness by praying aloud where they could hear her, asking God to bless them for their kindness and selfless efforts.
Several BCM guys built a porch for another lady in the community whose other porch had fallen. The replacement allows her to enter and exit her home more comfortably and safely. These young men also built a bridge for another physically-limited resident, allowing her to pass over a small creek, and provide easier access to her home and the outside world.
Freshmen Stephen Moye (from left) and Rebecca Brady and junior Jamie Meador are ready to ski on the slopes of West Virginia during some downtime on their last day of the winter BCM mission trip. “Doing construction was new for me, but I was honored to be there and take part in this mission effort,” said Stephen Moye, a freshman who is studying Christianity. “It was nice to build something we knew was going to last – not only a bridge and porch, but also relationships with the missionary and community.” While all these projects were underway, the students affected by the earlier car accident were unsure as to how they were getting home, as they were without a working vehicle. Wallace and the Georgia Baptist Convention (GBC) worked on options collaboratively throughout the week. The students didn’t lose faith or allow the uncertainty to distract them from their purpose, though. Their collaborative prayers were answered when Wallace’s wife, Debbie, was approved by the GBC to rent a minivan and drive to West Virginia. Debbie Wallace and student Miriam Grimes “rescued” these faithful students.
BCM’s final day was filled with visiting and serving at local ski resorts. The students distributed welcome packets to guests with information about the resort, West Virginia Mountain Ministries, and a few thoughtful items to enhance their visit, such as Chap Stick and lotion. “I really enjoyed passing them out because it was a chance to help the relationships that the missionary is developing there. It was great to work alongside (Joseph) and be a part of this ministry,” says junior Jamie Meador, who has been on several missions trips and is part of the BCM leadership team. Students also assisted with publicity to local media connections on behalf of the resort, while others prepared and served food in the dining area of the resort. To conclude the week, and in appreciation of the students’ aid, the owner of one resort allowed students to enjoy the slopes at no cost before returning to South Georgia. Students participating were seniors Erin Bower, Jeff Tinsley, Joey Tomazin; juniors Cole Morris, Crissy Reill, Hayley Boisseau, Jamie Meador, Joannie Morgan, Michael Crosby, Steven Dresen, Tim Hegerich; sophomores Jessica Groover, Ryan McWhorter, and Freshmen Brooke Cheek, Kolby DePratter, Michael Baskin, Rebecca Brady and Stephen Moye. | 教育 |
2014-35/4175/en_head.json.gz/23730 | CORPORATE UPDATE, ISSUE 3
From the Executive Director | Harnessing the power of wind | 40 years of summer fun and fitness | Engineers, artists team up in Saint-Gobain design competition | Connect with students at the university career fair
Government agencies understand the value in close partnerships between industry and academia, which is why proposal requests often require strong collaborations between businesses and universities. Case Western Reserve University has had significant success in leveraging some of its long-term industrial partnerships with amazing results. Such was the case with the Swagelok Center for Surface Analysis of Materials.
I invite you to visit the corporate relations website to learn more about some of the university’s most successful public-private partnerships. There you will find examples of recent collaborations at the federal and state levels that have significantly impacted the university, the region and the larger global community.
If you are interested in partnering with the university on a government proposal, or if you have any questions, please get in touch. I welcome your emails at [email protected].
Anne M. Borchert
Executive Director of Corporate Relations and Strategic Projects
Harnessing the Power of Wind
Bayer Material Science LLC of Pittsburgh is working with Case Western Reserve to determine the viability of polyurethane composites reinforced with Baytubes® carbon nanotubes, which show promise for use in wind turbine blades.
The project is funded in part by a $750,000 grant Bayer Material Science announced from the Department of Energy in July 2009. The company is partnering with the university and Molded Fiber Glass Companies of Ashtabula, Ohio, to assist with research as part of the project. Read more about this project. Return to top
PHILANTHROPIC INVESTMENT 40 Years of Summer Fun and Fitness
Since 1970, Case Western Reserve University has provided positive experiences in sports, nutrition, education and health activities to thousands of Cleveland youths through the National Youth Sports Program.
With generous support from such sponsors as Medical Mutual of Ohio, this program hosted over 500 children this summer. “We are proud to support an initiative that does so much good for the young people of Cleveland,” says Debra Green, Director of Community Relations at Medical Mutual. “Healthy habits learned in childhood can last a lifetime.” The Case Western Reserve camp is one of only 27 programs left in the United States from the original 202 federally funded programs. Learn more about NYSP. Return to top
MARKETING AND VISIBILITY Engineers, Artists Team Up in Saint-Gobain Design Competition
Saint-Gobain recently hosted its inaugural Design Competition at the Case School of Engineering. This year’s theme, energy conservation in homes, produced interesting and potentially marketable products.
Case School of Engineering student John Christian Dalton and Cleveland Institute of Art students Andrew Brase and Norman Kuo finished first in the competition with their innovative housing insulation. Besides a cash award, the winning team was flown to Saint-Gobain’s R&D Center near Boston to present their concept and tour Saint-Gobain’s facilities.
The competition primarily involved students and faculty advisers from the university’s departments of materials science and engineering and macromolecular science and engineering, as well as participants from the Cleveland Institute of Art. Each team also had access to a mentor from Saint-Gobain’s Ohio operations, who provided advice and feedback. Plans call for next year’s competition to be open to all engineering and science departments.
The competition, in addition to the university’s recent formation of the Institute for Advanced Materials, highlights the depth and breadth of Case Western Reserve’s materials research efforts, which boast nearly 90 faculty members. In addition, Saint-Gobain recently invited ten faculty members to their R&D Center to explore collaborative research and development opportunities.
Pictured are the first and second place teams, along with executives from Saint Gobain, plus faculty members from CWRU and the CIA.
HUMAN CAPITAL DEVELOPMENT Connect with Students at the University Career Fair
How can your company reach an audience of more than 1,000 students and alumni? Attend the annual University Career Fair, Thursday, Oct. 7.
The fair connects employers with the best and brightest of Case Western Reserve, from engineering to English and undergraduates to PhDs. Companies like Accenture, General Electric, Philips and The Timken Company have already signed on to enjoy even greater access and presence, as part of the University Career Fair Partner Program. Registration for the University Career Fair will be accepted through September 24. An early-bird rate is available for those employers who register by August 20.
Learn how to become a partner by contacting Robin Gendek, Assistant Director of Employer Relations, at 216.368.4446.
Visit Case Western Reserve's corporate relations web site
Read about the latest research news and collaboration successes, and find out how you can imagine and influence the future with Case Western Reserve . case.edu/corporate
Be sure to add [email protected] to your address book to make sure these messages make it to your inbox. | 教育 |
2014-35/4175/en_head.json.gz/23764 | Maimonides: The Life and World of One of Civilization’s Greatest Minds
By Joel L. Kraemer (New York: Doubleday, 2008) Reviewed by Marina Rustow
Marina Rustow is Associate Professor in the Department of History and the Tam Institute for Jewish Studies at Emory University. Her most recent book is Heresy and the Politics of Community: The Jews of the Fatimid Caliphate (Ithaca, NY: Cornell University Press, 2008).
Buy this book >
It used to be imagined that the great books of classical antiquity lay dormant and forgotten until the Italian Renaissance rediscovered them. A steady stream of scholarship, much of it specialized and daunting to read, has by now demonstrated that Greek philosophical and scientific works by the likes of Aristotle, Hippocrates, and Galen never really disappeared but passed through the hands of Eastern Christians literate in Syriac and Arabic, Jews who knew Arabic and Hebrew, Greek–speaking Byzantines, and—Sylvain Gougenheim’s recent claims to the contrary notwithstanding—Arabic–speaking Muslims. The implications of the new consensus are far–reaching for the history of Western thought: while an imaginary straight line used to run inexorably from Greece and Rome to modern Europe, it is now widely admitted that any history of European thought that does not look to the Middle East is woefully inadequate or willfully ignorant. The problem is that most of these medieval transmitters remain known to us by little more than their names and handwriting. A few exceptions, though, achieved fame through commentaries and syntheses so monumental that they stole across the barriers of language and culture. Their authors came to bear Greekified names: the Bukharan–born physician and philosopher Abū ‘Alī al–Husayn ibn Sīnā (980�1037) is known to the West as Avicenna; the neo–Aristotelian philosopher, physician, and astronomer of Cordoba, Abū‘l–Walīd Muhammad ibn Ahmad ibn Rushd (1126�98), came down to us as Averroës. Figures such as these came to the notice of rulers, garnered the attention of medieval biographers, and passed on to posterity through their own works. Their lives tell us much about a medieval world in which religious divisions did not impose the obstacles to human understanding that we, looking back over the chasm of the European enlightenment, might suppose they did.
So it is with Abū ‘Imrān Mūsā ibn ‘Ubayd Allāh ibn Maymūn al–Qurtubī (1137/38�1204), the neo–Aristotelian philosopher and physician of Cordoba, who—as Moses Maimonides—found his way onto a very short list of medieval Jews known beyond the Jewish world even in their own time. Driven out of Islamic–ruled Cordoba during a rare period of intolerance toward Jews, Christians, and Muslims alike, Maimonides settled in the old city of Cairo (Fustat) around 1166, where he instructed students from Provence, Syria, and Yemen, and attracted visitors from as far away as Baghdad. One such visitor was the misanthropic Muslim physician and polymath Muwaffaq al–Dīn ‘Abd al–Latīf al–Baghdadī (1162–1231), who found Maimonides to be “tremendously learned,” but also “overcome by the love of leadership and of service to worldly lords”—so caught up in administrative duties that they compromised his scholarship. Maimonides himself would not have disagreed with this assessment, to judge by frequent complaints of his lack of time for research. In a letter to his Hebrew translator in Provence, Maimonides complained that he commuted daily from the residential quarter of Fustat to the Ayyubid palace in Cairo to attend to the health of the Sultan, his family, and his high officials. If he managed to return home after midday, he found “all the vestibules” of his home “filled with gentiles, noble and common, judges and magistrates, a mixed multitude, who know the time of my return,” such that he barely managed to eat something light before writing prescriptions all afternoon and evening. “The result is that no Jew can speak with me or meet with me except on the Sabbath.” To another scholar in Provence, he complained that “the yoke of the gentiles is on my neck regarding medical matters, which have sapped my strength, and have not left me one hour, neither day nor night. But what can I do, now that my reputation has reached most countries?” (441)
This, in fact, is the central paradox of the man we know as Maimonides: the conflicting demands of the worldly (al–dunya) and the spiritual (al–ākhira). His skill in practicing medicine landed him in Cairo at the court of Salāhal–Dīn (r. 1171�93), the Muslim ruler who conquered Jerusalem back from the Crusaders in 1187. As if that did not occupy enough of the time he might have spent on scholarship, he also served as head of the Jewish community of Fustat, the largest and most important congregation of its day, renowned for its high proportion of long–distance traders, religious specialists, government bureaucrats, and other members of the literate elite. He also traded; as Kraemer explains in this readable biography, physicians often did so out of “a professional interest in precious and semiprecious stones, gold, spices, pharmaceuticals, perfumes, paper, and books” (162). Maimonides held to the unpopular view that scholars should work rather than rely on communal emoluments, declaring, “It is better to strip hides of animal carcasses than to say to other people, ‘I am a great sage, I am a priest, provide me’ [with a living]” (163). Despite all this, he produced enduring, monumental works of Jewish law (the Mishneh Torah, written in Hebrew) and philosophy (The Guide for the Perplexed, written in Arabic in Hebrew letters, or Judeo–Arabic), among many other types of writings.
The tension between the worldly and spiritual legacies of Maimonides is, in part, an artifact of choices he himself made. But this paradox also animated his philosophical style. He described The Guide of the Perplexed (Dalālat al–Hāirīn in its original Judeo–Arabic), the work for which he became best known outside orthodox Jewish circles, as “apples of gold encased in silver filigree.” The metaphor suggests that the book’s most precious content lies just out of reach, separated from the reader by an attractive but misleading exterior. Indeed, the book has surely created more perplexities than it has resolved. Rare as it is to know anything at all about the extracurricular lives of the great medieval Islamicate thinkers, it is rarer still to possess the veritable mountains of detail that we have about Maimonides. There are letters in his own hand; the correspondence of his younger brother David, who until his death at sea ca. 1170 supported Maimonides with profits from the India trade1 a nearly complete copy of his Judeo–Arabic commentary on the earliest post–biblical code of Jewish law, the Mishnah2 and pages from drafts of his major works, including the Mishneh Torah, the Guide, and his legal opinions, all in his own hand, complete with crossings out. That we possess such a wealth of first–hand evidence is due to a single, rare, and extraordinarily fortunate circumstance: the congregation in Fustat that Maimonides joined and where he spent the last forty years of his career never threw anything away. Instead, they paid heed to a Jewish custom that prohibited destroying any piece of writing bearing the name of God. This was the Syro–Palestinian congregation of Fustat (kanīsat al–shāmiyyīn), which, starting ca. 1025, filled the lumber–attic of its synagogue with so many discarded texts that by the time European scholars discovered them in the late nineteenth century, they numbered close to three hundred thousand. Maimonides and the amanuenses who wrote for him, like all members of the congregation, discarded their drafts and incoming correspondence in the lumber–attic, or bet geniza in Hebrew. More than half the haul is now at the Cambridge University Library. Specialized scholars are still identifying and cataloguing the Cairo Geniza’s contents. As recently as 2004, one leaf of an autograph draft of the Guide was pieced together from three fragments in two libraries. There is no one better suited to bring together Maimonides the philosopher, physician, and worldly figure than Kraemer, who is thoroughly versed in all the relevant fields: medieval philosophy; Arabic literature; rabbinic thought; and the arcana of the Cairo Geniza. Any one of these fields requires uncommon linguistic and technical skill; Kraemer has mastered them all. In this book, he wears his learning lightly: it is an extraordinarily thorough work of scholarship yet eminently approachable by the non–specialist. He offers just enough analysis of Maimonides’ philosophical and legal works to render them comprehensible, but in general eschews complexities in favor of a narrative of Maimonides’ life that is both painterly—portraying the lush colors of the medieval Mediterranean on the basis of copious documentation—and detective–like—solving many of the perplexities that Maimonides left in his wake. Born in Cordoba in 1138, Maimonides fled the harsh rule of the Almohads (1130�1276), a Moroccan dynasty that conquered much of the Iberian peninsula and whose severity and intolerance—otherwise unheard of in the Islamic Middle Ages—drove Christians, Jews, and any Muslim who did not adhere to their austere doctrine north, south, and east to safety.3 Flee though he might, we next find Maimonides in the early 1160s in Fez, close to the epicenter of Almohad rule at Marrakesh. Why leave the fryer for the fire? And how could he have survived in Fez as a Jew? Decades later, an Andalusian jurist arrived in Fustat and accused Maimonides of having converted to Islam and then reverted to Judaism, the latter a crime potentially punishable by death. Maimonides’ main patron at the Ayyubid court, the vizier al–Qādī al–Fādil, saved him from the charges.
As to why the young Maimonides gravitated to Fez in the first place, Kraemer connects the episode with shifts in Almohad religious policy: after the caliph ‘Abd al–Mu’min (1130�63) consolidated his conquests in the Maghrib and Iberia, Jews and Christians prospered economically. New opportunities probably drew the family southward. But after a revolt in Granada in 1162 in which Jews and Christians were complicit, the Almohad caliph Abū Ya’qūb Yūsuf (1163�84) developed a much harsher attitude toward Jews. The family’s decision to take refuge in Fez now “put them in danger” (84).4
As for whether Maimonides and his family really did convert to Islam, the question has polarized academic scholarship. Those wedded to idealized images of Maimonides’ rabbinic piety or reared on stories of Jewish martyrdom in the face of danger cannot accept that he evaded death through temporary apostasy. Others find ample evidence and even justification for a period of crypto–Judaism in Maimonides’ own works. When a Muslim convert to Judaism wrote to Maimonides with doubts about his teacher’s opinion that Islam was idolatrous, Maimonides replied that it was a pure form of monotheism and consoled his correspondent that he was a true son of Abraham. Kraemer, after judiciously weighing all the available evidence, sees no reason to deny Maimonides’ temporary conversion. The evidence and arguments he presents are strong. As a young man living in Fez, Maimonides had written a treatise on forced conversion, which another scholar had categorically forbidden, enjoining martyrdom instead (106). With characteristic impatience, Maimonides dismissed this opinion as fallacious and misleading, ordering Jews instead to save their skins by verbally professing the unity of God and Muhammad’s prophecy (shahāda). In refusing to regard utterance of the shahāda as a religiously significant act so long as it was performed without inner conviction, Maimonides took the position of Islamic law itself—as Kraemer ingeniously points out. He also connects Maimonides’ temporary apostasy with the Islamic doctrine of “prudent dissimulation” (taqiyya), which allowed anyone in mortal danger to assume a different faith publicly. When necessary, Kraemer writes, “People used concealment and wore veils. Deep inside the individual lived a private faith, which he treasured with a small circle of secret sharers” (101). Here again the esoteric–exoteric paradox surfaces in Maimonides’ life—as if history had conditioned him not to trust outward appearances.
Fustat and Cairo imposed far less constraint on Maimonides’ life. The philosophical world he inhabited was shared by Jews, Christians, and Muslims. All faced the same challenge: how to reconcile the revealed scriptures, which claimed that a single deity had created the world, with Aristotle, who argued that the world was eternal. Maimonides’ contribution was to tether that contradiction to the very words of the Hebrew Bible. He opened the Guide with a discussion of how his intended reader—the learned, observant Jew who has also studied philosophy and is perplexed by the contradictions—should understand flagrant anthropomorphisms and other passages that offend reason and so might lead him to abandon his faith. Unsatisfied with compartmentalization, unwilling to accept the notion that religion is irrational, Maimonides remained absolutely committed to the proposition that the universe is orderly and “governed by laws of a cosmic intelligence” (389). Even if the work in which he expounded those views was quite deliberately accessible only to a privileged few, the problems it addressed were hardly those of Maimonides alone. The similarities between Maimonides’ Aristotle and Ibn Rushd’s demonstrate as much.
Avoiding one of the pitfalls of many intellectual biographies, Kraemer deftly reflects on Maimonides’ daily life, including his position at court. He began his political life as a Jew in the entourage of the Ismā‘īlī Shī‘ī Fatimid dynasty, but under the patronage of their Sunnī Muslim administrator, al–Qāīd al–Fādil, who for a time allied himself with the Christian crusaders against the Sunnī forces of the Syrian Zengid ruler Nūr al–Dīn (r. 1166�85). Nor were such unpredictable alliances uncommon. When the Sunnī Salāh al–Dīn overthrew the Fatimids and established the Ayyubid dynasty (1171�1250), al–Qādī al–Fādil rose to the vizierate and gathered his protégés in learned dialogue in literary salons (majālis), including Maimonides, the Sunnī poet Ibn Sanā al–Mulk (1155�1218), and on at least one occasion, the Shī‘ī jurist Abū 'l–Qāsim alHalabī (d. 1186�87). As this episode suggests, Kraemer’s book has the quality of a collective biography. It extends well beyond Maimonides to depict men of his network and others of similar rank who offer some perspective on the master. Kraemer admits that a sick person in medieval Fustat might have contacted not Maimonides but another Jewish physician, Abū 'l–Makārim Hibatallāh ibn Jumay’ (d. 1198), since it was believed that he had resurrected a man from the dead. (In fact, he merely detected that a man about to be buried was still alive.) While there is not always concrete evidence that the numerous contemporaries Kraemer discusses knew Maimonides or had much bearing on his thought, his impulse to engage as much circumstantial evidence as possible is understandable, since the sources hardly answer all our questions about him. And given Kraemer’s expertise in finding and deciphering the evidence, one can hardly begrudge him this generosity of context. It is likely that his book will remain—together with Herbert A. Davidson’s Moses Maimonides: the Man and His Works (Oxford, 2004)—a standard guide to this towering figure for many years to come.
1 Kraemer finds no evidence for the view that David’s death forced Maimonides to abandon scholarship for “service to worldly lords.” If anything, Kraemer writes, the event drew Maimonides further into scholarship, the pursuit of reason being his greatest consolation.
2 This manuscript was passed down through Maimonides’ descendants in Egypt until the fifteenth century, when one scion of the family brought it to Aleppo, whence British orientalists acquired it piecemeal. For the entire fascinating story, see pp. 168�69.
3 The targets of Almohad severity included Averroes himself, whom the regime initially favored but whose books were burned after 1195.
4 See also 95–96 for a Geniza letter written by a Maghribi Jew in Fustat containing first–hand reports of ‘Abd al–Mu’min’s conquests and his massacres of the Jews of Tlem�en and Sijilmāsa.
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Forces of Fortune: The Rise of the New Muslim Middle Class and What It Will Mean for Our World By Vali Nasr
The Qur’an, Morality and Critical Reason: The Essential Muhammad Shahrur
Translated, Edited and with an Introduction by Andreas Christmann
Maimonides: The Life and World of One of Civilization�s Greatest MindsBy Joel L. Kraemer Chasing a Mirage: The Tragic Illusion of an Islamic State
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Lost History: The Enduring Legacy Of Muslim Scientists, Thinkers, And Artists
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American Crescent: A Muslim Cleric on the Power of His Faith, the Struggle Against Prejudice, and the Future of Islam and America
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Download the PDF in English Download the PDF in French The “Arab Spring”: Does Academic Freedom Matter?
Report of the Panel Discussion Organized By The new York University Center For Dialogues: Islamic World — U.S. — The West And The Scholars At Risk Network
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The Future of U.S. Policy Toward Iran: Reimagining the Relationship
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Miral: A Palestinian/Israeli Dialogue On and Off Screen
Report of the panel discussion.
“Arab Spring” or “Arab Winter”? — An Update on the Arab Revolutions
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2016-50/2785/en_head.json.gz/14623 | U.S. & WorldStudy shows large majority of world's population is religious
By Matthew BrownDeseret News@deseretborwn Published: Dec. 18, 2012 8:45 p.m.
Comments Of the world's 7 billion people, 84 percent identify with some form of religion, according to a new comprehensive report on the global religious landscape released Tuesday.
Christians, with 2.2 billion followers, comprise the largest religious group of the world's population, followed by Muslims, with 1.6 billion. The 1.1 billion who say they are unaffiliated with any kind of religion are the third largest group.
The survey by the Pew Forum on Religion & Public Life shows the highest concentration of religious adherents in the Asia-Pacific area, where Christians and Jews are small minorities. The faith with the youngest population is Islam, with a median age of 23 years, while Judaism has the oldest median age of followers at 36 years.
The study assembled data from more than 2,500 national censuses, large-scale surveys and official population registers from more than 230 countries and territories to compile what scholars and experts say is the most comprehensive report on the world's religious makeup.
"People are beginning to realize that just about every area of human life is impacted by religion, and just knowing these basic facts can be very helpful," said Todd Johnson, director of the Center for the Study of Global Christianity at Gordon-Conwell Theological Seminary.
Youth and growth
The median age of each major religious group was one example of new and important data to come out of the Pew Forum's work, as it is an indicator of future growth or decline, said Johnson, who is also a co-editor of the World Religion Database, a source for the Pew study.
Only Muslims, at 23 years old, and Hindus, at 26 years old, have median ages that are younger than the median age of the world's overall population, which is 28 years. Christians have a median age of 30 years, followed by members of other religions (32), adherents of folk or traditional religions (33), the religiously unaffiliated (34) and Buddhists (34). Jews have the highest median age, at 36 years.
"There are a lot younger cohorts within Muslims internationally, and that bodes well for future growth," Johnson said. "It's not the only factor to determine growth, but it is certainly significant."
Conrad Hackett, a Pew Forum demographer, said the next step in the Pew research is to examine where religion is headed in the future, and age is among the leading indicators.
"All things being equal, median age is an important clue of which groups have an advantage or disadvantage going forward," Hackett said, noting fertility and mortality rates are also factors that predict growth.
One group that has seen recent growth in the United States is the religiously unaffiliated, or so-called "nones." According to the Pew study, the nones make up 16 percent of the world's population. The largest concentrations of the religiously unaffiliated are in communist countries such as North Korea, where 71 percent of the population does not identify with a faith, and China, where the figure is 52 percent.
Hackett said the unaffiliated group includes not just atheists and agnostics but also people who believe in God and consider themselves religious but don't identify with a specific faith tradition.
"There are a number of countries where Buddhism is part of the culture, but people don't consider it a religious identification — even though they have those rituals in their life," he said.
Johnson said a good example of that is Vietnam, where 30 percent of the population identifies as unaffiliated.
"But every person has a spirit house and is involved in daily religious practices in ways you won't believe," he said.
Concentration and disbursement
With nearly 60 percent of the world's population living in the Asia-Pacific region, it follows that the highest concentrations of Hindus, Buddhists, folk religionists, other religions, unaffiliated and Muslims live in the region, according to the Pew study.
Christianity is the most evenly dispersed religion, with the highest concentrations in Europe (26 percent of all Christians live there), followed by Latin America and the Caribbean (24 percent) and sub-Saharan Africa (24 percent). Another 13 percent of all Christians live in Asia and the Pacific, with 12 percent in North America.
Christians make up barely more than 1 percent of the population in the Middle East/North Africa region, where the faith originated, Pew noted.
Christians are youngest in sub-Saharan Africa, where their median age is 19 years. The oldest median age for Christians is in Europe at 42 years.
Those dispersion and median age factors tell the story of Christianity over the past century as its growth has shifted south through missionary efforts and the secularization of Europe.
"One hundred years ago, 80 percent of the Christians were in Europe and North America," Johnson said. "Today, it's only 40 percent." | 教育 |
2016-50/2785/en_head.json.gz/14671 | Springfield high school one of 25 healthiest
Sacred Heart-Griffin High School has one of the 25 healthiest student bodies in the nation, at least according to the milk industry.
Pete Sherman
Sacred Heart-Griffin High School has one of the 25 healthiest student bodies in the nation, at least according to the milk industry. MilkPEP, the marketing arm of U.S. dairy processors, held an essay contest for high schools earlier this year challenging students to make the case that their school places exceptional value on fitness and nutrition. Of course, students also were encouraged to mention how milk fits in, according to SHG senior John Zimmerman, whose essay earned the Springfield school the designation, a $1,000 grant and a free “Got Milk?” pep rally scheduled for Oct. 11. Zimmerman remembers learning about the contest last school year. He submitted a brief essay — he recalls it was roughly 75 words long — touting SHG’s athletic programs and its nutritious lunches. SHG alternates salad, pasta and other food bars with staples such as pizza. “There’s always salad,” he said. “I usually get a slice of pizza, or use the salad or pasta bar.” SHG Principal Sr. Margaret Joanne Grueter said there was no schoolwide campaign to win a place on MilkPEP’s roster of healthiest schools, but said the contest was included on a list the school maintains of various competitions in which students can participate voluntarily. “One student saw the opportunity and took the challenge,” Grueter said. There are no plans yet for how the school will spend the $1,000 prize money, she said. However, Grueter said, Zimmerman’s interests might play a role in the decision. During a study hall break Wednesday afternoon, Zimmerman tried to remember parts of his essay, which he says he lost after in a computer mishap. “I talked about (SHG’s) great athletic program, nutrition,” he said. “I probably mentioned milk a lot.” He said he might recommend the prize money be spent on his swim team. “It always seems like the football team gets the money,” he said. In addition to the grant, Zimmerman also will be awarded prizes during the “Got Milk?” rally. Kathryn Sass, an assistant account executive for the public relations firm handling the contest for MilkPEP, said all 25 schools will receive the same rewards, including the pep rally. The first school visit, in New Haven, Conn., took place earlier this month. A school in Atlanta will be the final stop in mid-December. The essay contest, launched to draw attention to high U.S. obesity rates, was judged by panels from the School Nutrition Association and the President’s Council on Physical Fitness and Sports. Pete Sherman can be reached at (217) 788-1539 or [email protected]. | 教育 |
2016-50/2785/en_head.json.gz/14762 | State Views: Education in Wisconsin resembles two-hump camel
Matt Pommer Sunday, March 9, 2014
Education in many parts of Wisconsin has turned into a two-hump camel.
Many young people are doing very, very well academically—with one of the humps on charts showing results. The other hump is composed of students doing very poorly in school. The numbers of B-minus and C students are down dramatically.
“The middle is missing,” said Bruce Dahmen, well-known and beloved Madison Memorial High School principal, just weeks before he died unexpectedly Feb. 11.
Elected state officials are scrambling to find inexpensive answers to the education questions. Gov. Scott Walker wants to expand voucher schools, but the idea suffered a black eye when one Milwaukee voucher school closed abruptly late last year after getting hundreds of thousands of state tax dollars. Three former Assembly speakers, all Republicans, are lobbying for expanded vouchers and other taxpayer-helped private school choices.
Other interest groups think the answer might be privately run charter schools operated with taxpayer funds. Unanswered is whether these schools should undergo uniform testing to show which are successful. This is called “accountability,” but what should be done to improve those that get poor test scores remains an unanswered question. One idea is force under-performing schools to close.
That assumes that some new organization—be it a charter school, a voucher school or private education—will better educate the struggling students. Many minority families see the need for more teachers of color for their children.
Alas, statistics indicate a close relationship between failing student achievement and poverty. The Madison School District’s reading tests show that link. One elementary school with 76 percent economically disadvantaged students had fewer than 4 percent rank as proficient and advanced in reading.
But it’s not just urban areas such as Milwaukee and Madison that are struggling with education of those in poverty. State Sen. Kathleen Vinehout, D-Alma, has cited the problems facing rural districts in northwestern parts of the state.
Taxpayers can’t afford higher taxes. Schools have reduced staffs, and the number of special-needs students has increased, she said, citing testimony by school superintendents at public meetings.
Arcadia had no English-language learners 15 years ago. Now every third student primarily speaks Spanish, she said. Spanish-speaking students in the Independence district have doubled in three years, and three out of five students live in poverty.
“Many of these students had no opportunity to attend good schools before they came to Wisconsin,” Vinehout said.
Political twists and turns also play roles in the education dialogue. Tea-party groups are upset with Wisconsin’s acceptance of a Common Core program of standards to improve education. Some 45 states are using it as a way to improve education.
Common Core is a program that details what students should know in math and English arts at each grade level. Backed on a bipartisan basis by government and corporate leaders, its aim is to ensure high school graduates are ready for college or the workplace.
Gov. Scott Walker has responded to tea-party concerns, and his office has helped draft new legislation under which Wisconsin would create its own program with a 15-member oversight board. Walker could get to appoint six of the citizens. Some business groups have urged Walker to stay with the Common Core approach.
There is evidence that the education struggle isn’t new. Michele Erikson, executive director of Wisconsin Literacy Inc., has said that one-third of adults “lack the necessary literacy skills to function above a basic level.”
What does this mean for today’s children?
“Whatever progress is made from 8 a.m. to 3 p.m. stands to come unraveled from 4 p.m. to 8 a.m. if parents aren’t part of the literacy equation,” she said. | 教育 |
2016-50/2785/en_head.json.gz/14776 | Higher education hit again in new budget
A new round of state budget adjustments will punch higher education the hardest, but it won’t leave a bruise this year.
The $286.2 million plan Gov. Bill Ritter, a Democrat, presented to the Joint Budget Committee on Wednesday draws 54 percent of its cuts from public colleges and universities. The money will be backfilled completely by federal stimulus dollars, but using the money now will decrease the amount available for next year. American Recovery and Reinvestment Act dollars are supposed to help support higher education funding through May 2012.
Specifics of which institutions and organizations will face budget cuts will be announced Nov. 6.
Mesa State College is expected to have $4 million of state funding replaced with ARRA money under the new plan, bringing the total loss of state dollars going to the college to $10.3 million this year, Mesa State spokeswoman Dana Nunn said.
“Of course that news is difficult to hear, but we are resilient and have been working for the last five years to make sure that we are operating as efficiently as possible while still growing both in enrollment and quality academic programs,” Mesa State President Tim Foster said.
So far, $230 million has been cut from higher education in 2009-10 in Colorado. Some of that money has been backfilled by ARRA money, which will not be available in three years.
The governor’s plan also proposes the state wait until the next fiscal year arrives July 1 to pay Medicaid providers for the last two weeks of June, pushing the $16.3 million bill onto the 2010-11 budget.
Physical health and managed care providers that see Medicaid patients will receive 1 percent less funding starting Dec. 1. The 1 percent cut does not apply to mental health, class 1 nursing, and prescription drug providers or rural health and federally qualified health centers, and it will free up $3.1 million for the general fund.
The governor also plans to transfer $45.1 million from an ARRA state fiscal stabilization fund to the general fund.
Other budget alterations include:
Refinancing certificates of participation, which fund capital construction projects at state colleges and universities with federal mineral lease revenue, to save $10.8 million via low interest rates.
Moving $6 million from the Fitzsimmons Trust Fund for certificate of participation payments to the capital construction fund, then scooping $6 million out of capital construction for the general fund.
Transferring a $14.2 million slice of gaming revenue to the general fund instead of the state’s clean energy fund.
Taking $2.8 million away from the county tax base relief program that subsidizes counties with low property values and/or high social-services case loads.
A one-time transfer of $2.5 million from the Department of Corrections canteen cash fund to the education subprogram’s personal services budget line item in order to free up money for the general fund.
Withholding $37.4 million in grants paid for with severance tax revenue until June 30, 2010.
Refilling $3 million from the child welfare services block general fund with federal dollars from the Temporary Assistance for Needy Families fund.
Unless otherwise noted, many of the changes will take effect Sunday.
The total amount of budget cuts and rearrangements this year comes to $2.04 billion.
With a projected shortfall of $1.3 billion next year, balancing the 2010-11 budget will be an even harder task than adjusting the current budget, Ritter said. The budget for next year doesn’t account for areas that usually grow each year, including K-12 education funding and salary- and performance-based pay increases, or the cost of opening Colorado State Penitentiary II and expanding the Developmental Disabilities Resources Center.
“This isn’t a one-time hiccup or temporary blip,” Ritter said during a news conference Wednesday morning in Denver. “This is a massive correction and a new economic reality. And we’re adapting and adjusting the state’s budget accordingly by being fiscally responsible, surgical and compassionate.”
Leaders from the other side of the aisle disagreed with Ritter’s comments Wednesday. House Republican Leader Mike May, a Parker Republican, said the adjustments “merely delay the inevitable.”
Senate Minority Leader Josh Penry, a Grand Junction Republican running for Ritter’s seat, said some of the governor’s proposals are helpful, but “most are gimmicks, half-measures or short-term fixes that only kick the can down the road.” | 教育 |
2016-50/2785/en_head.json.gz/14802 | Choosing GTSWelcome to AdmissionsRequirements & DeadlinesPart-Time Non-Degree StudyTransfer StudentsFinancial AidFinancial Aid OverviewHow to apply for Financial AidGrants & ScholarshipsStudent LoansAccept Financial AidWork StudySatisfactory Academic ProgressLiving and Learning in NYCSchedule a VisitDirections to GTSNew StudentsNew StudentsForms & RequirementsZip Car InformationHealth InsuranceNJ Transit DiscountsOrientation ScheduleMatriculation CeremonyOn-Campus HousingChapel VestmentsTuition & Cost of AttendanceContact Admissions & FAQCatalogInternational Students New Students Seminary Submits New Proposal to Landmarks Commission Remaining Development Rights Earmarked for Affordable Housing New York City -- The General Theological Seminary of the Episcopal Church (General) today submitted to the New York City Landmarks Preservation Commission a revised proposal for construction of a new mixed-use building along the Ninth Avenue side of its campus located in Chelsea between 20th and 21st Streets. The revision also includes plans for a smaller building on the Seminary grounds facing 20th Street near the corner of Tenth Avenue. The proposed Ninth Avenue building will replace the existing building known as Sherrill Hall, a severely deteriorated 1961 building without historic merit or architectural significance.
The submission follows a year-long conversation between General, its neighbors, elected officials, Manhattan Community Board 4, and the Seminary's architects, the Polshek Partnership and Beyer Blinder Belle. In response to neighbors' concerns about the size of the original building proposed in December 2005, architects reduced its mass by over 30,000 square feet by designing a second, smaller structure to house the Seminary's faculty and administration. In response to neighborhood concerns about aesthetics and height, the new plan for the Ninth Avenue building features less glass and more brick, resulting in a building the Seminary's Dean, Ward B. Ewing, described as "shorter, slimmer, and more elegant...both very contemporary and very contextual." Reduced to 15 stories it would be shorter than the building directly across from it and London Terrace, a large residential complex on 23rd Street. The new design reduces the square footage of a typical residential floor by almost 2,800 square feet. In addition, 15,000 square feet of space will be put underground, a significant increase from the original proposal.
Susan T. Rodriguez, a partner at the Polshek Partnership, explained that the design for the building is a reinterpretation of General's late 19th century structures, collectively known as Chelsea Square. The use of brick and brownstone in the five-story base of the new building creates a visual continuity with the existing historic buildings whose window designs are also echoed in the new building. The residential tower, the articulation and proportions of which create a strong visual connection to the Chapel tower, has been redesigned as a masonry building with glass infill. The glass is set within vertical buttress-like elements providing a further reference to the historic fabric of the block. The tower's smaller footprint, with an increased setback along 21st Street, preserves views of the Chapel tower from Ninth Avenue. The newly-located double-height threshold to the Close (interior gardens) also frames views of the Chapel's tower upon entry.
Although the re-designed Ninth Avenue building is primarily residential, it will also include the Seminary's prestigious St. Mark's Library, recalling the location of the library in the original 19th century campus configuration. Helping to minimize the size of the new building above street level are two levels of below-grade library stacks, mechanical spaces and accessory parking for both the residences and the Seminary. The library's reading room is placed in a four-story glass structure on the garden side of the new building. The remainder of the block along Ninth Avenue is devoted to retail space, enhancing the streetscape.
As outlined by Frederick Bland, managing partner of Beyer Blinder Belle, and Elizabeth Leber, associate partner, the new 5-story building proposed for 20th Street will have a cornice line below that of the adjacent structures. An elegant glass atrium will connect the new building with the West Building. The 25,000 square foot above-grade building will house faculty and administrative offices and student meeting spaces. There will also be 5,000 square feet of space below grade.
The materials for the 20th Street building have been carefully selected to fit seamlessly within the existing architectural context. The facade is red brick with brownstone elements evocative of the 19th century buildings on the Close. The brownstone base of the building is a direct reference to the similar base found on the other historic buildings, and the highest floor, set back from 20th Street, is zinc to match the color of the slate on the surrounding roofs.
Construction of the two new buildings is expected to leave the Seminary with between 55,000 and 60,000 square feet of unused development rights, the Seminary's only transferable asset. Earlier this month Dean Ewing pledged to devote approximately 50,000 square feet of these development rights to the creation of affordable housing in Chelsea. "Our development partner, The Brodsky Organization, has authorized us to state its commitment to act as the developer of this housing under one of the City's and/or State's affordable housing programs," stated the Dean in a letter to the leadership of the Fulton Houses Tenants Association. "We pledge to work closely with the Fulton Houses Tenants Association, Community Board 4, and the City to find a site in Chelsea for the development of affordable housing." By law the funds generated by the Ninth Avenue project would be earmarked for the preservation of the Seminary's landmarked campus, in keeping with the original 1970 designation of the Chelsea historic district which makes specific allowance for such developments. Peg Breem of the New York Landmarks Conservancy has called the new proposal "a great improvement over the first design. We are very encouraged by the direction this is taking, and we are looking forward to seeing it as it progresses."
Following submission of the revised plan, Dean Ewing commented, "Today represents a significant milestone in our on-going efforts to preserve the legacy of Chelsea Square, a place of natural and architectural beauty and a resource for all New Yorkers. This new plan accommodates the wishes of many for a smaller building while producing the revenues so critical to our continuing presence in Chelsea. We are delighted with the work of the architects and very hopeful about proceeding with the approval process." MediaLibraryChildren’s Garden | 教育 |
2016-50/2785/en_head.json.gz/14806 | GW Lacrosse's Mackenzie Jones Named Finalist for University's Outstanding Student Service Award
By Emily Simeral on March 26, 2013 10:43 AM
George Washington lacrosse sophomore Mackenzie Jones has been named a finalist for the university's Outstanding Student Service Award. Jones was one of just eight finalists to be selected, with the winner to be announced at the 28thannual Excellence in Student Life Awards presentation on Thursday, April 25 in Lisner Auditorium.The recipient of the Outstanding Student Service Award will have exhibited exceptional commitment to supporting the needs and interests of the community locally, nationally, and/or globally through direct community service, and will have shared his/her passion with the George Washington campus community."Mackenzie works extremely hard on and off the field and it is an honor for her to be recognized for all of her hard work, not only with the Grassroots program, but with numerous other community service projects as well," sixth-year head coach Tara Hannaford said. "She exemplifies our goals as an athletics department of working hard in your sport in addition to giving back to the community."In line with the Department of Athletics and Recreation's and the university's initiative of community service, Jones has been a prime example of a student-athlete who donates her time to the greater Washington, D.C., area. So far this academic year, Jones has totaled 131 hours of community service on her own, while the lacrosse team as a whole has accumulated 619 hours of service. In addition, the Colonials' lacrosse program leads all GW teams in hours of service per student-athlete as well as overall hours completed.Jones' service projects include: her post as Resource Coordinator for the Grassroots Colonials program, a project that seeks to prevent the spread of HIV/AIDS by using collegiate student-athletes to educate local middle school students of the issue; working as a mentor with College for Every Student where she speaks with young students on the importance of attending college; and organizing a charity partnership with the Marine Corps Marathon and Half Marathon. Currently, she is working on a clothing drive for either the Salvation Army or the Ronald McDonald Foundation this spring in addition to an event for Grassroots to showcase the Magic Johnson documentary film The Announcement.During the 2012 fall semester, the Colonials lacrosse team spent Fridays making lunches for the homeless at a local church, and around Thanksgiving the squad collected laundry baskets of canned food for the Foggy Bottom Food Pantry. The Buff and Blue have also participated with Friends of Jaclyn, a nonprofit organization that matches children with pediatric brain tumors and their families with local college and high school sports teams, for the past four years.In October of 2012, Jones was the first GW student-athlete to receive the department's Community Service Athlete of the Month award, which is given to those who lead by example and who most impact the GW and Washington, D.C., communities through service. No TrackBacks
MOST RECENT POSTS @GWWomensSoccer's Erin Boudreau Attended Millennial Outreach and Engagement Summit at the White House @GWSquash's Josh Marks Named Community Service Student-Athlete of the Month In Their Own Words: @GW_Sailing's Gabriella Malek on #FreshmanDayOfService @GW_MBB in Japan: Day Six @GW_MBB in Japan: Day Four @GW_MBB in Japan: Day One @GW_MBB Departs for Japan Watanabe Ready for Tour of Japan Summer Spotlight: GW Water Polo CATEGORIES ARCHIVE October 2016 September 2016 August 2016 July 2016 June 2016 CALENDAR | 教育 |
2016-50/2785/en_head.json.gz/14949 | Your browser does not support iframes. Read a digital copy of the latest edition of Las Vegas Optic online. Vegas board member gets top post in association
-A A +A By David Giuliani Tuesday, December 16, 2008 at 7:00 pm Ramon “Swoops” Montaño, a member of the Las Vegas City Schools board, has been named to a top leadership position in the New Mexico School Boards Association. He became president-elect of the group during its Dec. 5 conference in Albuquerque. He is now on track to becoming the president next year. Montaño said among his goals will be to help in the effort to improve the state’s funding formula for schools. He noted that more school districts have been asking for emergency funding than ever before. If you subscribe to the newspaper, you receive FREE access to all the exclusive content of the web site! Simply register to receive uninterrupted access to our award-winning and in-depth local online content! | 教育 |
2016-50/2785/en_head.json.gz/14958 | Students to ‘blast disasters’ at LEGO expo Saturday Friday, 24 January 2014 11:10 These boys and girls start a Lego project, recently, much like 14 Junior First LEGO League teams will be doing this weekend at the Lego Expo at the Mid-America Air Museum. This weekend will feature robotics projects in the competitions. Visitors from the community are invited to attend the Expo at MAAM. Admission is free. Courtesy photo
Air museum hosts free event
By RACHEL COLEMAN
• Leader & Times
A program approved by USD No. 480 and the City of Liberal as the school year began will bear fruit this weekend, as the Mid-America Air Museum hosts a robotics expo for elementary-age students.
“We view this program as a major part of the museum’s mission and purpose,” said MAAM director Jim Bert. “That is, to serve the Liberal community.”
The expo, set for 10 a.m. to 2 p.m. Saturday on the museum grounds, will provide a first taste of competition for 14 Junior First LEGO League teams from Liberal and eight surrounding communities. Students ages 6 to 9 will address the theme “Disaster Blaster,” in which they look at ways STEM – Science, Technology, Engineering and Math — can help deal with storms, earthquakes, waves and other natural disasters.
About half the teams are comprised of students from USD 480 schools, which received base kits and team registrations as a gift from the city, via MAAM and a grant from US First. The materials provided students with a way to begin exploring the LEGO robotics program, which combines the familiar children’s construction toy with beginning computer programming and science/technology concepts.
The hands-on program is designed to capture young children’s curiosity and creativity, stated Bert in a press release, “and direct it towards discovering the possibilities of improving the world around them.”
To accomplish this, Junior FLL teams examine a real-world challenge and solve it using research, critical thinking and imagination. Adult coaches and students work with LEGO elements and moving parts to problem-solve, then present the solution for review. The final result is a hybrid of math and science skills, public speaking and teamwork.
Students have embraced the Junior FLL program with enthusiasm because of the latter, Bert noted.
“They see it as a club,” he said. “We look at it as an extension of the school day, because it teaches fundamental math and science concepts, it encourages teamwork and builds social skills.”
Robotics for children has become a popular pastime in Liberal over the past three years, with teams popping up in various settings. A Liberal Girl Scout troop formed a team; home-educated students did so as well; Seward County Extension and the 4H program have also sponsored LEGO league activities in afterschool programs and in extracurricular settings.
The LEGO craze has spread to surrounding communities as well, thanks to efforts by Bert and the MAAM. Tyrone, Okla., Walsh, Colo., and Ulysses have been able to benefit from MAAM’s programs, and Bert foresees more districts signing up for the competitive, educational activity.
At the weekend expo, Jr. FLL teams will demonstrate how they’ve solved a “Disaster Blaster” problem. To prepare, each group was required to explore a natural disaster in depth; research what is required to prepare for, respond to, or recover from the disaster; learn about simple machines through building a model made of LEGO pieces, with a motorized moving part; create a team poster to explain their findings. When the teams attend the expo, each group will share its experiences with evaluators and the public.
In competitive meets, LEGO league teams earn scores for the completion of the listed tasks, and interact with judges before final results are announced. Liberal’s expo is part of an international “Disaster Blaster Challenge,” in which more than 22,000 children from 12 countries will participate.
Bert said that while he oversees one local museum in one remote corner of Kansas, his dream for the LEGO league program is that it will provide “first class robotics program and learning experiences for all our area children.”
Visitors from the community are invited to attend the expo at MAAM. Admission is free. | 教育 |
2016-50/2785/en_head.json.gz/15051 | Wainwright named Appoquinimink’s 2014 Teacher of the Year
Lea Wainwright, a French teacher at Appoquinimink High School, was named the district's Teacher of the Year during a dinner at the Marion Proffitt Training Center on Tuesday.
By Scott [email protected]
Lea Wainwright was on maternity leave from a plumbing wholesaler when a struggling student came to her for some extra tutoring.“The light bulb just went off and I realized this is what I wanted to do,” the French teacher at Appoquinimink High School said. “The next day I enrolled in classes at the University of Delaware to get my teaching certificate.”More than 20 years later, that decision culminated in Wainwright being named the Appoquinimink School District’s 2014 Teacher of the Year.“I couldn’t be more honored and flattered,” she said following a gala dinner at the Marion Proffitt Center in Odessa on Tuesday. “But my first action as teacher of the year will probably be to go home and grade some papers that are on the backseat of my car right now.”Wainwright was selected from a pool of 15 nominees, each of whom was chosen as their school’s teacher of the year.Each of those teachers was nominated by a fellow teacher, student or parent before being awarded building honors by a committee of their peers.Each building-level winner then submits a portfolio that includes a statement about their personal teaching philosophy, a resume of their teaching experience, education and activities, as well as three letters of recommendation.Those portfolios are then scored by a committee – made up of administrators, teachers and the district’s current teacher of the year – which also conducts interviews with the candidates and observes each of them in the classroom at least twice.“Each candidate is scored in those areas and we use that to pick our top three,” explained Debbie Panchisin, the district’s director of elementary education, who heads the teacher of the year committee along with Ray Graveur, the district’s director of secondary education. “From there we have a conversation about who best represents the district and has the best chance of winning at the state teacher of the year competition.”Panchisin said all three finalists were excellent candidates, but Wainwright was consensus choice.“She had a well written portfolio that included her philosophy of teaching and a strong resume with community involvement,” she said. “She also is well spoken and responded with poise and confidence to the questions posed during the panel discussions.”During her acceptance speech, Wainwright recalled a student who once remarked how her classroom feel like a family.“Everybody is this room is kind of a family … everybody in the community is part of a big family,” she said. “We all want the same thing. We all want our kids to succeed and to be happy and healthy and to feel good about being together with us, so thank you all for acknowledging me as being a part of your family.”Wainwright will now compete for the Delaware Teacher of the Year honor, which is announced in October.She also will receive a $2,000 salary bonus from the state later this year and a $500 grant from the Appoquinimink School District for use toward a professional development program of her choice.Meanwhile, Katie Martinenza, the district’s 2013 Teacher of the Year, implored the other 14 nominees to cherish that honor by serving as an example for their co-workers.“Find ways to inspire those around you to take their classes and their teaching to the next level,” she said. “Take the reigns as the building-level teacher of the year and make it the most amazing year you can. Volunteer to lead professional development in your building, get out in the community, attend district events and make your classroom the stage for all the amazing and wonderful things you are doing.” | 教育 |
2016-50/2785/en_head.json.gz/15079 | New Orleans Magazine / December 2010 / With a little help from Qatar Edit ModuleShow Tags
With a little help from Qatar Ian McNulty While Hurricane Katrina and the levee failures left lasting scars on New Orleans, it’s becoming clear that the generosity and good will the community experienced in the wake of the disaster carries its own legacy, which can often be far-reaching. One recent, high-profile example was unveiled this fall with the dedication of Xavier University’s Qatar Pharmacy Pavilion. This major addition to Xavier’s Gert Town campus is intended to build the capacity of the school’s pharmacy program, and as its name implies, it was made possible by a large contribution from the nation of Qatar. Following Hurricane Katrina, as financial support poured in to the Gulf Coast from around the world, Sheikh Hamad bin Khalifa Al-Thani, the ruler of this tiny, oil-rich Middle East nation, decided to bankroll approximately $100 million in recovery work and infrastructure improvements here. Through its Qatar Katrina Fund, the country established a program to support local projects with the potential for long-term impacts in health, education and housing. One of the big beneficiaries was Xavier, the only historically black Catholic university in the United States. Qatar provided $12.5 million to help expand facilities for the schools’ pharmacy program, plus $5 million for scholarships. “We are particularly proud of the new Qatar Pharmacy Pavilion because it represents an investment in education,” said Nasser Bin Hamad al-Khalifa, chairman of the Qatar Katrina Fund. “We are grateful for the hard work and dedication of Xavier University and all our project partners who helped us play at least a small role in this historic rebuilding effort.” The new building, which has been in use since the start of the fall semester, will allow Xavier to sustain its rising enrollment while improving the quality of its academic programs and research. The five-story, 60,000-square-foot expansion includes new, high-tech teaching labs and a pair of large lecture halls, each with the capacity for up to 200 students. The building is easily visible from the Pontchartrain Expressway, though of course its lasting impact will be seen in the careers of Xavier graduates and services they go on to provide in their communities. Xavier’s College of Pharmacy is one of only two pharmacy programs in Louisiana, and it is among the nation’s top three producers of African Americans with doctor of pharmacy degrees. You Might Also Like
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2016-50/2785/en_head.json.gz/15117 | 01/25/06 — Scholarship will reward essay contest winners
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Scholarship will reward essay contest winners
Published in News on January 25, 2006 1:46 PM
Scholarships rewarding abstinence among teens are being heralded by health educators, with hopes that the public will also support the effort.
The annual abstinence essay contest has been sponsored by the Health Department and the Wayne Council on Adolescent Pregnancy Prevention for the past three years, targeting high school youths. Prizes have ranged from T-shirts to food coupons and mall gift certificates. Last year, though, there was a shift in thinking about the contest's potential, said Carolyn King, health education supervisor for the Health Department.
"Every year we present the winning essay students to the Board of Health. This past May, we asked them to read their essays," she said. "They read them with such conviction or passion, there was either a lump in your throat or a tear in your eye when they finished.
"I think they were truly inspired by the folks that wrote the essays (and knew) we were on the right track with this essay contest."
The board discussed the need to do more to reward the participants and to back the annual contest. Board member Donna Edmundson suggested the idea of a scholarship fund.
"They wanted to encourage young folks to choose abstinence," Mrs. King said.
"We live in a culture that really does not support abstinence. There's not a lot of pats on the back, not a lot that encourages them to chose abstinence. As a way of doing that, they felt like we needed to increase the prize amount."
Collections for the scholarship fund have already begun. The health board was first to donate.
"There's no county monies being used to support this scholarship fund," Mrs. King said. "Our board of health has graciously agreed to donate their monthly stipend for one year to establish this fund."
Initially, $625 was pledged from the board and $175 came in from the Wayne Council on Adolescent Pregnancy Prevention. At last week's board of health meeting, board member Cynthia Wiley announced the Wayne County Dental Society donated $250 to the fund; board vice-chairman Tommy Gibson said his Sunday School class had collected $25.
Now it's the public's turn, Mrs. King said.
"We do need interested community groups to contribute. We would welcome it. We want this to be ongoing," she said.
"We're trying to encourage young folks to see the benefits of abstinence, preferably until marriage. Help young people think about that as a choice so they won't have to worry about STDs, broken hearts, emotional trauma, the list goes on. Remarkably, some of them came through loud and clear on paper, that 'we understand.'"
Health Director James Roosen said the goal is to ensure the effort's future. Letters have been sent out to civic and community groups, and individual contributions are also welcome "so we'll have that money in place and offer scholarships every year," he said.
Donations are tax-deductible, she said. For more information, call Mrs. King at 731-2290 or Ken Stern, administrative officer, at 731-1234. | 教育 |
2016-50/2785/en_head.json.gz/15148 | Education expert Haycock With change achievement is possible
Education expert Haycock: With change, achievement is possible
Source: NYSUT News Wire
UPDATE: Video of Kati Haycock's address is now available. All kids can succeed, but significant change is needed to help make it happen. That was the message from Kati Haycock, director of the Education Trust, a national policy group, in her remarks to a packed crowd at NYSUT's "Every Child Counts: A Symposium Dedicated to Ending the Gap." "People say we're not getting anywhere," Haycock said. "That's absolutely wrong." Haycock, who served as executive vice president of the Children's Defense Fund before signing on to lead the Education Trust, focused on the "ugly facts" of the achievement gap before showing how steps are being taken in New York and across the nation to facilitate progress. Data show mixed results Haycock pointed to research demonstrating progress statewide and nationally in closing the achievement gap among certain age groups. Reading and math gaps nationally between white fourth-grade students and students of color have been steadily closing, as are eighth-grade math gaps. New York is tied for third in the country for improvement among fourth-grade math scores for African American students and second in the nation for improvement among Latino students. But the news, Haycock added, is not all good. There are still far fewer students of color enrolled in college-track curriculum and African American and Latino high-school students are often several years behind in math proficiency. Dropout rates also continue to be unacceptable, Haycock said. Research shows that, of 100 white students who enter kindergarten, 94 will graduate high school. Yet, only 89 African American students, 62 Latino students and 71 American Indian/Alaskan students will graduate. Further, while 75 percent of children from high-income families graduate college by the time they are 24, only 9 percent of children from low-income families graduate. "What kind of future are we creating?" Haycock asked attendees. Pockets of success Haycock said that schools where transformational success has occurred are challenging the popular notion that there is not much that can be done about the achievement gap. Haycock referenced Elmont Jr.-Sr. High School on Long Island, which serves primarily poor students of color. Through aggressive staff development and curriculum support, the school is now in the top 6 percent of all high schools in the state. Other schools -- such as Stanton Elementary in Philadelphia, Capitol Elementary in Atlanta, Frankford Elementary in Delaware and University Park Campus School in Worcester, Mass. -- have been able to achieve remarkable turnarounds, often resulting in near-perfect pass rates on state assessments and the narrowing of achievement gaps. Haycock said schools that have had success closing the achievement gap often have six characteristics in common: 1) They focus on what they can do. Educators know they can't change things like poverty and where their students live, so they, instead, focus on what they can do to get students on track academically. 2) They don't leave anything about teaching to chance. They give teachers a very clear sense of what should be taught, what kind of work students should be given and what constitutes "good enough." This keeps teachers from lowering expectations simply because students are behind. 3) They set high goals. These schools don't just focus on achieving proficiency, but on getting their students to advanced levels. 4) They are obsessive about instructional time. Research shows that, by the time some schools account for holidays, conference days, school trips, and other events, the amount of instructional time each year is reduced drastically. Schools that have had success narrowing the achievement gap remove distractions and try to maximize instructional hours. 5) They are driven by students needs. For example, schools that are closing the gap provide extra instruction in areas where students need improvement. 6) Good schools know how much teachers matter and act on that knowledge. Studies show that poor students and students of color are often far more likely to have inexperienced teachers. Top-performing schools, by contrast, match experienced teachers with students who most need their help. "We've got to address the perverse status hierarchy where status comes from how elite the kids are who you teach," Haycock said. New York: challenges and hope In its mission to close the achievement gap, New York must address some serious challenges, Haycock said. For example, New York currently leads the nation in funding for high-poverty schools versus low-poverty schools. That gap of $2,319 per student can add up to almost $1 million in an elementary school with 400 students, a devastating sum. Still, Haycock said she sees many encouraging signs in New York. For example, Haycock praised a plan passed by the state Legislature to expand pre-K access and she pointed out that more New York special education students than ever are getting Regents diplomas and going to college. From 2000 to 2005, New York City cut in half the number of new teachers in high-poverty schools that failed the licensure exams even once. Some New York City students, by fourth grade, are up to two grade levels ahead of students in other urban centers. With the right support that recognizes the challenges of high-needs schools, Haycock said, students "absolutely, in fact, can achieve." « Previous Article
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2016-50/2785/en_head.json.gz/15337 | The Nordic Center in America
Scandinavia House: The Nordic Center in America is the leading center for Nordic culture in the United States, offers a wide range of programs that illuminate the culture and vitality of Denmark, Finland, Iceland, Norway, and Sweden. Scandinavia House offerings include diverse exhibitions and film series, as well as concerts and other performances, readings, lectures, symposia, language courses, and children’s activities.
Designed by the internationally renowned Polshek Partnership Architects (now Ennead Architects) and inaugurated in October 2000, Scandinavia House is the headquarters of The American-Scandinavian Foundation (ASF) and the site of ASF’s cultural and educational programming.
The American-Scandinavian Foundation
Established in 1911 by Danish-American industrialist Niels Poulson and a group of other forward-thinking leaders from business and education, the American-Scandinavian Foundation (ASF) was the first international non-governmental society to have as its sole purpose the development of goodwill through educational and cultural exchange. It was designed to meet the needs of its time through fellowships, scholarly exchange, exhibitions, and publications.
These programs have grown over the years, and along with the cultural programs at Scandinavia House: The Nordic Center in America, have provided a comprehensive platform for ongoing international exchange between the United States and the Nordic countries.
This international work is at the heart of the Foundation’s mission. Each year, ASF awards over $800,000 in fellowships and grants to individual students, scholars, professionals, and artists for study and research in the United States and abroad. To date, some 30,000 Americans and Scandinavians have participated in these and other ASF programs of study, research, or practical training.
In October 2000, ASF opened Scandinavia House as a showplace for Nordic culture and life. Since its founding, it has welcomed over 1.5 million visitors, who have come to enjoy exhibitions, performances, lectures, and more. Scandinavia House was financed by the generosity of more than 300 donors from the U.S. and abroad, including individuals, corporations, and foundations, as well as the Nordic governments and the Nordic Council of Ministers.
For more information about ASF’s Fellowships & Grants Program, Internship & Training Program, and Public Projects Grants, visit amscan.org or call 212-779-3587.
Educational and cultural programs at Scandinavia House have been very generously supported by a grant from the Barbro Osher Pro Suecia Foundation. Programs are also supported in part by the following funds of the ASF: The Louise and Karl Andrén Fund for Musical Performance; The Bonnier Family Fund for Contemporary Art; The Victor Borge Hall Endowment Fund; The Edith Coulter Fund; Dunard Fund USA; The Heimbold Family Children’s Playing and Learning Center Fund; The Henrik Kauffmann Fund; The F. Donald Kenney Fund for the Visual Arts; The Helen Lee and Emil Lassen Fund; The Asbjørn Lunde Fund in Memory of Karl and Elisa Lunde;
The Barbro Osher Pro Suecia Foundation Young Artists Performance Endowment Fund; The Philip W. Pfeifer III Fund; The Hilppa Roby Fund for Finnish Cultural and Educational Programs at Scandinavia House; The Thord-Gray Memorial Fund; and The Andrew E. and G. Norman Wigeland Fund; as well as by The Centennial/Second Century Fund; The Icelandic Cultural Fund; and The Norwegian Centennial Cultural Fund. The American-Scandinavian Foundation is very grateful for the support of all donors whose contributions make the programs at Scandinavia House possible.
Sign up for Scandinavia House’s e-newsletter from scandinaviahouse.org and receive weekly updates on our upcoming cultural programs, special ticket offers, and other Nordic happenings in and around New York. Like our Facebook page, follow us on Twitter and Instagram, and subscribe to us on YouTube! | 教育 |
2016-50/2785/en_head.json.gz/15354 | Press Release From the Office of State Senator Kel Seliger, District 31
FOR IMMEDIATE RELEASE May 18, 2007 Contact: Christy Bertolino (806) 374-8994 Senator Seliger Appointed to Conference Committee on Bill to End High School TAKS Testing
AUSTIN, Texas - Today, State Senator Kel Seliger was appointed to the conference committee on Senate Bill 1031 (SB 1031), chaired by Senator Florence Shapiro. SB 1031 would end the Texas Assessment of Knowledge and Skills (TAKS) test at the high school level and replace it with end-of-course exams based on the recommended curriculum. The other conferees are Senator Kyle Janek, R-Houston, Senator Royce West, D-Dallas, and Senator Tommy Williams, R-Woodlands.
Senator Seliger filed an early bill to repeal TAKS, Senate Bill 379 (SB 379), with the assistance of educators, administrators and parents. "I have enjoyed working with the members of the education committee to ensure the successful passage of this legislation, and appreciate the dedication and leadership of Senate Education Chair Florence Shapiro. I am honored to be a part of negotiations with the House to ensure that we come up with a testing system that better reflects the needs of Texas students." The conference committee is empanelled to resolve the differences between the House and Senate versions of the bill.
Seliger was sworn in to the Texas Senate to serve the citizens of Senate District 31 on March 2, 2004 to complete the term of former Senator Teel Bivins of Amarillo. He was reelected to serve a full, four-year term on November 4, 2004. The district spans 26 counties from the Panhandle to the Permian Basin and includes Amarillo, Midland, Odessa and Big Spring. | 教育 |
2016-50/2785/en_head.json.gz/15384 | Tough Times Ahead for Foreign Researchers at the University of California
SlateInside Higher EdNews and views from academia.July 17 2014 2:48 PM
Foreign Researchers Have It Rough at the University of California
The state’s public universities may soon become less welcoming to non-Americans.
By Ry Rivard
A scientist works in the lab at UCSF on Oct. 5, 2009. The UC system has, at least since the 1980s, fought federal agency efforts to keep non-Americans off research projects. Photo by Justin Sullivan/Getty Images This article originally appeared in Inside Higher Ed.
Officials at the University of California system are reconsidering a policy that prevents the university from discriminating against non-American researchers.
UC traditionally rejects money from research sponsors—including the federal government—that want all researchers assigned to a project to be American citizens or permanent United States residents. Some exceptions have been made for classified research and federal programs meant to provide work force training to young American scientists.
Advertisement That could change. System officials are now in preliminary discussions about allowing sponsors to dictate broader discrimination against non-American researchers. As federal research dollars dry up and federal authorities fret about work that could harm national security, UC officials have begun to rethink their nondiscrimination policy.
“Every institution that has drawn a similar line has to look at it again because of the funding situation in recent years, and we’re no different,” said Wendy Streitz, executive director of research policy analysis and coordination in UC President Janet Napolitano’s office.
Several members of the UC Board of Regents were supposed to discuss the matter today during an audit and compliance committee meeting in San Francisco, but after questions Tuesday from Inside Higher Ed, Streitz said the issue had been mistakenly put on the regents’ agenda and was going to be pulled. “If we were to make that shift, it would be a big enough deal that you’d hear about it,” she said. Streitz said there’s “an excellent chance that we’ll stay right where we are—so it doesn’t make sense to put it on anybody’s radar.”
The UC system has, at least since the 1980s, fought federal agency efforts to keep non-Americans off research projects. Streitz said UC is in the minority when it comes to rejecting funding from sponsors—generally the U.S. government—that want to exclude noncitizens and nonresidents. Precise figures on how many universities allow citizenship restrictions were not immediately available. She said the system recently walked away from money that included citizenship restrictions.
Advertisement UC’s goal is to make sure that members of a research team—including students—are chosen on their merits, not arbitrary criteria such as national origin.
Exceptions have been made for federal funding that is designed to encourage work force development and for government-funded classified research. UC does little classified work now that it no longer operates Lawrence Livermore National Laboratory or Los Alamos National Laboratory on the government’s behalf, Streitz said.
The university has also turned down funding from companies working on so-called dual-use sciences and technologies—research that has both a commercial and a military purpose. A variety of government agencies, including NASA, the National Science Foundation, the Department of Defense and the National Security Agency are among the agencies that have attempted to enforce citizenship requirements in the past, according to UC documents. In the early 1980s, the defense department cited the threat from the Soviet Union in an effort to keep foreign scholars away from unclassified university research. More recent sensitivity from the federal government may be due to factors such as terrorism, economic competition and the proliferation of findings that can be used to make nuclear or biological weapons.
But now system officials are worried about running afoul of import-export regulations designed to protect national security and the unauthorized releases of technology to America’s economic rivals.
Advertisement The Association of American Universities, which represents major research universities, has advocated making the citizenship restrictions that do exist as “as sensible as possible,” said a spokesman for the association, Barry Toiv. “We’ve been particularly concerned about restrictions that are imposed on fundamental research,” he said.
So-called “fundamental research,” which can be basic or applied research, is generally excluded from export controls. Most research at the University of California at Berkeley, for instance, is considered fundamental because there are no restrictions on publication of findings and because the research team does not exclude foreign nationals.
The UC system has carefully guarded its nondiscrimination policy in the past. In 1987, for instance, a system official advised university administrators to cancel their subscription to a database of NASA documents because the space agency wanted only U.S. citizens to be able to access the database. System policy at the time said UC “does not discriminate on the basis of citizenship, within the limits imposed by law or University policy.”
Several years later, one system official gave an impassioned defense of the citizenship nondiscrimination policy. “In addition to our own policy concerns, it seems to us that a restriction like this unnecessarily robs the [Office of Naval Research] program of the contribution that could be made by some very able new scientists,” the director of the UC system’s research office wrote in a 1993 letter objecting to citizenship restrictions on a program for young researchers.
Ry Rivard is a reporter at Inside Higher Ed. Follow him on Twitter. | 教育 |
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Internationally acclaimed architect Stanley Saitowitz to lecture at Syracuse ArchitectureOctober 22, 2008Elaine Wackerow(315) 443-6004Elaine WackerowStanley Saitowitz, one of San Francisco's most renowned and prolific designers of modern buildings, will speak at the Syracuse University School of Architecture on Tuesday, Nov. 4, at 5 p.m. in Slocum Hall Auditorium. His lecture, "Frameworks," is free and open to the public. A reception will follow in Slocum Gallery. An exhibition of Saitowitz's recent work will be on display in the gallery from Nov. 4-28.Saitowitz is a Judith Greenberg Seinfeld Visiting Critic at Syracuse Architecture this fall and principal of the highly lauded firm Stanley Saitowitz/Natoma Architects Inc. in San Francisco. He is emeritus professor of architecture at the University of California, Berkeley, and has given more than 200 public lectures in the United States and abroad.Saitowitz built his first house in 1975. Together with Stanley Saitowitz/Natoma Architects Inc., he has received national/ international recognition for countless buildings and projects, including houses, housing, master plans, offices, museums, libraries, wineries, synagogues, churches, commercial and residential interiors, memorials and urban landscapes. His firm's work is known for uniting early modern architecture with construction techniques, materials and urban and social attributes of the 21st century.Among his many awards, Saitowitz's Transvaal House was declared a National Monument by the Monuments Council in South Africa in 1997, his New England Holocaust Memorial received the Henry Bacon Medal in 1998, and he was a finalist for the Smithsonian Cooper Hewitt National Design Award in 2006.Saitowitz was born in Johannesburg, South Africa, and received his bachelor of architecture degree from the University of Witwatersrand in 1974 and his master's in architecture degree from the University of California, Berkeley, in 1977. He has taught at numerous universities, including Harvard University's Graduate School of Design, the University of Oklahoma, UCLA, Rice University, SCIARC, Cornell University, the University of Texas at Austin and SU.The visiting critic studio, "Urban Generator," currently being taught by Saitowitz, is the last of three sponsored by the Seinfeld Foundation and SU Trustee Judith Greenberg Seinfeld. It offers students the opportunity to learn about design options and commercial forms of development as they define our culture and revitalize our urban centers. "Urban Generator" proposes a multi-centered evolution of the San Francisco peninsula through the expansion of the BART underground that would result in service to other areas of the peninsula and vitalize new points on the map, provoke future development, and act to transform the area into a hub that is both new and characteristic of San Francisco. The studio includes a sponsored trip to San Francisco.Syracuse University School of Architecture is the fourth-oldest program in the United States and is consistently rated among the top architecture schools in the country. In 2008, the school's undergraduate program was ranked third in the nation by DesignIntelligence.For more information, visit http://soa.syr.edu.
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2016-50/2785/en_head.json.gz/15462 | Brandeis' shameful decision
Why is Brandeis University afraid of Ayaan Hirsi Ali?The 44-year-old scholar is a fearless advocate for women's rights and a fellow at Harvard's Kennedy School of Government. She's also a critic of Islam who appears in "Honor Diaries," a harrowing new film about violence against women in Muslim countries.Those latter credentials prompted the Waltham university to withdraw its offer of an honorary degree, after a petition spearheaded by Muslim students claimed that the invite was a "blatant and callous disregard" for the feelings of Muslim students and violated their "rights," whatever that means. The Council on American-Islamic Relations and other advocacy groups also opposed the invitation."While we are not belittling the severity of the issues that she raises, she uses hate speech against Islam as a means to do this," claimed Brandeis senior Sarah Fahmy of the Muslim Student Association, who started the petition.Of course, one woman's hate speech is another woman's reality, and the Muslim culture is not exactly known for its tolerance when religion is involved. Regardless, this higher institution of intellectual freedom promptly bowed to the pressure.Granted, Hirsi Ali has spoken harshly of Islam. In 2007 she called it a "nihilistic cult of death" and the "new fascism." She said Allah "inspires jihadism and totalitarianism" and claimed Islam and the West are locked in a "clash of civilizations."Yup, that's fiery rhetoric, all right. But — without getting mired in analytical debate — so what? Since when do college students have the "right" to be protected from ideas that offend them?Last week, the Wall Street Journal published the commencement speech Hirsi Ali would have given. This is part of it:"I stand before you as someone who is fighting for women's and girls' basic rights globally. And I stand before you as someone who is not afraid to ask difficult questions about the role of religion in that fight. … The connection between violence, particularly violence against women, and Islam is too clear to be ignored."Hirsi Ali's views aren't formed in a vacuum. Born a Muslim in Somalia, she was forced by her grandmother to undergo genital mutilation at age 5. She later renounced Islam and moved to the Netherlands, where she became a member of parliament.She wrote the screenplay for the film "Submission," which focused on the shameful abuse of Muslim women by Muslim men. In 2004 the film's director, Theo van Gogh, was murdered by a Muslim extremist. Pinned to his jacket was a threat on Hirsi Ali's life and she lived under police protection.So now Brandeis students will be protected from her, and the decision is shameful. Brandeis claimed that it was unaware of her previous statements — as though the Internet had yet to be invented — and called them "inconsistent with Brandeis University's core values."Please. The school betrayed its core values by caving to pressure from Muslims and pandering to political sensitivities.This isn't the first time a college speaker has caused controversy. Closest to home, Vicki Kennedy was uninvited as Anna Maria College's commencement speaker in 2012 due to her pro-abortion views.I like the example set in 2007 by Columbia University. When the odious (now former) Iranian President Mahmoud Ahmadinejad was invited to speak, Columbia President Lee Bollinger allowed him to do so after spelling out his offensive positions. As far as I know, no student suffered a case of the vapors.Rather, they were offered provocative, opposing ideas and encouraged to engage in critical thinking. That's the role of any good university — too bad Brandeis chose to embarrass itself instead.Contact Dianne Williamson at [email protected] | 教育 |
2016-50/2785/en_head.json.gz/15491 | British textbook erases Israel
A book commended by the Duke of Edinburgh, published by a firm endorsed by the British Council, has been shown to have an anti-Israel bias
by The Commentator on 1 January 2013 17:06
A popular textbook used by institutions and teachers to teach English as a second language has been found to have a disturbing anti-Israel undertone.
The textbook contains a map of the Middle East, labelling and identifying the countries displayed and presenting it as part of an exercise for a 'Jordanian student at Greenhill College'. The map however, leaves off the label of 'Israel', instead replacing it with the words "Occupied Palestine".
The book, "Skills in English: Writing Level 1" is utilised by teachers across the United Kingdom and further afield. The Duke of Edinburgh ESU English Language Award judges called the book, "Extremely well-planned and constructed and very impressive."
"I teach English as a foreign language in a further education college in Nottingham, England. I came across the attached map and couldn't believe my eyes!" Liz Wiseman told the Israel Today website.
The textbook is written by husband and wife authors Terry and Anna Phillips, who between them have over 65 years of teaching English. Anna's biography states: "Anna began writing materials for special courses as a senior teacher working for the British Council in Oman. Later, as Director of Studies and Owner-Manager of the International House school in Oman, she spent much of her time adapting and developing materials..."
Liz Wiseman, who made the discovery, acknowledged that she was not obliged to use the textbook, however it is regarded as one of the more popular English Language Teaching (ELT) books published by the mainstream, 'Garnet Education' organisation.
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Fair and balanced BBC reporting on Gaza...or something like that
Garnet Education describes itself as, "an independent English Language Teaching (ELT) publisher, specialising in English for Academic Purposes. We produce award-winning ELT books, multimedia resources and tests for students of all ages, from kindergarten to university."
Garnet appears to be endorsed by the UK public body, the British Council, which features Garnet on its website with the following description: "They have extensive experience working with state education ministries, particularly in the Middle East, to develop their national English language curriculum."
The book series was awarded an honour by the English Speaking Union as part of the Duke of Edinburgh awards in 2004. The English Speaking Union is a UK charity at which Mitt Romney gave a campaign speech to US expats in London in 2011.
A prominent area of the Phillips' ELT website, dedicated to Anna and Terry's work, is given to 'teaching Arab learners'. Terry and Anna Phillips were not available for comment at the time of publication.
The British Council told The Commentator: "Garnet Education is listed in our online directory of English language teaching (ELT) organisations as part of our services to the ELT sector. The directory shows the range of ELT-related services currently available in the UK and aims to be comprehensive. This listing does not imply a commendation or endorsement of the textbook in question, which, as Garnet Education has stated, was corrected and has been out of print for several years."
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Read more on: oman, duke of edinburgh, english speaking union, anna phillips, terry phillips, british council, garnet education, english language teaching, skills in english, academic boycott, Israel , anti-Israel bias, and mitt romney
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Does socialism work? A classroom experiment | 教育 |
2016-50/2785/en_head.json.gz/15500 | 45 teen summer jobs in region end sooner than hoped
Published August 08. 2014 12:01AM | Updated August 08. 2014 12:19PM
By Colin A. Young Day Staff Writer
New London - About 45 local teenagers found out last week that their summer jobs were coming to an abrupt end.
The teens, who worked at businesses in southeastern Connecticut as part of the New London Youth Affairs youth training and employment program, were informed last week that Aug. 1 was to be their last work day of the summer.
The program, which began the first week in July, was cut short for the teens because the program placed more teens than in prior summers but did not receive the same level of funding, according to Cindy Alvarez, a program coordinator for New London Youth Affairs.
"It's supposed to be a four-week program, and if we have extra (funding) we can make it five to six weeks," Alvarez said. "We notified the work site supervisor and teen as soon as we found out that we weren't going to have enough funding to pay them for another week."
The program is primarily funded by EASTCONN, an educational services provider, and the Eastern Connecticut Workforce Investment Board.
Alvarez said the program always reminds the teens who apply that the program's funding is not set in stone until July 1, when a new fiscal year begins. The teens will be paid for every hour they worked, she said.
This year, Alvarez said, 348 teenagers applied to participate in the program. New London Youth Affairs was able to place 148 in summer jobs at 33 different businesses and organizations, including New England Science and Sailing and the Mystic Aquarium, she said.
"In the past we served less kids and the program was maybe five weeks, but now we serve more youths," Alvarez said. "We were struggling with deciding do we place more teens and give them three paychecks or do we place a few less teens and give them four paychecks. It's not a win-win situation when you have so many applications and you can't place them all."
In some cases, teens were assigned to work at camps or other programs that conclude this week, Alvarez said.
"Some worksites were going to end this week anyways," she said. "So even if we had the funding to keep those youths in the program, we would have had to find new work placements for them."
Five students spent four weeks working at The Drop-In Learning Center, which offers public child care services and children's enrichment programs.
"I had the opportunity to work with some wonderful youths, and for all of them it was their first job," Executive Director Reona Dyess said. "We want to make their first work experience is something that they can grow from, learn from and use to build their career and their future."
Dyess said the teens working with her organization were told Friday that it was their last day of work.
"If they have jobs for only 100 people, they need to stick with only 100 people; we don't want something like this to happen again," she said. "These kids could have gotten another summer job on their own, but who is going to hire them now for only three weeks?"
Despite the sudden end to this summer's program, Dyess said, The Drop-In Learning Center has benefitted from being a work placement for teens in the Youth Affairs program for more than 10 years.
"This is a program I really believe in. I have nothing bad to say about it," she said. "There are kids who came through the program who I later hired because I liked their work ethic. These are young people that are a product of our community, they're giving back to the community, and we can invest in them as future employees."
[email protected]: @ColinAYoung | 教育 |
2016-50/2785/en_head.json.gz/15504 | UK's Equine Undergraduate Curriculum Updated By Edited Press Release
Horse Industry News Print Email
Beginning this fall, students enrolled in the University of Kentucky’s (UK) equine science and management undergraduate degree program will have the ability to better customize their college experience to match their interests and career aspirations.
Since its launch in 2007 and official implementation in 2009, the four-year science-based degree program’s curriculum has featured two main tracks for students—science and management. Under the new curriculum structure, which was approved by the university in May, students will be able to choose among four emphasis areas to better tailor their education to their interests and career goals. Those emphasis areas are equine science, business, community leadership and development, and forages/pasture management.
According to Bob Coleman, PhD, PAS, director of undergraduate studies in equine science and management, the change has been two years in the making.
“As we hit the five-year mark of the program, we re-examined the curriculum to see if it was best meeting our students’ needs,” he said. “Are they on track? Are we preparing them for life after college?”
The result was a shift in how students could map out their courses during their undergraduate years.
“Students are now able to design a curriculum that best fits their interests and will enhance their prospects within the horse industry’s diverse career opportunities,” Coleman said. “They will get to align their passions and interests with their education, which we expect will ultimately enhance their skill set and knowledge base.”
Incoming freshman and transfer students will automatically follow the new plan this fall. Current students will be given the option to switch to the new curriculum or stay on their current path after they weigh the benefits and their options.
The update results in students taking one less biology course, and choosing emphasis courses instead of completing 21 credit hours from a set list. They can also select multiple emphasis areas to highlight, which could be beneficial as they pursue careers after graduation. To obtain recognition for completing an emphasis area, students must take nine credit hours in that area, in addition to 12 additional credits from other emphasis areas.
“There are a lot of details in any curriculum, but the essential element, to me, is its location at a state land-grant university in the 'Horse Capital of the World,' ” said Nancy Cox, MS, PhD, dean of UK’s College of Agriculture, Food, and Environment. “Our industry partners have embraced this program and have contributed invaluably to our students’ real-world education.”
The equine science option will provide students with a strong background in basic sciences, preparing them for graduate school or careers that include laboratory research assistants, breeding technicians, pharmaceutical sales representatives, or technical representatives for the feed industry.
The business option will help students learn skills related to marketing, operations, and management of equine businesses, preparing them for careers as farm managers, as well as business managers for equine enterprises, breed associations, and sales associates. This area also introduces them to the diversity of the equine industry through courses in equine law, sales, careers, event planning, marketing, and human resources.
Community leadership and development is an area for students who are interested in leadership roles in business, breed associations, nonprofit equine organizations, and Cooperative Extension. Courses in this area will enhance their communication skills and bolster their awareness about community dynamics, leadership development, and agriculture communication.
Finally, in the forages/pasture management option, students will obtain knowledge in agronomic practices. This area will prepare students for careers related to general horse farm management or graduate school. These students will take courses in soil composition and fertility, forages, weed identification and control, and pest management.
“The equine industry is more than just working on a breeding or training farm. Thus, we have designed a curriculum that will allow students to be employed in many of the diverse areas of the horse industry,” said Ed Squires, MS, PhD, Hon. Dipl. ACT, executive director of the UK Gluck Equine Research Foundation, past UK Ag Equine Programs director, and former chair of the equine curriculum committee, which was instrumental in navigating the approval process for the new curriculum. “We have added numerous new equine courses that broaden students’ experiences. This new curriculum is sure to attract students that have a broad interest in the horse industry.”
The university currently has 265 students enrolled in this undergraduate degree program, and expects the number of new students this fall to be in line with previous years, meaning there could be upward of 350 students in the program after the fall semester’s numbers are tabulated. Currently, approximately 65% of the program’s students come from outside Kentucky. Almost 80% of the students are women. The program has had 121 graduates since 2009.
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Bella is a 9 yr old Mustang mare that I got as a rescue last fall and she is bow ready for her next home. She has had a lot of ground work dobe with her and can be loaded onto a trailer and loves to go for walks on the trail or down the rapd. She ... Read More | 教育 |
2016-50/2785/en_head.json.gz/15604 | /includes/header.php
Wednesday, April 9 at 4:30 p.m. in the Sophie Kerr Room
Erin Murphy, a Washington College graduate who has gone on to enjoy a post-collegiate career as a poet, will return to her alma mater to present a reading in the Sophie Kerr Room on Wednesday, April 9, at 4 p.m.
Murphy (class of 1990) is the author of Dislocation and Other Theories, Science of Desire, and Too Much of This World (winner of the Anthony Piccione Poetry Prize). She is Assistant Professor of English at Penn State Altoona.
She has received the Foley Poetry Award, the National Writers’ Union Poetry Award judged by Donald Hall, a $5,000 Dorothy Sargent Rosenberg Poetry Prize, and fellowships from the Maryland State Arts Council, the Pennsylvania Council on the Arts, and the Virginia Center for the Creative Arts.
Murphy’s reading is part of Washington College’s 2007-2008 Sophie Kerr Lecture Series. The series honors the legacy of the late Sophie Kerr, a writer from Denton, Md., whose generosity has enriched Washington College’s literary culture.
When she died in 1965, Kerr left the bulk of her estate to Washington College, specifying that one half of the income from her bequest be awarded every year to the senior showing the most “ability and promise for future fulfillment in the field of literary endeavor”-the famed Sophie Kerr Prize-and the other half be used to bring visiting writers to campus, to fund scholarships and to help defray the costs of student publications.
Admission to Erin Murphy’s April 9 poetry reading is free and open to the public. The Sophie Kerr Room is located in Miller Library. For more information, call 410/778-7879.
Listen to Erin Murphy read and discuss some of her poems:
Read more by and about Erin Murphy
Erin talks about her new book Dislocation and Other Theories and her craft in an interview with Tana Jean Welch in The Southeast Review.
Erin writes about “Coveting Thy Neighbor’s Poem” in the third issue of The Southeast Review.
Selected poems: “Everyone Has a Story,” “Confession,” and “Satellite,” from the website for Science of Desire at Word Press.
Click to enlarge photos.
Murphy balances her darker poems with ones that are more joyous.
Murphy speaks with some folks from out of town after the reading.
Meredith Hadaway and Professor Lang have questions for Murphy.
Erin Murphy shares stories about the origins of some of her poems.
Murphy chats with one of her first poetry instructors.
Murphy signs a book for one of her old poetry instructors, who recognizes key lines in her new work that germinated in a poem she wrote for his class.
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2016-50/2785/en_head.json.gz/15751 | Position Detail
Assistant Professor of Ecosystem Ecology
Search:#294
Type/Department:Faculty in Natural Science
Search Status:Position Filled
Applications Due:10/01/2013
Apply Now:Currently we are not accepting resumes for this position.
Hampshire College, an independent, innovative liberal arts institution and member of the Five College Consortium (Amherst College, Smith College, Mount Holyoke College, University of Massachusetts), is accepting applications for an Assistant Professor of Ecosystem Ecology in the School of Natural Science. Applicants with field-based research interests in biogeochemistry, global change ecology, or related areas, with connections to community ecology, natural history, or conservation biology, are encouraged to apply. The successful candidate will show a clear promise for developing innovative undergraduate teaching and engaging students at all levels in research. Candidates will be expected to design and teach courses (two per semester) at both the introductory and advanced undergraduate level. Active research and interest in mentoring students engaged in independent research projects are also expected. Faculty are encouraged to develop interdisciplinary teaching and research collaborations with colleagues both at Hampshire College and within the Five College Consortium. Hampshire College is committed to building a culturally diverse intellectual community and strongly encourages applications from women and minority candidates. Deadline for applications is October 1, 2013. A Ph.D. is required at time of appointment, July 1, 2014. Hampshire College offers a competitive salary and comprehensive benefits program. Applicants should submit the following: 1) letter of application; 2) curriculum vita; 3) teaching statement with descriptions of potential courses and undergraduate research topics; 4) research statement with your own research plans and ideas for interdisciplinary collaboration with other faculty; and 5) three professional references via our website at http://jobs.hampshire.edu/ Hampshire College is an equal opportunity institution, committed to diversity and inclusion in education and employment.
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2016-50/2785/en_head.json.gz/15801 | On November twenty-first, 1927, the above announcement was made for the first time. It marked a definite point in the history of radio. When in the early twenties, radio broadcasting became practical, the Department of Extension of the University of Alberta realized that a new educational tool of immense value had been produced. Previously the university extension lecturer had reached limited local audiences, by laborious travel with, in many instances, primitive methods of transportation. Now, with comparative comfort from the university studio, mud, snow-banks, below zero temperatures, and time spent in travelling were overcome. Instead of being restricted to audiences which could be assembled here or there, the speaker could address thousands at once as they sat by their own firesides.
At first, the University had no radio station of its own. But in those days each station had to be self-contained in the matter of program production. Therefore, any contribution likely to interest the radio audience was appreciated. Amos and Andy, Charlie McCarthy, soap dramas, and other such features were still far in the future. Even lectures by university professors were welcomed.
In 1923, through the generosity and co-operation of Station CJCA, the University of Alberta went on the air with regular broadcasts several evenings each week. Remote control equipment was set up in the office of the Director of the Department of Extension, and excellent results were obtained.
There were various and sometimes amusing incidents. Experienced lecturers were often "mike shy." Nowadays, radio lecturing has become a commonplace. Then, it was a startling novelty. The lack of audience reaction embarrassed some speakers. One such confided to his audience: "If you would like to know what it feels like to talk to you over the radio, go out to the barn, find a knot-hole in the wall and talk into it." On another occasion after his first effort, the speaker added the remark, "Thank goodness that's over," while the "mike" was still open. We do not know whether or not the listeners endorsed his comment.
As time went on, the commercial value of radio as an advertising medium became more and more apparent. Educational broadcasts and pay programs competed for the best listening time. A station which had a heavy budget to meet could not reasonably be expected to continue indefinitely to assign some of its best time to non-revenue producing features. Although the management of CJCA was willing to continue its help for some considerable time, the writer, then Director of University Extension service, became convinced that education should enter the radio field in its own right with unlimited choice of time. This could only be done by the University securing its own station. So, after three and one -half years of pleasant association with CJCA and especially with Mr. Rice, the pioneer of radio broadcasting in Edmonton, the University of Alberta decided to embark on its own venture in this field.
As always, the question of ways and means was most important. The writer, with the cordial support of Dr. H. M. Tory, then President of the University, and a pioneer in spirit and action, went to work. The transmitter and license of a local station of fifty watts capacity were purchased for six hundred dollars. Authority to step up the power to five hundred watts was secured, and the new call letters, CKUA, were assigned, the last two of which, as should be obvious, identifying the station with the University of Alberta.
Then the real struggle began. It soon become clear that to build a "tailor-made" station was beyond available resources. Estimates for construction on that basis were near twenty-five thousand dollars, a dream figure so far as we were concerned. One very difficult problem was that of masts to carry the antennae. This was solved by securing the highest windmill towers available and surmounting them with twenty-foot masts ingeniously guyed in place. These are still standing on the original site near Pembina Hall. But the real sticker was to find the necessary apparatus, transmitter, tubes, control board, and studio equipment. So friends were called upon for advice. Mr. H. P. Brown, first announcer and program director, who is still with the Department of Extension, worked tirelessly. The Department of Electrical Engineering and especially Professor H. J. MacLeod, gave invaluable help, and Mr. H. W. Grant of Calgary made the studio control equipment. Finally by purchasing various items piece-meal and assembling them under the skilled direction available, the entire station including a grand piano and the license fee of fifty dollars and the original purchase price, was made ready for broadcasting at a cost of slightly over five thousand dollars. The actual station cost less than four thousand.
Naturally many economies were necessary. A sound-proof studio was out of the question. But a reasonably satisfactory result was secured by draping an available room with burlap at a cost of less than twelve dollars.
And then the great night came, that of the formal opening, November twenty-first, 1927. On this occasion, in addition to musical features, there were addresses by the Minister of Education, the Hon. Perren Baker, Doctor Tory, President of the University, and others. The general tenor of all statements was to emphasize the historical nature of the occasion when the radio was coming into its own as an educational agency with almost unlimited possibilities.
One unplanned episode helped to add variety to the program. As remarked before, the studio was far from sound-proof. At one point, an off-stage effect was to be bag-pipe music. But because of some slight hitch, when the announcer said, "Now we hear the music of the pipers," the pipes were substituted for by the shrill whistle of a train crossing the high-level bridge, an effect which even the lustiest of pipers could scarcely hope to surpass. The public reaction to the new departure is well expressed by the following editorial from the Manitoba Free Press of Winnipeg, under date of February 12, 1928:
It begins to look as though the "dreaming towers" of the modern university were the radio spirals. In the archives of Manitoba's institution are numerous letters expressing appreciation of the radio evenings taken charge of at the provincial station by the university. In Alberta the university has set up a station of its own, CKUA, and every Monday and Thursday the "U" is on the air. And out of the air its message is picked up north to the Yukon, south to Texas, east through Saskatchewan and west to the Pacific — an extension department of some size.
The course for the year is laid out and it ranges from lectures on the diseases of field crops, principles of insect control, beef cattle outlook, how to make and care for hot beds, plows, their operation and adjustment, co-operative marketing, efficient winter dairy rations, feeding in relation to the ultimate bacon type, helpers to the dairy business, bee-keeping, the world's fertilizer trade, to Bunyan and his pilgrim, Robert Burns, why we study classics, romance of English words, Greek idea of democracy, early history of western Canada — in three lectures, dimensions in astronomy, etc.
Providing that the lone homesteader does not weaken, and the rhythm of the wolf's howl — or the polar bear's — does not interfere with the wave length, by the time the season is over he will be by way of achieving a university culture of no mean order. And he should be a better farmer. The difficulty of the farm home of today is not its isolation but how to get a moment to itself, with the "local" and the "institute" to attend, the college bulletins to read and the cattle's rations to be scientifically mixed. If the farmer is not aware his is a profession, it is not the fault of the orator, the mail service and the university radio. Along its other pathway runs the sure connection of the farm and the university, and it goes on its course unlocking not only new doors in the vast halls of science, but opening also windows in millions of minds. The university of today has a new ally and the boundaries of its day are no longer physical to any degree, but conditioned only by the mentality of the receiver. The university has left her dreaming towers and becomes a house by the side of the road — perhaps she has taken her dreams with her."
From the beginning until now the effort of CKUA has been to provide a program which is "different." While entertainment features have not been absent, even those have had a purpose of entertainment plus in-formation and culture. And experimental programs designed to test the value of the radio in various fields have been offered. One of these was a special Empire Day Program for schools on Empire Day, 1929. By special authority conveyed to all teachers in a circular issued by Mr. J. T. Ross, Deputy Minister of Education, all schools were directed to co-operate in securing the best results possible in the reception of a special Empire Day Program. The circular began with the following statement:
"The Department of Education in co-operation with the University of Alberta, The Edmonton Journal, The Calgary Herald, and the radio dealers of the province, is undertaking to broadcast a program to every school in the province on the afternoon of Empire Day next. This experimental broadcast is being undertaken at this time for two purposes: first, to provide, under the auspices of the Department, a common Empire Day program for all the children of the province, and second, to determine how far it may be possible to reach all our schools by radio. Obviously, if this program can be broadcast in such a way as to reach every school child, wonderful possibilities in the way of programs are at once opened up."
In addition to suitable musical selections, addresses were given by the Lieutenant Governor, the Premier of the Province, and the Minister of Education, and special Empire Day messages from Their Majesties the King and Queen were read.
The experiment proved a distinct success and from this beginning school broadcasts have become regular features with all Departments of Education. There are many problems in this field, but one by one they are being solved, and it is safe to say that more and more the radio will be accepted as an indispensable means of instruction in the schools.
From the beginning, CKUA has been interested in experimental broadcasting of drama, symphony and other classical music and in presentation of young artists seeking to broaden their experience. Continually the idea of developing the use of radio for education and culture has been the dominating feature of all its work.
How the program has expanded from the modest beginnings of 1927 to the present time is indicated by the following statistical summary for the period October 4th, 1943, to March 31st, 1944:
Total number of quarter hour periods was 9,042, made up of CBC programs, 4,034, and local programs, 5,008. These were distributed as follows:
General Talks
1,089 450 80
And now a new chapter has begun. Hitherto practically all local programs have been made by voluntary effort. But it is difficult to continue to provide a satisfactory offering in this way. The ownership and management of CKUA has therefore passed to the Department of Telephones of the Provincial Government. A generous amount of time has been reserved for educational broadcasting. While to the pioneer of CKUA the old thrill has departed, we may still confidently expect to hear regularly, "The University is on the air."
UofA Web Project | 教育 |
2016-50/2785/en_head.json.gz/15810 | Boyce Ditto Public Library - Browse ABOUT BROWSE
Filters have been applied to your results. Adjust settings from lower-left menu. [The Baker Hotel at Night]
Description: This picture shows the Baker--in its great days--at night. Legend has it that a female guest jumped to her death. Her ghost is supposed to be resident in the building, but substantial evidence for the existence of the ghost remains to this date [2014] lacking. A legend on the front of the photograph states that it was colorized by A. F. Weaver in 1940.
[The Building of Camp Wolters]
Description: An automobile--presumably of the late 1930's--is parked by a building in the process of being built. Workmen may be seen at the site. A legend under the original reads: "Buildings seem to literally spring from the earth when the construction of the then Camp Wolters began in November, 1940. The camp was completed in less than four months and became the nation's largest infantry Replacement Training Center. Construction cost was approximately $14,200,000."
[The Crazy Crystal Bottling Plant]
Description: A picture of the interior of the Crazy Bottling Plant, ladies are shown bottling Crazy Fiz, a copyrighted beverage created by infusing cooled mineral water with carbon dioxide. The men shown here appear to be checking the process in preparation for the bottling of the Crazy Fiz, while the ladies bottle and crate the finished product for shipment. Note the plant's scrupulous cleanliness, and the fact that all employees are dressed in white.
[The Crazy Hotel Pavilion]
Description: A handwritten note on the back of the picture identifies this as "Crazy Hotel Pavilion 1940 Cigar Stand and Shine Stand." Please notice Leon Cross, the "shoe-shine boy", who operated the stand for years, in the white shirt to the left of the Shine Stand. This pavilion is off the hotel lobby, behind and west of the elevators of the second Crazy Hotel. A fire started March 15, 1925, in the drugstore next to the bath house of the first Crazy Hotel which adjoined the Crazy Flats (second Crazy Pavilion). The fire destroyed all the businesses in this city block. The second Crazy Hotel opened in 1927, and incorporated all of the previous enterprises into one building covering the entire city block. The drinking bar, from which Boyce Ditto served mineral water for many years, is at the opposite end of the pavilion, left of the shoe-shine and Cigar Stand, with its striped awning. In its heyday during the health-spa era of the "City built on Water," the bar served four different strengths of mineral water. The bar is still in existence today although inactive. The mezzanine around the drinking pavilion was lined with offices, primarily those of doctors.
[The First Air-Mail Service to Mineral Wells]
Description: The first batch of airmail arrived in Mineral Wells, 1947, 6:30 pm. Individuals from left are: John Chamberlain, Manager of the Chamber of Commerce, Fred Parnell, Bill Cameron, of the Index, Fred Brown, Manager of the Baker Hotel, Mayor John Miller, an unidentified pilot, D.C. Harris, Postmaster (holding the mail bag) and R. T. Jones. The airplane in the background, a Cessna 190, was probably the one used to transport the mail. It appeared to be a cold day, as the officials are all wearing coats. (A negative accompanying this picture depicted a "Christmas rush at the old Post Office")
[A High School Coronation, 1947]
Description: The High School Coronation of 1947 had its picture taken in the Convention Hall. The photograph was taken by Du-Caan Studios, Mineral Wells, Texas. The people involved--with two possible exceptions--are not known. [written on the back in pencil: Barbara Bowman Barbara Weaver]
[Lake Mineral Wells, 1 of 4, Flood Stage]
Description: Lake Mineral Wells, Mineral Wells State Park, is shown here in flood stage. Heavy spring rains dumped 7.2 inches of rainfall into the area over a violent week-end in March 1976, resulting in a flood that claimed 24 lives in fire- and water-related incidents. The dam is visible on the far left side of the picture, with water flowing over it. Flood waters cover a large part of the land between the photographer and the dam. The public boat ramp and fueling station are on the peninsula at the far right side of the picture. The picture is part of a group of films labeled "1977", but related news articles give the date as March of the previous year.
[Mineral Wells High School]
Description: This view of Mineral Wells High School, taken from the east in 1940, shows the 1884 "Little Rock School House" (Mineral Wells' first public school) on the north side of the high school. The larger school was built at 101 NW 5th Avenue in 1915. The second high school in Mineral Wells, it still [2008] stands. Three other high schools have been built since the last class graduated from this one in 1955.
[Photograph of Lake Mineral Wells]
Description: Photograph of a view from a spot near the dam looking across the lake to Ed Dismuke's Famous Water Company, where mineral water was piped to his drinking pavilion on NW 3rd Street.
Creator: Clarence Winfield Simonds | 教育 |
2016-50/2785/en_head.json.gz/15830 | Today @ APSU - University News
Home » News » APSU African American Cultural Center seeking funds for scholarship and grad ceremony APSU African American Cultural Center seeking funds for scholarship and grad ceremony
CLARKSVILLE, Tenn. – Several years ago, a group of Austin Peay State University graduates endowed the African American Alumni Scholarship fund to provide African-American students with the opportunity to earn a college education. After a successful initial investment, financial support for the scholarship slowly dried up. In the last few years, it has sat dormant, unable to provide assistance for deserving students. But that’s about to change. Earlier this year, the APSU Advancement Office suggested that the Wilbur N. Daniel African American Cultural Center take over the scholarship, and the two departments have now embarked on an aggressive new fundraising campaign to make that fund viable again. “The center’s advisory committee is actually starting the criteria development process for this scholarship,” Henderson Hill III, director of the cultural center, said. “Right now, we’re in the fundraising process. And my hope is that the mentality will start to be as we graduate students and they become alumni that they will invest back into this program.” In July, the center sent out pledge cards to hundreds of African-American alumni and supporters of the center. But Hill specified that the scholarship fund provides a worthy opportunity for anyone looking to support APSU.“We want friends of the center, friends of the institution, former alumni, not just African-Americans, but those who just understand the importance of this type of work to help give back,” he said. “We’ve had some pretty positive responses.” This new fundraising campaign also seeks to recognize the hard work of African-American students graduating from the University. Donors are encouraged to support the center’s African American Graduate Recognition Ceremony, which honors these students in the fall and spring the day before they graduate. “The ceremony is for all African-American students who wish to participate, the same way military students, nursing students and business students have their own recognition ceremonies,” Hill said. “Our graduates, some of them are first generation and for them to have their parents and even grandparents there is a really, really big deal. Some are nontraditional, and for their children to see them go through this process is very heartwarming.” The ceremony is free for the students, and they receive complimentary Kente stoles to wear at graduation. Last spring, about 50 students participated in the event. As more students graduate, this becomes a financial struggle for the center to host. “We’re able to do it more effectively if we have more support,” Hill said. “The students don’t have to pay for anything. We do the whole program, we pay for the people on the program, and we pay for the reception for them and their family. We have a photographer. We pay for all that. It helps when we can offset the cost with some type of financial support.” “When alumni and friends donate to the African American Scholarship and the Recognition Ceremony it shows the value they place on the educational experience at Austin Peay,” Kimberly Scott, APSU director of annual giving, said. “Your support is an investment that will help students achieve their hopes and dreams now and in the future. I hope that everyone will take the opportunity today to change a student’s life by making a donation.” For more information on the ceremony, the scholarship fund, or to make a donation, contact the WNDAACC at www.apsu.edu/aacc. Austin Peay State University | Addresses | Clarksville, TN 37044 | 1-877-861-APSU | (931) 221-7011 | 教育 |
2016-50/2785/en_head.json.gz/15912 | The American Historical Association and K-16 Collaboration
From the Vice Presidents
Karen Halttunen, October 2008
In January 2008, the AHA Council accepted the final report of the Working Group on the Future of the American Historical Association. The report’s primary recommendation is that, “To secure its future, the AHA must reach out to a broader membership and become more diverse and inclusive while preserving its core constituency of history PhDs who teach at research universities and liberal arts colleges.” One key constituency emphasized by the report is K–12 teachers—specifically, Advanced Placement teachers, as well as, more generally, high school teachers. The working group, which was chaired by William Chafe, recommends that the AHA create special dues categories and benefits to attract high school teachers to the Association, and redesign the annual meeting so that “up to 25 percent of all sessions are dedicated to programs targeted toward these new constituencies, e.g. teaching sessions focused on bringing new technologies into the classroom, etc.” The full report was published in the April 2008 issue of Perspectives on History, and has been posted on the AHA web site. Currently, the Implementation Committee (which is a subcommittee of the Council), chaired by president-elect Laurel Thatcher Ulrich, is reviewing the issues raised in the report, and setting priorities for responding to its recommendations.
The Teaching Division of the AHA welcomes the Working Group’s recommendations, especially as they apply to K–12 history teachers, who have occupied an important place on our agenda in recent years. Our work has been part of a significant upsurge, in the past two decades, in K–16 collaboration among history teachers—a partnership pursued, in my own home state, by both the California History-Social Science Project and the National Center for History in the Schools, which have been actively shaping history instruction since the early 1990s. K–16 collaboration breaks with the older model of “K–12 outreach,” in which collegiate teachers presented content-expertise to K–12 teachers, while K–12 teachers played the relatively passive role of returning students.1 The basic premise of K–16 collaboration is that history teachers at all levels are fellow professionals, who share the common tasks of both generating and transmitting historical knowledge, and who have much to learn from one another. In K–16 collaboration, history teachers at all levels (but especially from middle school through college) exchange historical knowledge and teaching strategies in ways that enhance instruction in all their classrooms. (K–12 educators, for example, have been at the forefront of learner-centered education, a pedagogical approach that has been trickling up to college and university classrooms.) K–16 collaboration illuminates our mutual professional interests, as well as our shared role as learners and teachers of history. K–12 teachers prepare their students to study history at two- and four-year colleges; college-level historians, in turn, prepare some of their students to become K–12 teachers, a responsibility that Edward L. Ayers, in “The Next Generation of History Teachers,” has urged us to take up more thoughtfully.2 Both K–12 teachers and college-level historians register the impact of federal educational policies, such as the reduction of history instruction as a result of No Child Left Behind. And the extension of policies mandating educational assessment from the elementary and secondary levels to colleges and universities will further expand the collective self-interest of K–16 history instructors.”3
One of the greatest recent boons to K–16 collaboration has been the Teaching American History grants program from the Department of Education. The grants under this program have funded more than 800 projects across the country since 2001. The program is now also funding a National History Education Clearinghouse, located at the Center for History and New Media at George Mason University. Its purpose is to create the central online location for accessing high-quality resources for K–12 U.S. history instruction, with a focus on historical thinking and learning.4 The AHA, along with Stanford University and the National History Center, is partnering with CHNM in this work. The AHA’s primary responsibility to the Clearinghouse is to host and help facilitate a yearly workshop aimed at K–12 U.S. history teachers, scheduled for all-day Saturday during the Association’s annual meeting. We have completed the planning for this meeting to be held in New York City on January 3, 2009—which will feature distinguished historian-educators Laurel Thatcher Ulrich, Sam Wineburg, and several K–12 teachers—and we are beginning to work toward the San Diego meeting in 2010. It is our hope that these workshops will help draw significant numbers of K–12 teachers (mostly from the immediate area around the meeting city) to the AHA’s annual meetings, and direct them towards additional panels and sessions throughout the program that may be of interest and value to them.
Unfortunately, the Teaching American History grants do not fund professional development in the field of world history. K–12 teachers of world history are in even greater need of support than U.S. history teachers, because of both the vast scope of the field, and many teachers’ relative lack of formal preparation to teach it.5 Within the AHA, the Research and Teaching Divisions have been working together to expand the number of Teaching Sessions offered in world history at the annual meeting. In an effort to counter the tendency to teach world history as an assortment of “world civilizations” largely disconnected from one another in both time and space, we are planning a multiyear program of panels under the rubric of “Sites of Encounter and Cultural Production.” In New York in 2009, the annual meeting will offer two “Sites of Encounter” sessions: “Teaching the Muslim World and World War I,” and “Thinking Historically about Early Human History.” These panels are intended to serve as models of K–16 collaboration: each features both research scholars and secondary teachers, whose purpose will be to exchange research findings and pedagogical strategies concerning major encounters, and to engage the audience—which we hope will include all levels of history teachers—in conversation on the subject. For the annual meeting in San Diego in 2010, we hope to feature at least four “Sites of Encounter and Cultural Production” sessions on the same model. More broadly, we would like to see these sessions generate more Teaching Sessions devoted to K–16 collaboration that do not necessarily involve sites of encounter or world history per se.
The National History Education Clearinghouse workshop and the “Sites of Encounter and Cultural Production” sessions represent two new initiatives of the AHA in the area of K–16 collaboration. Whether or not such activities can significantly broaden our membership to include more K–12 teachers, as the Working Group on the Future of the AHA has recommended, remains to be seen. The problem with annual programming for K–12 teachers is that we are unlikely to draw many teachers who do not live relatively close to the meeting site, since K–12 teachers are rarely funded for such travel. And unless we act on the working group’s suggestion that we publish a journal aimed at all teacher-historians (comparable to the Magazine of History published by the Organization of American Historians), our membership benefits may not be sufficient to draw K–12 teachers to our membership. What is clear, however, is that K–16 programming can better serve K–12 teachers, and draw more of them into our annual meetings, in addition to broadening the annual meeting’s appeal to two- and four-year college- and university faculty, as well as public historians and other practitioners. The Teaching Division invites suggestions and proposals from AHA members concerning future K–16 collaborations. Send your suggestions and proposals to Noralee Frankel.
—Karen Halttunen, professor of history at the University of Southern California, is vice president of the AHA’s Teaching Division.
1. For a discussion of the distinctions between these two approaches, see Karen Halttunen, “K–12 Outreach or K–16 Collaboration?” at http://teachinghistory.org/tah-grants/lessons-learned/19347.
2. See Edward L. Ayers, “The Next Generation of History Teachers: A Challenge to Departments of History at American Colleges and Universities,” a white paper endorsed by the AHA.
3. This new approach is discussed the document created by the AHA, OAH, and NCSS, “Benchmarks for Professional Development in Teaching of History as a Discipline.”
4. The Clearinghouse went on-line this past spring, at http://teachinghistory.org.
5. The World History Association, founded in 1982 by a combination of secondary teachers and academics, has been a leader in K–16 collaboration in world history, playing an instrumental role in establishing standards for world history at the national and state levels, designing the AP world history course, and providing instructional materials on its website. Indeed, the WHA’s mission statement includes the goal of bridging the gap between secondary and post-secondary educators in world history. The association’s web site address is www.thewha.org.
Teaching American History Grant Program
Tuning and Recharging
The Particular and the Universal
Why National History Day Matters More than Ever
Advice to History Departments on NCATE Review of Teacher Preparation Programs | 教育 |
2016-50/2785/en_head.json.gz/15921 | Language background and use among the German minority in Poland
Grotovsky, Zachary
Zachary_Grotovsky.pdf (1MB)(no description provided)PDF
Title:Language background and use among the German minority in Poland
Author(s):Grotovsky, Zachary
Advisor(s):Yildiz, Yasemin
Department / Program:Germanic Languages & Lit
Discipline:German
Degree:M.A.
Genre:Thesis
Subject(s):German language
German minority
Abstract:The German minority in Poland has a special history that includes many changes, many difficulties, but also many victories. To further understand this group of people, their background, and their use of the German language, this study first examines the multiple population shifts among the German minority population in Poland. After reviewing the available scholarship, this study seeks to add more detailed information about German language use among the German minority population after 2005, including current efforts to preserve its German cultural heritage. A survey was distributed to 46 different German minority clubs and organizations in the Opole Voivodeship and the Silesian Voivodeship, the two areas in Poland most heavily populated by members of the German minority. With 34 respondents, the survey revealed what contact the population has with the German language, their attitudes towards it, and the presence of the German language in Polish schools. The general trend is that German is first seen as a way to further career possibilities, then as an identity marker. The attitude towards the German language is slowly improving, and its presence is slowly increasing in Polish schools. Analysis of these findings reveals that the population is likely to continue emphasizing the learning of German as a way to better their lives, and the younger generations seem to be more interested and willing to participate in German minority events. The study also highlights where future investigation of Poland’s German minority is needed, such as individual case studies, closer examination of specific towns, or a comparative analysis of Poland’s German minority and minority populations in other locations.
Rights Information:Copyright 2014 Zachary Grotovsky
Date Deposited:2014-05
Dissertations and Theses - Germanic Languages and Literatures | 教育 |
2016-50/2785/en_head.json.gz/15939 | BroadcastsGeneral ConferenceGeneral Conference Leadership MeetingsWorldwide DevotionalMissionary BroadcastsCES Devotionals ArchiveChristmas DevotionalsWorldwide Leadership TrainingAuxiliary TrainingBYU Women’s ConferenceOther BroadcastsPlayer FeaturesTrouble StreamingFace to Face
Overview of the New Handbooks
Elder Dallin H. Oaks "Overview of the New Handbooks", 2010 Worldwide Leadership Training Meeting, 2010
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PD50025915_000_020
My dear brothers and sisters, we are grateful for President Monson’s keynote message. We accept his challenge to read, understand, and follow these handbooks to maintain the integrity of the policies, procedures, and programs of the Church. In doing so, we will fulfill his inspired declaration that these new handbooks will be a treasure and a blessing to each of us.
The publication of these new handbooks and this broadcast are the final steps of a three-year process. The two volumes of the 1998 Church Handbook of Instructions, including the 2006 update of volume 1, have been reviewed line by line and revised as necessary to direct the work of general and local leaders and headquarters personnel to serve the members of a worldwide Church. This revision has focused on the salvation of the children of God and the strengthening of their families.
While handbooks do not have the same standing as the scriptures, they do represent the most current interpretations and procedural directions of the Church’s highest authorities. As President Monson just said, “They have been read and reread, corrected and reread.” Under the direction of the First Presidency, individual chapters were written, read, and approved by the Presiding Bishopric, by the general auxiliary officers, and by General Authorities assigned to the various Church departments. The proposed text was then reviewed and approved by the Quorum of the Twelve, assisted by the Presidency of the Seventy. Finally, the total text was read, modified, and approved by the First Presidency. Throughout this work we have been guided by a sweet spirit of inspiration. We know that these handbooks and their directions, as President Monson has said and as is stated in their introductions, “can facilitate revelation if they are used to provide an understanding of principles, policies, and procedures to apply while seeking the guidance of the Spirit” (Handbook 1: Stake Presidents and Bishops [2010], v; Handbook 2: Administering the Church [2010], v).
This broadcast will concentrate on the main issues and overarching principles in the new handbooks. In February, a second presentation will focus in detail on additional issues, including the unique responsibilities of stake presidents and bishops, the work of quorums and auxiliaries, and the special challenges of units that lack sufficient members and leaders to carry out the full programs of the Church.
As we begin, I stress that almost all of you brothers and sisters in this worldwide audience of priesthood and auxiliary leaders should now have your own copy of the new handbooks in your own language for reference during this broadcast.
These new handbooks are primarily focused on wards and branches. Stakes and districts are secondary, and there is no information on area or general Church organizations or functions. These handbooks are reference works, arranged to assist a reader in finding specific information being sought. They have tabs to identify each chapter, and they are indexed by chapter and section number, which are the same in all of the various language editions. Their total word count is about 12 percent less than the current handbooks.
Our new handbooks consist of two volumes. Handbook 1 contains those matters administered by stake presidents, mission presidents, district presidents, bishops, and branch presidents. Only those officers and their counselors will have Handbook 1.
Most of the text of Handbook 1 is the same as the current 2006 update of the Church Handbook of Instructions. The most recent First Presidency letters are included. The chapters on “Duties of the Stake President” and “Duties of the Bishop” have been shortened and revised to provide a clearer statement of major responsibilities. Some of the text has been simplified or rearranged. For example, the material on name removal has been folded into the chapter on Church discipline.
Handbook 2, titled Administering the Church, contains all of the chapters necessary to administer the Church in the bishoprics, branch presidencies, quorums, and auxiliary organizations in the wards and branches. As you know, copies of this Handbook 2 are given to all members of the ward council. Thus, the Melchizedek Priesthood quorum leaders and the presidents of the Relief Society, Young Women, Primary, and Sunday School and their counselors will have all of the chapters that pertain to administering the Church in the wards and branches. In this way, each member of the ward council—women as well as men—stand together in knowing what each of the other members of the council is responsible to do in their organizations. This also gives all of these leaders access to the selected Church policies and guidelines that appear in chapter 21 of book 2. Please remember that these handbooks—and especially these policies—are not to be copied or shared beyond those authorized to have them.
The First Presidency directed that the contents of book 2 should “facilitate the desired balance between uniformity on doctrine and principles and flexibility to allow limited adaptation where required on some subjects” (First Presidency memos of January and May 2008). Following that direction, book 2 is principle-based. It seeks to reduce the complexity of Church programs. It allows some adaptation where needed, such as in newer units or geographically large units of the Church, but it does not sacrifice the uniformity of policies, procedures, and programs that President Monson has taught us is necessary in our worldwide Church. Truly, as he just said, “There is safety in the handbooks.” Elder Cook will say more about the principles that guide leaders in this important matter.
Another major theme in Handbooks 1 and 2 is to reduce the workload of the bishop. Partly this is done by allowing some flexibility in meetings. Just as important, Handbook 2 seeks to reduce the workload of the bishop by enhancing the role of the ward council and its members. They are to act not just as representatives of their quorums and auxiliary organizations but, with their counselors and organizations, to receive delegation to assist the bishop on matters of importance to the whole ward. Quorum and auxiliary leaders will also assist the bishop by helping in the rescue role of activation and retention of their members.
The roles of elders quorum presidents and high priests group leaders are significantly enhanced in the new handbooks. These leaders and their counselors have increased responsibilities to help individual quorum or group members, both spiritually and temporally. Handbook 2 directs them to “encourage quorum and group members to fulfill their priesthood duties, especially their duties as husbands and fathers” (7.3.2). They are also directed to work with their “counselors and with home teachers … and others in reaching out and ministering to those in their organizations and others who need assistance” (4.5.1) In order to accomplish these vital ecclesiastical responsibilities, these priesthood leaders will have to delegate extensively and may need to reduce some temporal service demands, such as helping members move.
Handbook 2 instructs bishops to assign each prospective elder either to the elders quorum or to the high priests group, depending on individual needs. When prospective elders are so assigned, these leaders are responsible for their retention, activation, home teaching, and other needs.
An elders quorum president is called and released by the stake president after consultation with the bishop. He is trained by high councilors, under the direction of the stake president. In his responsibilities in the ward, the elders quorum president is directed by the presiding high priest in the ward, the bishop. High priest group leaders are called, released, and directed in a similar way.
Book 2 begins with three short chapters that provide the doctrinal framework for administering the Church:
Families and the Church in God’s Plan
Priesthood Principles
Leadership in the Church of Jesus Christ
Everyone who is receiving this broadcast should carefully read these three new chapters. They are doctrinally based on the scriptures. They are extremely important.
For example, chapter 2 describes the overall purpose of the Church, an important subject that has been described in different ways at different times. In 1981, the First Presidency made its first reference to a “threefold mission” of the Church—proclaiming, perfecting, and redeeming. At that time, the First Presidency declared that these three applications are “part of one work—to assist our Father in Heaven and His Son, Jesus Christ, in Their grand and glorious mission ‘to bring to pass the immortality and eternal life of man.’ (Moses 1:39)” (Spencer W. Kimball, in Conference Report, Apr. 1981, 3; or Ensign, May 1981, 5). However, since 1981, some have given excessive attention to definitions and boundaries among these three applications of the Lord’s work, at times overlooking their common doctrinal foundation and excluding other essential elements, such as caring for the poor.
This new handbook restores the original emphasis on one foundation of spiritual doctrine to describe the Church’s overall “purpose.” Book 2, section 2.2, reaffirms the 1981 language: “The Church of Jesus Christ of Latter-day Saints was organized by God to assist in His work to bring to pass the salvation and exaltation of His children.” On this basic doctrinal foundation, section 2.2 goes on to say that “in fulfilling its purpose to help individuals and families qualify for exaltation, the Church focuses on divinely appointed responsibilities.”
Those responsibilities are then described to include the following:
“Helping members live the gospel of Jesus Christ.”
“Gathering Israel through missionary work.”
“Caring for the poor and needy.”
“Enabling the salvation of the dead by building temples and performing vicarious ordinances.”
The general principle, stated in section 2.2, is that “the programs and activities of the Church [are intended to] support and strengthen individuals and families.” Following that principle, we suggest that in issuing callings, bishops and branch presidents remember that their native urge to have all positions filled and all programs carried out is less important than the well-being of the families involved. We consider it desirable that members have no more than one major calling, especially where both parents of minor children have a major calling.
In contrast to the doctrinally uniform and permanent principles stated in the first three short chapters, most of book 2 consists of inspired programs and policies that can be changed in the future by appropriate authority. For most of the handbook, including its stated policies and principles, the only authority authorized to make changes is the First Presidency. We need to remember that policy directions are approved and announced only by the First Presidency. They are not introduced through rumor from one leader or member to another. Further, if you have questions, you should discuss them with your presiding priesthood leader. Only the most senior priesthood leaders should be checking with the Office of the First Presidency. As an exception, as Elder Cook will explain in a moment, a limited number of programs can be modified by local authorities where needed by local conditions or where necessary to serve the members.
Chapters 4, 5, and 6 focus on the ward council, the work of salvation in the ward, and welfare principles. All ward council members should study and apply these chapters in their participation in the ward council and in their work in their priesthood and auxiliary organizations.
Book 2 continues with 6 chapters on the Melchizedek Priesthood, the Aaronic Priesthood, and the four auxiliaries. Though their titles are the same as in the current handbook, these chapters have some important simplifications in content and format.
It will now be our pleasure to hear a discussion of handbook principles and content from Elder Quentin L. Cook. By appointment of the First Presidency, he and I and Elder Bruce D. Porter of the Seventy have been responsible to coordinate the work on the new handbook. We have received particularly valuable assistance from the Priesthood Department of the Church, from other General Authorities, and from the Correlation Department and their skilled editors. All of this has, of course, been under the direction and subject to the approval of the First Presidency. I have felt privileged to work in this inspired effort and testify that it will further the work of Him whose servants we are, even the Lord Jesus Christ, in whose name I testify, amen.
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2016-50/2785/en_head.json.gz/15963 | National Strategy for Federal Archeology
Francis P. McManamon
Reproduced from CRM 19(6):17, 1996
America's archeological heritage, the sites from her historical and prehistoric past need protection. Like rare and endangered species, some kinds of archeological sites are threatened with extinction. The number of archeological sites from bygone times never increases, it is only reduced, by modern development, by looting, even by the very best of modern archeological research. It is important that we make the most of the sites that we have left, preserving as many as possible so that future generations of Americans will also have access to the unique information that htey hold.
In March 1990, the Secretary of the Interior directed the heads of bureaus and offices within the Department of the Interior to emphasize the sound use and preservation of archeological sites that they manage, or that their programs affect. In this message, and a subsequent policy statement in 1991, the Secreatry identified several areas to stress in Department of the Interior programs. This document, known as the National Strategy for Federal Archeology, has been used by managers, archeologists, and other historic preservationists throughout and outside of public agencies to support a variety of archeological programs and activities. The officials of other federal agencies, specifically, the Secretaries of the Departments of Agriculture, Defense, and Energy, and the Chairman of the Tennessee Valley Authroity, have endorsed the national strategy to focus more attention upon these kinds of activities.
Federal agencies spend tens of millions of dollars every year identifying, analyzing, and preserving archeological sites. We need to continue these important efforts, and to improve them whenever it is possible. Based upon government reporting on federal archeological programs and activities, the national strategy emphasizes activities in several areas for special concerns: public education and participation in archeological activities or programs; making use of archeological data for public purposes; interagency cooperation in fighting archeological looting; more interagency information exchange; improving our inventory information about the location, significance, condition, and threats to archeological sites; and improving the long-term use and preservation of archeological collections and records.
The Interior strategy has identified important topics for focusing archeological activities and programs. We hope that by emphasizing these general topics, preservation, protection, and interpretation efforts will be improved and better coordinated among public and private organizations dedicated to archeolgoical preservation activities. The loss of America's archeological heritage diminishes all of us and future generations. There is no quick fix to the challenges that the national strategy has identified. Public agencies, the archeological profession, private associations, and citizens must provide for archeological preservation as an important part of their activities and programs. The National Park Service looks forward to cooperating in these activities and programs in many ways.
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2016-50/2785/en_head.json.gz/15971 | Associate Dean Aims for Polk to Be “The Place” to Teach
Posted on Wednesday, September 11, 2013 by Polk Newsroom
Gerene Thompson joined Polk State Lakeland as associate dean of academic affairs in June.
After nearly two decades in higher education, Gerene Thompson is right where she wants to be: an institution where a college degree is within reach for anyone willing to work for it.
Thompson joined Polk State Lakeland in June as an associate dean of academic affairs.
“Education is the gateway to success for so many people. That’s why I’m such a big proponent of open access,” she said, explaining that Polk’s open-door policy was a huge factor in her career move.
“People come to institutions such as Polk State College looking for a better life, and we have an obligation to provide them the opportunities and tools to build that better life.”
In her position, Thompson will focus much of her attention on improving the experience of adjunct instructors, who will then in turn provide a better experience to students.
It’s a job she approaches with a wealth of relevant experience and education — plus a true passion for her work, said Dean of Academic Affairs Donald Painter.
“She has an infectious enthusiasm and very positive attitude. She is going to help students succeed,” said Painter, who oversees Thompson.
Thompson earned her bachelor’s degree in Pre-Law and History from Barry University in Miami Shores, as well as master’s degrees in History and Education from Midwestern State University and the University of South Florida, respectively. She is currently a doctoral candidate in Higher Education Administration at USF.
A career in higher education is not what she planned while growing up in St. Martin. Inspired by the 1950s legal drama Perry Mason, she wanted to become an attorney, a profession that would draw on her natural inclination to protect and advocate for others.
As she progressed in her education, the financial realities of law school set in, and she put that dream aside.
For six years beginning in the late 1990s, she worked in administration for a St. Martin timeshare resort, overseeing sales and marketing.
During the same period of time, she began teaching as an adjunct instructor for the University of St. Martin, delivering courses in English, History and the First-Year College Experience.
Teaching proved her foray into a whole new career. She went on to become director of admissions at St. Martin. Most recently, she was at the University of South Florida, where she worked as director of academic and student services at its University College, which helps adults who may have been out of the classroom for long periods of time to finish their degrees.
While the twists and turns of life took her away from her childhood aspirations, she said the part of her that wants to help others is still very much fulfilled.
“I have the opportunity to help people find their path, and to support people along the way,” she said.
Her interest in moving to the Florida College System — which encompasses 28 institutions, including Polk — was piqued by its addition of bachelor’s degrees to target specific workforce needs. Polk, for instance, now offers the Bachelor of Applied Science in Supervision and Management, Bachelor of Science in Nursing and Bachelor of Science in Criminal Justice, and other four-year degrees are in development.
“The state colleges are offering a different perspective on education by branching out and offering the four-year degree,” she said. “But they’re still maintaining open-access, even though they’ve bumped it up and are offering the opportunity to do something at a higher level.”
In her three months at Polk, she had been particularly taken by its deep connections with the community, from the employers who help shape its programs to the number of students — more than 24,000 annually — it serves.
“I’ve been amazed by its impact. You can see in action what this college means to the community. This college is doing important work,” Thompson said.
Thompson will support that “important work” by supporting the Lakeland campus’s adjunct instructors, which number about 80 in any given academic year.
Adjunct instructors must have either a master’s degree or a minimum number of credit hours in their discipline, and work on a part-time basis.
Thompson aims to improve the orientation and professional development opportunities for adjuncts and, working with her counterpart in Winter Haven, Associate Dean of Academic Affairs April Robinson, find new avenues for recruitment.
Robinson said she’s excited to have Thompson at the College.
“She started at the College on June 10, and our adjunct job fair was July 16. She jumped right in and didn’t hesitate to organize, make contacts and follow-up with inquiries about the job fair,” Robinson said. “She is assertive, self-directed and motivated to work closely with our adjuncts.”
Thompson will also facilitate an adjunct mentoring program, which pairs adjuncts with experienced instructors during their first semester.
“I’m hoping to really make Polk State the place of choice for adjunct faculty, where people are falling over themselves to get here,” she said. “We can make ourselves unique and distinct from other places by offering the best professional development practices and opportunities.”
Her door — fittingly enough given the policy that drew her to Polk to begin with — is certainly always open to adjuncts, and she’s more than willing to share her own experiences for their benefit.
She recalls those first days in the St. Martin University classroom and all the emotions that came with it.
“I remember the anxiety, and over-preparing, feeling like I had to know everything before the class because all the students are looking at you like you’re a fountain of knowledge,” she said.
“You have to learn not to take yourself so seriously, and to be more a facilitator than the old ‘sage on the stage.’”
Ultimately, Thompson learned to set clear expectations for her students — she’s a fan of rubrics — but also that students learn in very different ways. Having students reach the course objectives is more important than how they get there, she said.
“Not every student’s project or paper will look the same, but as long as the major points are there, that’s what matters,” she said.
By way of introducing herself to her new colleagues, Thompson said she’d like them to remember one thing above all else:
“I am really loyal to the place I work, and I get very involved in the culture and climate. A lot of the things I’ve seen about Polk State so far are fantastic and I love. This is a great place to work. I want to re-create that for our adjuncts, so that they also feel this is the best place to teach.”
Gerene Thompson | 教育 |
2016-50/2785/en_head.json.gz/15973 | 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 » Four faculty members recognized for outstanding teachingNews at PrincetonFriday, Dec. 09, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive Web StoriesTo News Archive|« Previous by Date|Next by Date »Four faculty members recognized for outstanding teaching
Posted May 31, 2011; 01:24 p.m.by Eric QuiñonesTweet e-mail
Four Princeton faculty members received President's Awards for Distinguished Teaching at Commencement ceremonies Tuesday, May 31.
They are: Anne Case, the Alexander Stewart 1886 Professor of Economics and Public Affairs; Hendrik Hartog, the Class of 1921 Bicentennial Professor in the History of American Law and Liberty; Alexander Nehamas, the Edmund N. Carpenter II Class of 1943 Professor in the Humanities and professor of philosophy and comparative literature; and Daniel Oppenheimer, associate professor of psychology and public affairs.
The awards were established in 1991 through gifts by Princeton alumni Lloyd Cotsen of the class of 1950 and John Sherrerd of the class of 1952 to recognize excellence in undergraduate and graduate teaching by Princeton faculty members. Each winner receives a cash prize of $5,000, and his or her department receives $3,000 for the purchase of new books.
A committee of faculty, undergraduate and graduate students, and academic administrators selected the winners from nominations by current students, faculty colleagues and alumni.
Case, who earned a master's in public affairs from the Woodrow Wilson School of Public and International Affairs in 1983 and a Ph.D. in economics from Princeton in 1988, has been a member of the University faculty since 1991. Her scholarly interests are economic development, primarily in South Africa, and health issues in developed and developing countries. Her teaching largely focuses on development economics at the master's level in the Wilson School and at the doctoral level in the Department of Economics. In the classroom, Case brings technical and theoretical subjects to life and reminds students that their mission as scholars is to help make a difference in society. In recommending Case for the award, a current Ph.D. student in economics wrote, "Professor Case's passion for South Africa surfaced in nearly every lecture through anecdotes or rigorous academic studies. Her enthusiasm and unquenchable thirst to understand the problems besetting South African households infused life into dry or seemingly intangible economic theory. … Professor Case's excitement over the latest release of a comprehensive demography survey from KwaZulu-Natal, or lingering questions as to how and why family composition was dramatically changing over time, reminded us of the bigger world beyond the confines of Princeton University." Another graduate student in economics added, "She is a teacher who can transform any dry, theoretic paper into accessible and exciting material, full of unanswered questions for us to explore together with her. She turns each lecture into an engaging discussion in which even the shy students like me feel stimulated to participate."
Colleagues noted that Case is both tireless and selfless in supporting the development of her advisees and other students. For example, she established a research lunch for faculty and graduate students who work in development and health, at which students present works in progress. In addition, two colleagues recalled, "Several summers ago, Anne arranged a research colloquium for approximately eight Ph.D. students at a remote field site in South Africa. There they learned about the research going on at the site and interacted with South African researchers and graduate students. We know that Anne used her own unrestricted funds to cover a substantial portion of this colloquium -- funds she could have used for her own work."
As an adviser, Case is known for motivating students to pursue challenging questions and to think creatively about how to develop their own research ideas. "Teaching economics demands a delicate balance between instilling confidence in a student's abilities while still making sure they are uncomfortable enough to push themselves as hard as is required. Anne excels at this skill," a former advisee wrote. Another former graduate student recalled, "When I would come to her office with a crazy idea, possibly promising but probably almost impossible to actually pursue, she'd join my excitement and say something like, 'OK, this is great. Now just do it.' And I, eventually out of excuses, just did it."
Hartog, a Princeton faculty member since 1992, is a historian and legal scholar who also directs the interdisciplinary Program in American Studies. His breadth of interests, collaborative mindset and infectious enthusiasm for learning have inspired both undergraduate and graduate students who regard Hartog as a model scholar, teacher and mentor. "His office hours are always filled with students seeking advice from him," wrote one colleague in nominating Hartog for the award. "Many of these are not -- I repeat, not -- his advisees, but people who have gotten to know him in classes, through the suggestion of other students and faculty, or simply from going to public lectures, workshops and conferences and chatting with him afterward."
One of Hartog's signature undergraduate courses, "American Legal History," provides an overview of complex legal cases. His approach is not what many students expect when they enroll, but one that they ultimately find invaluable, according to a colleague who served as a preceptor for the course. "These are not 'Famous Cases 101.' They are about pigs in the street of antebellum New York; common law water rights in the West; slavery in New Jersey," Hartog's colleague wrote. "None of these problems really offer an answer about legal history in any way, but they are meant to demonstrate how legal historians ask questions, what sources look like and how we struggle over and through them. Above all, they are meant to show that law is messy (not tidy, as the students hope)." He engages students in these issues with a "no bells and whistles" approach that emphasizes critical thought, and "gradually they begin to trust Professor Hartog and to see themselves emerging as bigger thinkers."
Hartog is a diligent critic of his students' work, vigorously editing their prose and challenging their arguments to make them more efficient and persuasive writers. He puts similar effort into finding time to engage one-on-one with students. One undergraduate student wrote that students may often "assume that a good teacher is the equivalent of a brilliant or charismatic lecturer, when in fact the most valuable kind of teaching (and learning) often takes place outside the classroom or lecture hall -- during office hours, through email exchanges, from timely and insightful feedback on assignments, through frequent, focused and open-minded conversations. Although Dirk's lectures are on par with the best I've experienced in the history department, he is also a master at this other kind of teaching."
This approach also has won Hartog praise from graduate students. "Perhaps the most important quality among those that make Dirk a great, great teacher is that, as best as I can describe it, he has mastered the art of being a teacher-friend," wrote a former graduate student. "Becoming Dirk's student means right away entering into a conversation in which, somehow, Dirk manages to be a mentor, a guide and a resource, while at the same time making one feel like a colleague -- a colleague-in-the-making, to be sure, but a colleague nonetheless."
Nehamas, who earned his Ph.D. from Princeton in 1971, has taught at the University since 1990. Renowned as a scholar with a wide range of interests across the humanities, Nehamas is an internationally recognized expert on German philosopher Friedrich Nietzsche. He is best known among undergraduates for his course on Nietzsche, which is among the most popular in the philosophy department. Students also have cited his undergraduate courses on literature and arts and the philosophy of art as some of the best they have taken at Princeton.
While praising the memorable quality of his lectures, undergraduates also cited Nehamas as a caring, spirited mentor who devotes considerable effort to advising their independent work and guiding them in less formal settings. One student wrote that Nehamas "embodies the ideal Princeton professor, who not only lectures but also takes the time to enjoy a friendly conversation with his students. He is a humanist in the most admirable sense of that word: someone who believes in education as the highest ideal." Added another student, "Professor Nehamas is unfailingly kind, frequently witty, an admirable lecturer and deeply interested in his students. He represents the highest standards of excellence in teaching and in cultivating individual relationships with his pupils."
This esteem is shared by Nehamas' graduate students, who have given high marks to his courses on moral psychology, 19th-century German philosophy and the philosophy of art. He also is a respected adviser whose dedication to mentoring continues to inspire former graduate students who are now professors themselves. "Alexander is among the three or four most memorable teachers in my life," wrote one former graduate student. "His combination of intellectual generosity, deep engagement and careful, thoughtful, critical feedback to students distinguishes him from even the strongest teachers among my professors and colleagues. He makes a decisive impact on the lives of a huge number of students. Indeed, in making my own choices as a teacher, I continually return to him as a model and ask myself how Alexander would manage things."
Colleagues marvel at Nehamas' expansive research and teaching interests. In addition to his dual appointments in philosophy and comparative literature, he has served as chair of Princeton's Council of the Humanities, founding director of the Society of Fellows in the Liberal Arts and director of the Program in Hellenic Studies. "What he has given in the classroom is prodigious," wrote one colleague, adding that "wherever there are students of extraordinary learning and/or imagination and/or originality, they turn out to have found their way to Alexander, whether studying aesthetics or Nietzsche, or simply finding confirmation of what it means to be a humanist of the greatest rigor and liveliness."
Oppenheimer, who has taught at Princeton since 2004, studies human decision-making in a variety of contexts, from education to charitable giving to the stock market. Oppenheimer's pursuit of his eclectic collection of research interests is fueled by the intellectual and creative stimulation he gets from teaching, including leading his popular "Introduction to Psychology" course, advising undergraduate and graduate students, and serving as faculty fellow to the Princeton men's and women's varsity volleyball teams.
In taking on teaching duties for "Introduction to Psychology," Oppenheimer has earned the respect of his colleagues and the rapt attention of his students by developing a curriculum that incorporates amusing yet inspiring lectures with engaging laboratory sessions. He tosses bags of M&Ms to students who volunteer to be part of classroom demonstrations, and even brings a 5-year-old "guest lecturer" into class to demonstrate how children think. "As a teacher, Danny is always the consummate psychologist," a colleague wrote in nominating him for the award. "His lectures are fun and entertaining on the surface, but underneath they are absolutely brilliant. Everything psychologists know about how people learn and what motivates them to learn is deployed to maximal effect." His colleague noted that Oppenheimer said that leading the labor-intensive introductory course actually would inspire him to produce more research, and "his productivity over the last seven years has borne out his claim."
Oppenheimer's teaching portfolio in the Wilson School includes graduate courses on psychology and policy and on accountability in higher education, as well as an undergraduate policy task force on higher education testing. One student from his policy task force said Oppenheimer "was able to create an environment in which one never felt pressured to find the 'right' thing to say or was afraid to speak his/her mind for fear that the ideas would be considered 'silly.' At the same time, he was a rigorous discussion leader who constantly kept us on our toes by challenging our assumptions, playing devil's advocate and telling us we could do better." Oppenheimer maintains a similarly challenging but supportive environment for the students who conduct research under his supervision in the "Opp Lab," where he holds weekly meetings for all of his advisees, research assistants and other students who want to become involved in psychological research. Oppenheimer's "encouragement of excellence was coupled with a healthy dose of humor that made the Opp Lab fun," said a former student. "Silly as it may seem, knowing as an undergraduate that the 'Mr. Incredible' toy award was up for grabs in weekly lab meetings made me all that much more eager to exceed requirements. Meanwhile, while this weekly award was taken fairly seriously as an added incentive to produce and be promptly recognized for exceptional work, knowing that the 'Best Attempt at Humor' award was also up for grabs made the meetings lighthearted events, and knowing that the 'Worst Attempt at Humor' award would inevitably go to Danny put us all at ease. Danny's unique brand of brilliantly corny humor works wonders in making him relatable despite his genius." | 教育 |
2016-50/2785/en_head.json.gz/16016 | Home John Lamborn Named New Wabash Librarian John Lamborn Named New Wabash Librarian
by Jim Amidon • March 3, 2006 Share: Wabash College Dean Raymond B. Williams has announced the appointment of John Lamborn as the new head librarian at Wabash’s Lilly Library. Lamborn will replace Larry Frye, who came to Wabash in 1980 and is retiring at the end of the academic year.
Lamborn is currently the assistant dean for public services at the Ohio University Libraries. He earned his bachelor’s degree in history from the University of Idaho, a master’s degree in history from Utah State, and his master’s degree in library science from the University of Arizona.
"Lilly Library is near the center of the mall on the Wabash campus because of its importance to student learning and faculty research. We are pleased to have a person of John Lamborn’s experience come to facilitate that essential work," said Dean Williams.
Lamborn spent the bulk of his career at Utah’s Weber State University, where he was special collections librarian from 1985-1990; interim university librarian from 1991-1992; automation librarian from 1993-96; and systems and access services librarian from 1992-2004. He held faculty rank of associate professor at Weber State.
In 2004, he was named the assistant dean for public services at Ohio University, where he has served over all public aspects of the University’s libraries. His responsibilities included the archives and special collections; the Center for International Collections; circulation services; the Fine Arts Library; government documents; reference and instructional services; and interlibrary loan functions. In that capacity he supervised 10 department heads, 50 employees, and 60 student assistants.
Lamborn served as co-chair of the Utah Library Association Conference Committee and previously chaired the Systems Committee of the Utah Academic Library Consortium. He is a member of the American Society for Information Science and Technology, the Association of College and Research Libraries, and OhioLINK. He also served as a volunteer for the 2002 Olympic Games in Salt Lake City.
"I’m thrilled about the energy and range of experience John Lamborn will bring to the position, said Religion Professor Bill Placher, who chaired the search committee. "As his day of interviews went on, one could see him getting more excited about Wabash every minute."
Wabash’s Lilly Library was built in 1959 and remodeled and expanded in 1991. It contains 431,942 books, periodicals, and government documents. Lilly Library houses a state-of-the-art media center and computer lab for student and faculty use. The Robert T. Ramsay, Jr. Archival Center provides a climate-controlled environment for the records of the College as well as other documents chronicling over a century and a half of Indiana history. More News | 教育 |
2016-50/2785/en_head.json.gz/16020 | Government and Administra...
A Question of Justice: New South Governors and Education, 1968-1976 (2nd)
By: Gordon E. Harvey (author)Hardback
In southern politics, 1970 marked a watershed. A group of southern governors entered office that year and changed both the way the nation looked at the South and the way the constituents of those states viewed themselves. Reubin Askew in Florida, John West in South Carolina, Jimmy Carter in Georgia, and Albert Brewer in Alabama all represented a new breed of progressive moderate politician that helped demolish Jim Crow segregation and the dual economies, societies, and educational systems notorious to the Sunbelt South. Historian Gordon Harvey explores the political lives and legacies of three of these governors, examining the conditions that led to such a radical change in political leadership, the effects their legislative agendas had on the identity of their states, and the aftermath of their terms in elected office. A common thread in each governor's agenda was educational reform. Albert Brewer's short term as Alabama governor resulted in a sweeping education package that still stands as the most progressive the state has seen.
Reubin Askew, far more outspoken than Brewer, won the Florida gubernatorial election through a campaign that openly promoted desegregation, busing, and tax reform as a means of equal school funding. John West's commitment to a policy of inclusion helped allay fears of both black and white parents and made South Carolina's one of the smoothest transitions to integrated schools. As members of the first generation of New South governors, Brewer, Askew, and West played the role of trailblazers. Their successful assaults on economic and racial injustice in their states were certainly aided by such landmark events as Brown v. Board of Education, the civil rights movement, and the exparision of voting rights - all of which sounded the death knell for the traditional one-party segregated South. But in this critical detailing of their work for justice, we learn how these reform-minded men made education central to their gubernatorial terms and, in doing so, helped redefine the very character of the place they called home.
Gordon E. Harvey is Assistant Professor of History at The University of Louisiana at Monroe. He has published articles on liberalism in New Deal Alabama and Woodrow Wilson's foreign policy, as well as a biographical essay on Governor Albert Brewer in Alabama Governors; A Political History of the State.
publisher: The University of Alabama Press»
imprint: The University of Alabama Press» | 教育 |
2016-50/2785/en_head.json.gz/16195 | A Review of John Beversluis' book C.S. Lewis and the Search for Rational Religion: Revised and Updated
C.S. Lewis has had an enormous impact on the evangelical mind. His books still top the charts in bookstores. But what about the substance of his arguments? Philosopher Dr. John Beversluis wrote the first full-length critical study of C. S. Lewis's apologetic writings, published by William B. Eerdmans, titled C.S. Lewis and the Search for Rational Religion (1985). For twenty-two years it was the only full-length critical study of C.S. Lewis’s writings.Beversluis was a former Christian who studied at Calvin College under Harry Jellema who inspired Christian thinkers like Alvin Plantinga (who was already in graduate school), and Nicholas Wolterstoff (who was a senior when he entered). Later he was a student at Indiana University with my former professor James D. Strauss. He became a professor at Butler University.In this first book, Beversluis took as his point of departure Lewis's challenge where he said: “I am not asking anyone to accept Christianity if his best reasoning tells him that the weight of the evidence is against it” (Mere Christianity p. 123). Beversluis thoroughly examined that hypothesis and found the evidence Lewis presents should not lead people to accept Christianity.According to Beversluis, his first book “elicited a mixed response-indeed, a response of extremes. Some thought I had largely succeeded. I was complimented for writing a ‘landmark’ book that ‘takes up Lewis's challenge to present the evidence for Christianity and ... operates with full rigor’” (p. 9-10). But the critics were “ferocious.” He said, “I had expected criticism. What I had not expected was the kind of criticism…I was christened the "bad boy" of Lewis studies and labeled the "consummate Lewis basher" (p. 10).In his “Revised and Updated” book published by Prometheus Books, which was prompted by Keith Parsons and Charles Echelbarger, Beversluis claims “this is not just a revised and updated second edition, but a very different book that supercedes the first edition on every point” (p.11). According to him: “Part of my purpose in this book to show, by means of example after example, the extent to which the apparent cogency of his arguments depends on his rhetoric rather than on his logic…Once his arguments are stripped of their powerful rhetorical content, their apparent cogency largely vanishes and their apparent persuasiveness largely evaporates. The reason is clear: it is not the logic, but the rhetoric that is doing most of the work. We will have occasion to see this again and again. In short, my purpose in this book is not just to show that Lewis's arguments are flawed. I also want to account for their apparent plausibility and explain why they have managed to convince so many readers” (pp. 20,22). Additionally, Beversluis tells us, “My aim in this revised and updated edition is twofold. First, I will revisit and reexamine Lewis's arguments in light of my more recent thoughts about them. Second, I will to reply to my critics and examine their attempts to reformulate and defend his arguments, thereby responding not only to Lewis but to the whole Lewis movement—that cadre of expositors, popular apologists, and philosophers who continue to be inspired by him and his books. I will argue that their objections can be met and that even when Lewis's arguments are formulated more rigorously than he formulated them, they still fail” (p. 11).C.S. Lewis’ writings contain three arguments for God’s existence, the “Argument from Desire,” the “Moral Argument,” and the “Argument From Reason.” Lewis furthermore argued that the Liar, Lunatic, Lord dilemma/trilemma shows Jesus is God. Lewis also deals with the major skeptical objection known as the Problem of Evil. Beversluis examines all of these arguments and finds them defective, some are even fundamentally flawed. Lastly Beversluis examines Lewis’ crisis of faith when he lost the love of his life, his wife. (He denies he ever said Lewis lost his faith).I can only briefly articulate what Beversluis says about these arguments here, but his analysis of them is brilliant and devastating to Lewis’ whole case. The Argument From Desire echoes Augustine’s sentiment in his Confessions when addressing God that “You have made us for yourself and our hearts find no peace until they rest in you.” Lewis develops this into an argument for God’s existence which can be formulated in several ways, but the bottom line is that since humans have a desire for joy beyond the natural world, which is what he means by "joy," there must be an object to satisfy that desire in God. Beversluis subjects this argument to criticism on several fronts. How universal is the desire for this "joy"? Is "joy" even a desire? Is Lewis’ description of "joy" a natural desire at all, since desires are biological and instinctive? Do all our desires have fulfillment? What about people who have been satisfied by things other than God, with their careers, spouses and children? In what I consider the most devastating question, he asks if there is any propositional content to the object of Lewis’ argument? Surely if there is an object that corresponds to the desire for "joy" then one who finds this object should be able to describe it from such an experience. Based upon Lewis’ argument she can’t. In fact, Beversluis argues if she cannot do that how does she even know it's an object that corresponds to her desire for "joy" in the first place? Lewis’ Moral Argument is basically that all people have a notion of right and wrong, and the only explanation for this inner sense of morality must come from a Power behind the moral law known as God. Beversluis claims this argument is based on a few questionable assumptions related to the Euthyphro dilemma, and it depends on the theory of ethical subjectivism from which Lewis only critiques straw man versions rather than the robust versions of Hume and Hobbes. And if that isn’t enough to diminish his case, deductively arguing that there is a Power behind this moral law is committing “the fallacy of affirming the consequent.” (p. 99). 1) If there is a Power behind the moral law then it must make itself known internally within us. 2) We do find this moral law internally within us. .: Therefore, there is a Power behind the moral law. As such this argument is invalid. Of course, there is much more here in Beversluis’ argument.The Argument From Reason, as best seen in Lewis’ book, Miracles, “is the philosophical backbone of the whole book,” from which “his case for miracles depends.” (p. 145). Lewis champions the idea that if naturalism is true such a theory “impugns the validity of reason and rational inference,” and as such, naturalists contradict themselves if they use reason to argue their case. If you as a naturalist have ever been troubled by such an argument you need to read Beversluis’ response to it, which is the largest chapter in his book, and something I can’t adequately summarize in a few short sentences. Suffice it to say, he approvingly quotes Keith Parsons who said: “surely Lewis cannot mean that if naturalism is true, then there is no such thing as valid reasoning. If he really thought this, he would have to endorse the hypothetical ‘If naturalism is true, then modus ponens is invalid.’ But since the consequent is necessarily false, then the hypothetical is false if we suppose naturalism is true (which is what the antecedent asserts), and Lewis has no argument.” (p. 174).Lewis’ Liar, Lunatic, Lord Dilemma/Trilemma is one of the most widely used arguments among popular apologists, in variations, where since Jesus claimed he was God, the only other options are that he was either a liar or a lunatic, or both, which Lewis argues isn’t reasonable. Therefore Jesus is God, who he claimed he was. Even William Lane Craig defends it in his book Reasonable Faith. But it is widely heralded as Lewis’ weakest argument as he defended it, and fundamentally flawed. Beversluis subjects Lewis’ defense of it and his defenders to a barrage of rigorous intellectual attacks. There is the problem of knowing what Jesus claimed, which by itself “is sufficient to rebut the Trilemma.” (p. 115). Also it is a false dilemma. Even if Jesus claimed he was God he could simply be mistaken, not a lunatic, for lunatics can be very reasonable in everyday life and still have delusions of grandeur. And it’s quite possible for someone to be a good moral teacher and yet be wrong about whether he was God. Furthermore, the New Testament itself indicates many people around him including his own family thought he was crazy. In the end, Beversluis claims, “we can now dispense of the Lunatic or Fiend Dilemma once and for all….If the dilemma fails, as I have argued, the trilemma goes with it. In the future, let us hear no more about these arguments.” (p. 135). I agree.In Lewis’ book, The Problem of Pain, he deals head on with the Problem of Evil coming at the heels of WWII. Suffice it to say, as Victor Reppert summarized the argument of his first book, Beversluis: “If the word ‘good’ must mean approximately the same thing when we apply it to God as what it means when we apply it to human beings, then the fact of suffering provides a clear empirical refutation of the existence of a being who is both omnipotent and perfectly good. If on the other hand, we are prepared to give up the idea that ‘good’ in reference to God means anything like what it means when we refer to humans as good, then the problem of evil can be sidestepped, but any hope of a rational defense of the Christian God goes by the boards.” This is must reading if you think C.S. Lewis was a great apologist, and it's part of the Debunking Christianity Challenge. Beversluis’ arguments are brilliant and devastating to the apologetics of Lewis and company. | 教育 |
2016-50/2785/en_head.json.gz/16326 | Posted December 12, 2008 12:00 am - Updated December 12, 2008 11:27 am By Dorie Turner School districts fail security test
About 20 percent statewide miss goals ATLANTA - Nearly a decade after Georgia passed a law requiring school systems to get state approval of security plans, nearly 20 percent of the state's districts haven't complied.
And half of the 32 districts without approval have never bothered to turn their security plans in to the Georgia Emergency Management Agency, according to an Associated Press review of state data. But state officials have little power to enforce the law because the statute includes no penalties for districts that don't seek approval.
"We would like to think a school system would comply because it is the law," said Buzz Weiss, spokesman for the Georgia Emergency Management Agency. "We would like to have 100 percent, but we realize that's very unlikely."
State officials say all 184 school systems in the state have some type of security plan in place, but not all of them have been OK'd by GEMA.
To get GEMA's approval, each school must create a security plan addressing a variety of potential threats - from severe weather to a gunman on campus - and turn them into the district office. The district then hands the plans over to GEMA, which can ask for changes before granting approval.
Administrators in many of the delinquent districts reached by The Associated Press and the Times-Union say they are working with GEMA to get in compliance with the law. They blamed budget and personnel constraints, which often keep them focused on meeting federal No Child Left Behind mandates.
McIntosh, Brantley, Atkinson and Clinch County in Southeast Georgia haven't received state approval of their school security plans, GEMA records showed.
"It's not our fault. We sent our plan in [14 months ago] and haven't heard one word back from GEMA in all that time," McIntosh schools Superintendent William "Al" Hunter told the Times-Union.
Hunter said Gordon Lowe, GEMA's area school safety coordinator, acknowledged to school officials Thursday that he had received the McIntosh plan, which was submitted Oct. 27, 2007. Lowe also told them the plans are reviewed in order of they are received, Hunter said.
"We'd definitely like to comply with the law, and we'd like to have our plan approved. Since we sent it in, and sent it in so long ago, it's all in GEMA's hands."
Hunter plans to meet with Ray Parker, county EMA director who helped develop the school plan, in the next few days to see what, if anything, can be done to resolve the situation.
"We'll make sure that whatever needs to be done, is done," Hunter said.
Brantley is in the process of revising its plan, Assistant Superintendent Read Carter said.
"We had submitted our plan to GEMA and they asked for some revisions to it. We're working on making those changes now," Carter said.
Most of the districts that don't have approved security blueprints are small - less than 5,000 students. But a few are among the largest districts in the state, including the troubled Clayton County school system with 48,000 students.
Clayton County lost its accreditation with the Southern Association of Colleges and Schools in September because of problems with its school board. John Walker, director of school safety for the district, said he has gotten a letter from GEMA granting approval.
"We have received documentation that we have an approved plan," he said.
Weiss said GEMA is working with the district to get each school's security measures in line.
The Georgia law was passed in 1999 just before the Columbine High School massacre in Colorado in April.
The idea was that GEMA can better help school districts in emergencies if the agency knows the school's protocol in advance. And districts that have emergencies can better fend off lawsuits filed by angry parents if they have a state-approved security plans in place.
"The average parent drops off their kid in morning at school and assumes all i's are dotted and t's are crossed," said Kenneth Trump, president of the National School Safety and Security Services, a Cleveland, Ohio-based school safety firm. "In reality we should not have to have any state laws or mandates for schools to have safety preparedness in place because it's the right thing to do."
Times-Union Staff Writer Teresa Stepzinski contributed to this report. Advertisement
Fri, 12/09/2016 - 14:14 About $673,000 missing from Glynn County court clerk’s office, officials say
BRUNSWICK | About $673,000 is missing from the Glynn County Clerk of Court’s office, according to a review the Georgia Bureau of Investigation conducted on the period from January 2011 to May 2014, the county said.
Read more Associated Press Officer shot in Georgia town dies day after his best friend, who tried to save him
Compiled by Cindy Holifield Holiday Happenings
Read more Terry Dickson Fort Frederica celebrates James E. Oglethorpe’s 320th birthday
ST. SIMONS ISLAND | Fort Frederica National Monument will celebrate the 320th birthday of Georgia’s founder, Gen. James E. Oglethorpe, on Saturday with musket firings, tavern songs and a birthday toast. | 教育 |
2016-50/2785/en_head.json.gz/16381 | Stopped clock right this time: Stronger vocational education makes more sense than college for all | OregonLive.com
http://www.oregonlive.com/opinion/index.ssf/2012/05/stronger_vocational_education.html
Robert Samuelson is usually pretty bad, hovering down in George Will territory for vacuousness. However, like a stopped clock that is right twice a day, he gets it right now and then. The bursting of the higher ed bubble is one such moment, as people all over America are realizing that higher ed is not the driver of our well-being but an artifact made possible by the well-being that was powered by, mainly, less educated people having access to the amazing wealth provided by cheap energy.
Now that the cheap energy is a thing of the past, we can crank out all the degrees we like and we still won't bring back the growth economy. The cargo cults of the South Sea Islands famously confused cause and effect, thinking that the Allied troops that brought all the cargo to the islanders could be lured back by thatch control towers that mimicked the ones that the troops had created when the war was on. That's how most people think about education --- we rode a century-long oil boom to unimaginable prosperity and, in its wake, sent a lot of people into "higher ed" and gave out a lot of degrees. But it wasn't the degrees that did it, and any attempt to keep the prosperity by continuing to overproduce people with degrees is going to send even more wealth into the black hole of nonproductive investment.
Not that we don't need educated people, badly. But what we need is a serious upgrade in our understanding of what it means to be educated, and mainly for a revolution in our concept of education for citizenship. The dominant paradigm in schools today is producing people capable of continuing on into higher ed, at great cost, for no obvious reason. That is already failing, as the debt tsunami is taking that outmoded model out to sea.
Anyone interested in making a real, meaningful contribution to Salem's future should think about starting a charter school focused on giving young people the means and methods of educating themselves for the future. Call it what you like, but the curriculum would be long on giving kids the analytical skills to understand what a gigantic ticking time bomb we've left in their beds, and the practical skills to cope with the effects of that, and the community building skills to nurture themselves as agents of their own destiny in a much more difficult world. Done right, you'd combine the best of homeschooling with the best of cooperative education and apprenticeships and create some very formidable people.
Stopped clock right this time: Stronger vocationa... | 教育 |
2016-50/2785/en_head.json.gz/16413 | The wisdom of the elites "The fact is that what we’re experiencing right now is a top-down disaster. The policies that got us into this mess weren’t responses to public demand. They were, with few exceptions, policies championed by small groups of influential people — in many cases, the same people now lecturing the rest of us on the need to get serious. And by trying to shift the blame to the general populace, elites are ducking some much-needed reflection on their own catastrophic mistakes." -- Paul Krugman, NYT
Nancy Flanagan responds to Duncan"It's time to remember the Freedom Riders, who risked their very lives fifty years ago this week, to achieve democratic equality. Not segregated charter schools which a handful of lottery-winners get to attend. Not classrooms staffed by two-year adventure teachers . Not watered-down, low-level curriculum and test items.' -- EdweekPunishing L.A. high schools for low scores"The original goal of the funding was to see what a struggling school could accomplish with an infusion of resources in key areas. Instead, the money has allowed these schools to hold the line against deep statewide cuts to schools over the last three years." -- Howard Blume, LATJoel Klein on J.C. Brizard"If you're going to take a tough stand on certain issues, talking about closing down schools, which he did, or talking about teachers' evaluations, you're going to rock some boats," Klein said. "(Brizard) understands that." -- Chicago TribunePelham City, Georgia Supt. tells Duncan If you are sincere in your belief that teaching is an honorable and important profession, please use the power of your position to begin a national conversation on teaching and learning and helping kids that does not begin with the “failure” of public education or discussions about “bad teachers.”-- Maureen Downey at AJCWhat happened to Huberman's "Culture of Calm" in Chicago? “It’s very easy for C.P.S. to make these kind of stopgap-measure decisions and say, ‘Well, it’s just for a year. Sorry. Thanks, you did a great job. Keep it moving,’ “ Ms. Pacione-Zayas said. “I’m not surprised, because that’s kind of been the history of it.”-- Chicago News Coop
Brizard,
Chicago A.D.,
L.A., | 教育 |
2016-50/2785/en_head.json.gz/16437 | Writing Center selects Capdevielle as director
Sam Stryker | Wednesday, February 3, 2010
Though the University’s Writing Center has had its doors open to students for the last 10 years, this semester it welcomes Matthew Capdevielle as its new director, who replaces Chris Mannelly, the acting associate director last semester.
Capdevielle recently completed graduate school at the University of Wisconsin-Madison, where he received a Ph.D. in English.
In addition to currently teaching a writing program for the University, Capdevielle is helping oversee the Writing Center as an academic tool for all students.
“My job is to handle day to day stuff here and to work on programming,” he said.
Capdevielle said the most important function of the Writing Center is the face-to-face help it provides for students.
Appointments at the Writing Center can be made in 45-minute increments. Any kind of writing project at any level is welcome.
Capdevielle said he hopes students understand that the true purpose of the Writing Center is not to help students with grammar and proofreading, but rather to help with fleshing out ideas and constructing strong arguments.
“Our main focus is having people develop their focus and ideas in their writing,” he said.
While the central focus of the Writing Center lies in these face-to-face appointments, Capdevielle also said the Center’s programming is also beneficial to students’ academic needs.
“Our main purpose is the one-on-one stuff,” he said. “However, we do do programs here and there.”
Capdevielle said the Writing Center is currently hosting a workshop on grant application writing with CUSE, and there is upcoming programming for graduate students.“In a couple of weeks we’re doing a graduate student workshop on turning in coursework to publications,” he said.
While students may be the main patrons of the Writing Center, they also are an integral part of its day-to-day operations.
“We have 30 undergraduate and four graduate tutors,” Capdevielle said. “Tutors are nominated by professors to apply.”
Capdevielle said the application process occurs in the spring, and the following fall those students that are hired engage in a tutor-training course titled “Writing Center Theory and Practice.”
These tutors helped 1,500 students with their papers last semester, and while there were some slow weeks, other times the Writing Center was swamped, Capdevielle said.“The assignment cycle means that some weeks we have 20 students come in and other weeks we have 200 to 300,” he said.
University selects head of undergraduate enrollment
Donald Bishop, a 1977 Notre Dame graduate, will become associate vice president for undergraduate...
Center creates programs for social research
Career Center hosts Arts & Letters week
Alum wins Amazon writing contest to get novel published | 教育 |
2016-50/2785/en_head.json.gz/16444 | Event will honor Lesars, raise scholarship funds
CARBONDALE, Ill. -- The SIU School of Law is preparing for a birthday celebration that honors the vision of the law school’s founding dean, while also raising scholarship funds for students.
A party celebrating Barbara Lesar’s 90th birthday is set for 1:30 p.m., Sunday, March 29, in the Hiram H. Lesar Law Building.
The cost to attend the party is $90 per person, with proceeds going to the Hiram H. Lesar Professorship Fund. Mrs. Lesar turns 90 years old on March 30.
“We’re pleased to celebrate Mrs. Lesar’s milestone birthday with her. We are even more excited that she is allowing us to use this opportunity to highlight Dr. Lesar’s life and legacy,” Dean Peter C. Alexander said.
Barbara Lesar’s late husband, Hiram, organized and developed the law school with its charter class in August 1973. Prior to that, the only law schools in the state were at the University of Illinois and in Chicago.
The ongoing goal is to raise $250,000 for the Lesar Professorship Fund. The incumbent law school dean will be designated “Dean and Hiram H. Lesar Professor of Law.” The fellowship fund began in 2006.
The endowment also generates a scholarship for a law school student in good academic standing who demonstrates high achievement or the potential for high academic achievement.
Because of meal considerations, the pre-registration deadline is March 26. To register by e-mail go to http://www.law.siu.edu and click on the RSVP link to “Celebrating Barbara Lesar’s 90th Birthday.” Registration is also available by e-mail to development officer Judi Ray at [email protected] or calling 618/453-8135.
Ray said it is Mrs. Lesar’s wish to raise funds for the fellowship in lieu of birthday gifts.
The University will honor Barbara Lesar with a Distinguished Service Award during the law school’s commencement ceremony on May 7 in Shryock Auditorium. In February, Alexander noted Barbara Lesar considers it her responsibility to make sure her late husband’s vision is supported in every way possible, actively serving on the law school’s Board of Visitors, and attending every law school event.
Barbara Lesar is also co-chair of the committee working to endow the professorship in Dean Lesar’s honor. | 教育 |
2016-50/2785/en_head.json.gz/16453 | Other DeWeese
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DeWeese
Articles AMERICAN EDUCATION FAILS BECAUSE IT ISN'T EDUCATION
The debate over public education grows more heated. Regularly, reports are released showing that the academic abilities of American students continue to fall when compared to those in other countries.
Twenty years ago the U.S. ranked first in the world in the number of young adults who had high school diplomas and college degrees. Today we rank ninth and seventh, respectively, among industrialized nations. Compared to Europe and Asia, 15-year-olds in the United States are below average in applying math skills to real-life tasks. The United States ranks 18 out of 24 industrialized nations in terms of relative effectiveness of its education system. Knowledge in history, geography, grammar, civics and literature are all in decline in terms of academic understanding and achievement.
To solve the crisis, politicians, community leaders, and the education community all preach the same mantra. Students fail, they tell us, because “expectations haven’t been set high enough.” We need more “accountability,” they say. And every education leader and nearly every politician presents the same “solution” to the education crisis: more money, better pay for teachers, and smaller classroom numbers so the children get enough attention from the teachers.
Consequently, there are two specific categories in which the U.S. excels, compared to the rest of the world. First, the U.S. ranks second in the world in the amount we spend per student per year on education = $11,152. The U.S. is also a leader in having some of the smallest classroom numbers in the world. Yet the slide continues. American students grow more illiterate by the year. How can that be? We’re doing everything the “experts” tell us to do. We’re spending the money. We’re building more and more schools. We’re raising teacher’s pay.
Every American should understand that these three items: higher pay, smaller classrooms and more money for schools are the specific agenda of the National Education Association (NEA). The NEA is not a professional organization for teachers. It is a labor union and its sole job is to get more money into the education system, and more pay for its members. It also seeks to make work easier for its members – smaller classrooms. Clearly the NEA is not about education – it’s about money and a political agenda.
Clearly the nation’s education system is not teaching the children. They can’t read or work math problems without a calculator. They can’t spell, find their own country on a map, name the president of the United States or quote a single founding father. America’s children are becoming just plain dumb.
Yet we have been focusing on a massive national campaign to “fix” the schools for the past two decades or more. Now we have ultra high-tech, carpeted, air-conditioned school buildings with computers and television sets. We have education programs full of new ideas, new methods, and new directions. In the 1990’s we set “national standards,” accountability through “national testing” through Goals 2000. Through that program we declared that every child would come to school “ready to learn,” “no child would be left behind,” and pledged that our kids would be “second to none” in the world. Above all, we’ve spent money, money and more money. The result, American students have fallen further behind, placing 19th out of 21 nations in math, 16th in science, and dead last in physics.
With all the programs and attention on education, how can that be? To coin a well-worn cliché – “it’s the programs, stupid.” More precisely, it’s the federal programs and the education bureaucracy that run them. It is simply a fact that over the past twenty years America’s education system has been completely restructured to deliberately move away from teaching basic academics to a system that focuses on little more than training students for menial jobs. The fact is, the restructured education system has been designed to deliberately dumb-down the children. (Note: the NEA hates that phrase!)
Most Americans find that statement to be astonishing and, in fact, to be beyond belief. Parents don’t want to let go of their child-like faith that the American education system is the best in the world, designed to give their children the academic strength to make them the smartest in the world. Politicians continue to offer old solutions of more money and more federal attention, almost stamping their feet, demanding that kids learn something. Programs are being proposed that call for teacher testing to hold them accountable for producing educated children. More programs call for annual tests to find out if children have learned anything. The nation is in panic. But none of these hysterical responses will improve education – because none of them address the very root of the problem.
The truth is, none of the problems will go away, nor will children learn until both parents and politicians stop trusting the education establishment and start ridding the system of its failed ideas and programs. Parents and politicians must stop believing the propaganda handed down by the education establishment that says teaching a child in the twenty-first century is different and must be more high tech than in days past. It simply isn’t so.
THE ROOT OF THE PROBLEM
Today’s education system is driven by money from the federal government and private foundations, both working hand-in-hand with the education establishment headquartered in the federal Department of Education and manned by the National Education Association (NEA). These forces have combined with psychologists, huge textbook publishers, teacher colleges, the healthcare profession, government bureaucrats, big corporations, pharmaceutical companies and social workers to invade local school boards, classrooms and private homes in the name of “fixing” education.
The record shows that each of these entities has benefited from this alliance through enriched coffers and increased political power. In fact, the new education restructuring is working wonders for everyone involved – except for the children and their parents. As a result of this combined invasion force, today’s classroom is a very different place from only a few years ago.
There is simply not enough room on these pages to tell the entire history of education restructuring and transformation. It dates back to the early efforts by psychologists like John Dewey, whose work began to change how teachers were taught to teach in the nation’s teacher colleges. The changes were drastic as education moved away from an age-old system that taught teachers how to motivate students to accept the whole scope of academic information available. Instead the new system explored methods to maneuver students through psychological behavior modification processes. Rather than to instill knowledge, once such a power was established the education process became more of a method to instill specific agendas into the minds of children.
As fantastic as it seems, the entire history of the education restructuring effort is carefully and thoroughly documented in a book called The Deliberate Dumbing Down of America. The book was written by Charlotte Thomson Iserbyt, a former official at the Department of Education in the Reagan Administration. While there in 1981 – 1982, Charlotte found the “mother lode” hidden away at the Department. In short, she found all of the education establishment’s plans for restructuring America’s classrooms. Not only did she find the plans for what they intended to do, she discovered how they were going to do it and most importantly why. Since uncovering this monstrous plan, Charlotte Iserbyt has dedicated her life to getting that information into the hands of parents, politicians and the news media.
Iserbyt’s work details how the process to restructure America’s education system began at the beginning of the Twentieth Century and slowly picked up speed over the decades. The new system used psychology-based curriculum to slowly change the attitudes, values and beliefs of the students.
The new school agenda was very different from most peoples’ understanding of the purpose of American education. NEA leader William Carr, secretary of the Educational Policies Commission, clearly stated that new agenda when in 1947 he wrote in the “NEA Journal:” “The teaching profession prepares the leaders of the future… The statesmen, the industrialists, the lawyers, the newspapermen…all the leaders of tomorrow are in schools today.” Carr went on to write: “The psychological foundations for wider loyalties must be laid…Teach those attitudes which will result ultimately in the creation of a world citizenship and world government… we can and should teach those skills and attitudes which will help to create a society in which world citizenship is possible.”
Professor Benjamin Bloom, called the Father of Outcome-based Education (OBE) said: “The purpose of education and the schools is to change the thoughts, feelings and actions of students.” B.F. Skinner determined that applied psychology in the class curriculum was the means to bring about such changes in the students values and beliefs simply by relentlessly inputting specific programmed messages. Skinner once bragged: “I could make a pigeon a high achiever by reinforcing it on a proper schedule.” Whole psychological studies were produced to prove that individuals could be made to believe anything, even to accept that black was white, given the proper programming.
The education system is now a captive of the Skinner model of behavior modification programming. In 1990, Dr. M. Donald Thomas perfectly outlined the new education system in an article in “The Effective School Report” entitled “Education 90: A Framework for the Future.” Thomas said: “From Washington to modern times, literacy has meant the ability to read and write, the ability to understand numbers, and the capacity to appreciate factual material. The world, however, has changed dramatically in the last 30 years. The introduction of technology in information processing, the compression of the world into a single economic system, and the revolution in political organizations are influences never imagined to be possible in our lifetime… Literacy, therefore, will be different in the year 2000. It will mean that students will need to follow
Appreciation of different cultures, differences in belief systems and differences in political structures.
An understanding of communications and the ability of people to live in one world as one community of nations…
In a compressed world with one economic system…it is especially important that all our people be more highly educated and that the differences between low and high socio-economic students be significantly narrowed…
Education begins at birth and ends at death…
Education is a responsibility to be assumed by the whole community…
Learning how to learn is more important than memorizing facts…
Schools form partnerships with community agencies for public service projects to be a part of schooling…
Rewards are provided for encouraging young people to perform community service.”
In this one outline, Dr. Thomas provides the blueprint for today’s education system that is designed to de-emphasis academic knowledge; establish the one-world agenda with the United Nations as its center and away from belief in national sovereignty; replace individual achievement with collectivist group-think ideology and invade the family with an “It takes a village” mind-set. Dr. Thomas’ outline for education is the root of why today’s children aren’t learning. These ideas permeate every federal program, every national standard, every textbook and every moment of your child’s school day.
THE BUSH SOLUTION
Upon election, Former President Bush declared education to be his number one priority. His first legislation to reach the hill was a major education policy proposal called: “No Child Left Behind.” The president said education was the hallmark of his time as Governor of Texas where he imposed strict guidelines for annual testing. He says he wanted to confront the growing problem of American illiteracy and the low standing of test scores. And the president said, “We must focus the spending of federal tax dollars on things that work.”
To those ends, the former President’s education policy proposal addresses four specific principles including: 1) Annual testing to assure the schools are actually teaching the children and achieving specific educational goals. 2) Restore local control by giving local and state school boards the “flexibility to innovate.” Said the former President, “educational entrepreneurs should not be hindered by excessive red tape and regulation.” 3) Stop funding failure. President Bush proposed several options for helping failing schools to improve. 4) Give parents a choice to find a school that does teach. Former President Bush gave schools a specific period of time to improve. If they failed, parents would be given the option of going to another, more successful school by way of a voucher plan.
On the surface these proposals sounded to many like fresh new ideas to take back local control of the schools and run the federal programs out the door. But time and a closer examination proved otherwise. In fact, President Bush himself unknowingly summed up the problem with his education program with one statement: “Change will not come by disdaining or dismantling the federal role of education.”
To the great disappointment of many, President Bush decided to completely ignore the very root of the education problem – the federal government and its programs. Instead, President Bush’s proposal accepted the incorrect conclusion that the problem with education is simply an over blown bureaucracy that wastes federal funds and fails to enforce clear standards by rewarding bad schools. His numerous statements that “no child will be left behind,” came straight from the decade-old motto of the Children’s Defense Fund, the group that claims Hillary Clinton as one of its leaders. By being so off-the-mark, there just is no way the Bush proposal could appropriately address a single school reform issue.
First, his plan to restore local control was directly tied to the use of Title I federal funding. Title I is one of the main federal programs to directly fund the “at-risk” catch-all devise now driving the invasion of in-home social workers; the establishment of in-school health clinics; the enforcement of pop diagnosis by teachers and administrators that has put millions of children on Ritalin. Title I is the root of the education establishment’s attack on families.
Second, by leaving the federal Department of Education intact, President Bush left in full force the machinery now driving the education system. State school boards are simply outposts of the federal bureaucrats. They are of the same mindset, driving the same programs in the states that are dictated by the federal office. Local ideas from local teachers and parents have no chance of a hearing in these vast bureaucracies. Failing to address this behemoth simply dooms any attempt to improve education.
President Bush made much of the testing program in the state of Texas, which shows scores up by dramatic numbers. His first Secretary of Education, Rod Paige, owed his appointment, in a great way, to his leadership in the Texas testing program. But a close look at what actually took place in Texas caused concern.
Under Governor Bush, Texas established a statewide achievement test called TAAS, which is administered annually to every public school student from third grade through twelfth. Texas officials tout the fact that, today, Texas reports an 80% passing rate. The test is given the credit for the dramatic increase because, as Bush then proposed on the federal level. TAAS was touted as providing “accountability” and an annual measuring stick to determine how students are progressing.
However, Texas colleges reported that Texas-educated students still couldn’t read, even after getting good grades on the TAAS test. Why? Because so much emphasis is placed on passing the test that teachers have begun to “teach to the test.” Even months before test day, teachers pressure students to be ready. They become little more than cheerleaders. Schools fly banners, hold pep rallies and the pressure builds to pass the test. Classroom time is spent practicing for the test rather than just focusing on well-rounded academic curriculum. Rarely do classes branch off into anything that’s not on the test.
Why such pressure? Because teacher salaries and job security are tied to the results. Schools have even been found to cheat on the results. Is this what parents have in mind when they call for accountability? This is the heart of the Bush plan. Under it, parents may see test scores go up, but they will find that their children still can’t read.
The Bush plan ignored the existence of the social scientists who have made psychological guinea pigs out of the children. It ignored the role of the Department of Education as a teacher training lab which brags that, in just two weeks, it can completely change the attitudes, values and beliefs of good, academically-focused teachers, and turn them into pliable facilitators to help dumb-down the very students they sought to teach. Nothing was changed in the classroom under the Bush plan. And the same plan flourishes under President Barrack Obama.
TIME TO INVESTIGATE THE DEPARTMENT OF EDUCATION
From the start of his administration, President Bush made it clear that he had no intention of getting rid of the Department of Education. Consequently, the Republican dominated Congress dropped its intentions to de-fund and remove the Department of Education. However, it is not possible to make the changes that Americans are hoping for without taking that step. Bush’s plan simply used warm and fuzzy rhetoric to further institutionalize more of the same. His voucher plan has proven to be little more than a Judas Goat to lead private schools into the nightmare of federal programs, which attack and feed on any school that accepts federal money. And so the cancer grows.
While promising to fix American education, the President doomed any hope of it by insisting on keeping the establishment intact. The “No-Child-Left-Behind” Act simply succeeded in institutionalizing the failed policies of Goals 2000 and School to Work. And that’s why American education continues to fall.
It’s time to ignore the agenda of a self-interested labor union and begin to look at the real reasons why American public schools are in crisis. What is robbing our children of the ability to get a good education?
Americans who want to rid the nation of this plague have little choice but to insist that their representatives in Congress begin a complete investigation into the Department of Education and its policies, its waste, and its fraud on the taxpayers, parents and children of this nation.
Perhaps then, as the facts are exposed under the hot lights of a Congressional hearing, the American people will begin to understand that the problem with education isn’t low paid teachers and crowded classrooms – but rather, is the result of a cynical, deliberate attempt to dumb-down America to promote a radical political agenda. For that is the truth.
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E-Mails are used strictly for NWVs alerts, not for sale Tom DeWeese is one of the nation’s leading advocates of individual liberty, free enterprise, private property rights, personal privacy, back-to-basics education and American sovereignty and independence.
A native of Ohio, he’s been a candidate for the Ohio Legislature, served as editor of two newspapers, and has owned several businesses since the age of 23. In 1989 Tom led the only privately-funded election-observation team to the Panamanian elections. In 2006 Tom was invited to Cambridge University to debate the issue of the United Nations before the Cambridge Union, a 200 year old debating society. Today he serves as Founder and President of the American Policy Center and editor of The DeWeese Report
For 40 years Tom DeWeese has been a businessman, grassroots activist, writer and publisher. As such, he has always advocated a firm belief in man’s need to keep moving forward while protecting our Constitutionally-guaranteed rights.
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Home Every American should understand that these three items: higher pay, smaller classrooms and more money for schools are the specific agenda of the National Education Association (NEA). The NEA is not a professional organization for teachers. It is a labor union... | 教育 |
2016-50/2785/en_head.json.gz/16461 | Home › Education alumnus named assistant principal in West Aurora School District 129
Share North Central College alumnus Tim Krahenbuhl has been appointed assistant principal of Fearn and Hall elementary schools in West Aurora School District 129.
Krahenbuhl earned his master’s degree in education (MAEd) leadership and administration from North Central College in 1998. He previously served as principal and education director at Carol Stream Christian Academy from 2007 to 2014. Prior to that, he was principal at Munhall Elementary School in St. Charles. He holds a bachelor’s degree in elementary education and serves as children’s ministry director for Wheaton Christian Center Church, the Aurora Beacon News reported.
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2016-50/2785/en_head.json.gz/16468 | Home » About the University » News » Time travelling with Louise Valentine About the University
Time travelling with Louise Valentine September 15, 2011
Ever wonder why “they just don’t make ‘em like they used to?”That’s what flitted through my mind as I entered Future Craft, the exhibition now on at the Anna Leonowens Gallery. As you come into the exhibition, you pass through a fabric tunnel adorned with images of magnificent stained glass windows, elaborate architectural details, stunning tapestries and wall murals—a kind of ‘greatest hits’ of craft and design.But that kind of craftsmanship seems to belong to a faraway past. Would craft ever again have the level of appreciation and patronage that made such masterpieces possible?“That’s where we were in 2004 too. It seemed like craft was dying and we were unsure of its place in modern culture,” explains Louise Valentine, the guest curator of Future Craft from Scotland. “What did we want going forward?”From that soul searching, a five-year research project based at Duncan of Jordanstone College of Art & Design, University of Dundee in Scotland, was born. Called "Past, Present and Future Craft Practice," the project involved more than 40 artists, designers and makers devoted to the future of craft. The project resulted in a flowering of craft in Scotland, as artists were given the time and money through research grants to experiment, collaborate and elevate the level of innovation in their respective crafts. One example presented in Future Craft includes the most fabulous table setting—visitors to the gallery are invited to rearrange it as they see fit—the result of a collaboration between textile artist Frances Stevenson and ceramicist Lara Scobie. Other works presented in exhibition include metal bowls, delicate enamelware and interactive media design. The renewed interest and appreciation of craft in Scotland is embodied in V&A at Dundee, an international centre for design now under construction on the banks of the river Tay. The striking stone building, designed by Kengo Kuma of Japan, is scheduled to open in 2015. “It’s not just another art museum,” says Dr. Valentine, a textile designer herself and a lead researcher with Georgina Follett of Past, Present and Future Craft Practice. “I mean, Scotland needs another museum like it needs a hole in the head. This will be about design in action, a knowledge exchange.” Similarly, for craft to continue to have meaning in the future, it will need to be more than merely functional and beautiful, or as Dr. Valentine says, "more than skilful making."Says Dr. Valentine: “Understanding the innovation agenda is mission critical for craft and design. It’s no longer enough to be creative.”Future Craft runs to Sept. 24 at the Anna Leonowens Gallery. Dr. Valentine will give a talk titled “Craft, Design and the Innovation Agenda” on Tuesday, Sept. 20 at 7 p.m. in the Bell Auditorium. She will be at the Anna Leonowens to lead visitors through the exhibition, Wednesday, Sept. 21, at 12 noon. Future Craft, an exhibition of craft from Scotland, derives from a five-year research project into the viability of craft. "Research shouldn't be kept on the shelf," says Louise Valentine, curator of Future Craft. "Let's talk about it." | 教育 |
2016-50/2785/en_head.json.gz/16512 | Modern life, at a cost
July 19, 2012 By Katie Koch
“These days there are fewer and fewer things that money can’t buy,” says Harvard Professor Michael Sandel. But what he wants readers to consider in his new book, “What Money Can’t Buy: The Moral Limits of Markets,” is whether there should be limits — and where. Credit: Stephanie Mitchell/Harvard Staff Photographer
Looking for a not-so-light summer read? In July and August, the Gazette will showcase recent books by Harvard authors.
Everything is for sale: Its a refrain we hear time and again, the lament of anti-consumerist free spirits and the taunt of crusading capitalists.
Its also increasingly true. From the right to pollute to a spot at the front of an amusement-park line, or even advertising space in jails and public schools, nearly every aspect of everyday life now comes with a price tag.
These days there are fewer and fewer things that money cant buy, says Michael Sandel, Anne T. and Robert M. Bass Professor of Government in the Faculty of Arts and Sciences. What Sandel wants readers to consider in his new book, What Money Cant Buy: The Moral Limits of Markets, is whether there should be limits and where.
The question is nothing if not timely. Nearly four years after the financial crash that set off a global economic downturn, Americans have largely avoided a serious public discussion about the rules and the ethics of our free-market society, Sandel argues.
When the financial crisis hit, there was a widespread sense that markets and morals had somehow become detached, he says. The striking feature of the aftermath of the financial crisis is that it has not brought a fundamental rethinking of the role of markets in our society.
Like Justice, Sandels best-seller based on his enormously popular Harvard course of the same name his latest book aims to make heady philosophical debate accessible to a broad audience.
Using examples both mundane and extreme, he asks readers to consider the often-blurry line between a harmless transaction and one that undermines professed values. For instance, many Americans wouldnt balk at the idea of ticket scalping for New Yorks Shakespeare in the Park series, where line-standers will camp out to obtain free tickets they can sell for a hefty profit. But what about allowing lobbyists on Capitol Hill to hire professional line-standers, to ensure their access to lawmakers? Should free public theater be put up for sale, but not a chance to influence the workings of government?
Then there are more abstract forms of line-jumping, like concierge medicine, a system where patients pay out of pocket for immediate access to an on-call physician, while the rest of us wait for appointments at the convenience of our doctors overbooked schedule. Are there ever situations where the wealthy shouldnt be allowed the opportunity to jump ahead?
Sandel poses such questions not to vilify the rich, but to prompt his readers to examine how they feel about a world where the rich and the poor live separate lives.
In a society where everything is for sale, life is harder for those of modest means, he writes. The more money can buy, the more affluence (or the lack of it) matters.
He calls it the skyboxification of American life. We live and work and shop and play in different places. Our children go to different schools, he writes. Its not good for democracy, nor is it a satisfying way to live.
Today, we have fewer and fewer civic spaces where citizens from different walks of life encounter one another, an example of the way market values can crowd out moral and civic values, Sandel says. Market incentives sometimes work, but they can also undermine social cooperation.
In an era of extreme market faith, he says, many economists have developed imperial ambitions to explain all human behavior, from questions of personal choice whether to get married, how many children to have all the way up to how to educate children, allocate health care, or protect the environment.
Many [economists] assume that economic explanations are self-sufficient as social science and dont presuppose any particular moral or ethical assumptions. One goal of the book, Sandel adds, is to suggest that we need to reconnect economics with its roots in moral and political philosophy.
Still, Sandel isnt exactly a crusading outsider with an ax to grind. In fact, he had planned to study economics as a Rhodes scholar at Oxford in the 1970s.
I was intrigued by the idea that here was a clear, rigorous scientific way of understanding human society, he says. Theres something intoxicating about that promise.
But as he delved deeper into moral and political philosophy, he began to feel there were many questions of social life and choice that couldnt be answered by the purely rational models of his chosen field. The more I studied, the more I realized that economics was not and could not be the value-neutral discipline or science that many economists understand it to be, he says.
His interest in the ethical dimensions of economics remained. Although the book was in part prompted by the financial crisis, Sandel says, he had been working on the idea and collecting massive piles of interesting examples for 15 years. After refining the books concepts in Harvard classrooms for more than a decade, Sandel is spending much of the summer on a three-continent book tour, addressing free-market societies both old (an overflow crowd at St. Pauls Cathedral in London) and new (his outdoor appearance before an audience of 14,000 in Seoul looked more like a rock concert than a lecture).
I think there is a great hunger in market societies throughout the world for serious public debate about these questions, he says.
Explore further: The kids are alright
Children should be seen and not heard... who says? A Philosophy academic at The University of Nottingham is challenging the adage by teaching primary school children to argue properly.
As long as original version still available, tweaking Twain is OK, professor says
Changing words in "Mark Twains classic book Adventures of Huckleberry Finn" is fine as long as the original version still is easily available for readers, says Gerald L. Early, PhD, the Merle Kling Professor of Modern ...
Is there a hidden bias against creativity?
CEOs, teachers, and leaders claim they want creative ideas to solve problems. But creative ideas are rejected all the time. A new study, which will be published in an upcoming issue of Psychological Science, a journal of ...
The American dream still possible, but more difficult to achieve, students discover
In 1931, James Truslow Adams first defined the American Dream by writing that life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement ...
Privacy law expert warns of the perils of social reading
The Internet and social media have opened up new vistas for people to share preferences in films, books and music. Services such as Spotify and the Washington Post Social Reader already integrate reading and listening into ...
Is the American dream dying?
Stars and stripes. Fireworks. Red, white and blue. For many Americans, summertime is a colorful celebration of freedom, independence and patriotism particularly around the 4th of July.
Only 3 stars because I'm not sure where the book will go. I'll certainly pick the book up and give it a read. He calls it the skyboxification of American life. We live and work and shop and play in different places. Our children go to different schools, he writes. Its not good for democracy, nor is it a satisfying way to live. I don't think it's very different now than before. The Rockefellers likely didn't send their children to the local public school. Our presidents don't send their kids to the local public school. However, you can go to the local public school and still build a corporate empire around yourself. | 教育 |
2016-50/2785/en_head.json.gz/16557 | Log in News Private school defends against Cameron claim
Freddie Whittaker | 6:00, Feb 6, 2015
A private school singled out by Prime Minister David Cameron in a speech this week has defended its record for sending pupils to top universities.
Mr Cameron compared the success of the private Millfield School in Street, Somerset, in securing Oxbridge places with the relatively new London Academy of Excellence (LAE) free school in Newham, east London.
“Free schools work,” Mr Cameron said in his speech on Monday at Kingsmead Academy in Enfield, north London. “They are more likely to be good or outstanding than other schools.”
He said he had seen “incredible” results, such as at the LAE, which is in one of the most deprived boroughs in the country.
“Three years ago it didn’t exist. Last year, it got as many pupils into Oxbridge as Millfield.”
James Brittain, head of higher education and careers at Millfield, defended the £7,500-a-term school, pointing out that growing numbers of its students were taking places at competitive universities in other countries.
Mr Brittain said: “As a school we welcome pupils of a wide range of abilities and support individuals to meet their own aspirations, whether it is Oxbridge, Russell Group, specialist colleges, American or other international universities.
“More than 10 per cent of our pupils now choose to study overseas when they leave Millfield and this year we have seen pupils gain places at Harvard, Columbia and a number of other prestigious American and European universities.”
It has also been revealed that LAE still uses a controversial policy, first revealed in Schools Week, of kicking out pupils who fail to achieve at least three Cs at AS-level — or an equivalent nine points through a system where an E equals one point and an A equals five. This means those who under-perform are not counted in their statistics for university place success.
LAE’s admission policy document for September 2015 entry states: “It is expected that the vast majority of sixth-formers enrolled at LAE in year 12 will progress to year 13 to complete their A-level courses.
“However, it is a requirement that pupils achieve a minimum of three C grades (or a minimum of nine points from their best three subjects) at AS-level in order to progress into year 13 to take full A-level courses.”
A claim from the Department for Education last year that free schools were “twice as likely” to be good or outstanding compared to other schools was also checked by the UK Statistics Authority in September last year, after Full Fact – an independent fact check-service – raised concerns about its accuracy.
After reviewing evidence, the watchdog said: “The question of how to compare free school inspection outcomes with other schools in a fair way appears to remain unresolved by the experts.”
Comparisons were hampered, they said, due to the small numbers of free schools inspected so far and changes to the Ofsted framework. Read more on this themePension costs cut into PM’s pledge to safeguard budgetsCameron criticised for excluding 16 to 18 funding from post-2015 ringfence plan31 New Free Schools: The Complete List
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Eddie Playfair I’ve also written here(http://eddieplayfair.com/2015/08/25/russell-group-numbers-soar-in-newham/)about LAE’s claim that “before LAE opened only 46 Newham sixth formers from Newham schools secured places at Russell group universities.” In fact, the figure for 2012 was at least 80. This statement is only true if one chooses to completely ignore NewVIc which is the largest sixth form in the borough. This amounts to a fairly breathtaking rewriting of history for the second year running. Incidentally, 90 NewVIc students progressed to Russell group universities this year and as far as we know this is higher than any other sixth form in the borough – including LAE.
September 29, 2015 at 12:19 pm Reply What do you think? | 教育 |
2016-50/2785/en_head.json.gz/16584 | High School and Enrollment Essay
1. 0 Introduction 1. 1 Background of the Study Now days the enrollment processing is always the toughest time the school faces every year. The subject of our study is the Silway-8 National High School, a public school located at Silway-8 Polomolok, South Cotabato. This school employs 34 teachers, 1 principal and has a student population of 1,325 this year. The enrollment procedure of the school is manually done, though they have computer units, they use the computer only for printing ordinary reports and for the student’s computer laboratory session.
During enrollment the principal assigns one chairman for each year level to handle the enrollment processing. In using the manual process of enrollment they find it hard to handle such a collection of records. It is a long procedure and time consuming task particularly in recording, filing and retrieving of student’s information. The proponent’s proposed a Computerized Enrollment System that will reduce the processing time of enrollment process. A system that provides a faster and organize way of storing and retrieving student’s record. 1. 2 Overview of the Current State of Technology.
The goal of this study aims to develop a Computerized Enrollment System for Silway-8 National High School. This System stores information in a faster, systematic and more convenient way of storing files of the enrollees in a computer . The work load of the enrollment in-charge are lessen in storing files of each student every now and then. The enrollment procedure of Silway-8 National High School is done manually. This manual process of enrollment creates difficulties in handling records, like storing, securing and retrieving of files. The processing aspect is time consuming.
They have hard time classifying students for sectioning and they don’t have back up for their records. Once a record is lost they cannot retrieve it. When the school was once hit by flash floods all of their records were destroyed. These are the reasons that brought the proponents to develop a Computerized Enrollment System that will ease the hassle and burdens of the enrollment in-charge with the manual process. In this study, the use of Visual Basic . Net and Navicat for mySQL database will help to improve the efficiency of the enrollment process of Silway-8.
National High School. 1. 3 Project Rational As such, having a computerized Enrollment System would increase the efficiency by reducing human error of recording and filing such records. It would also lessen storage area and would provide easy access for reference by the administrator or any personnel if needed. Computerized Enrollment System is design for the benefits of Silway-8 National High School. It will help the faculty in monitoring the records of the students. Computerized Enrollment System is use to make the transaction fast, and accurate.
It can display the records of each student through student LRN and all other information. Systems operations proceed faster, more efficiently and with greater accuracy than manual enrollment systems. This can lessen the workload and provides accurate information needed of the school. As a result, it will benefit not only the student but the administration as a whole. 1. 2 Statement of the Problem 1. 2. 1 General Problem The Silway-8 National High School is currently using a manual Enrollment System that is cumbersome and inefficient monitoring of Enrollment process. 1. 2. 2 Specific Problem.
Manual procedure of enrollment is time consuming, long procedure and records are not secured. It can be easily damaged and can be updated by unauthorized personnel without permission of the administrator. 1. 2 Objective of the Study 1. 3. 1 General Objectives * To help ease the problem in managing records on enrollment of Silway-8 National High School 1. 3. 2 Specific Objectives * To develop a Computerized Enrollment System to handle and manage student’s records that provides easy searching and retrieval of records. * To help the school have a secured data storage for enrollment record.
1. 3 Significance of the Study The significance of this study is to develop a Computerized Enrollment System that will help Silway-8 National High School for a much organized and easy Enrollment System. It will also help secure the data of the school; it will reduce processing time for enrollment since they can easily view the information of the enrollees and print the class list to know the students who are currently enrolled in the specific year. If just in case student fails a subject, through the said system they were able to extract accurate student records.
For the proponents, it will help us to cultivate our knowledge and skills in programming and system development as a source of experience. We can then be able to train ourselves and practice in the real world of work of our chosen course. This study aims to develop a computerize enrollment system. With the computerized enrollment systems helps save time for the school and provide faster way on recording transactions. Through this study the researchers will learn the importance of enrollment system in a business organization. The computerize enrollment system is a big help to solve the problems that have encountered by the school.
1. 4 Scope and Limitation 1. 5. 1Scope Computerized Enrollment System is intended for Silway-8 National High School and designed to perform the following: * Can add, edit, update and search information related in enrollment transactions. * It has security access level through log-in forms with different users. * Can provide class list for teachers * Can generate reports and prints. * The System is Network base. 1. 5. 3 Limitations The system cannot be used for other school activities like: * Clinic transactions, science laboratory and supply room transactions of the school.
The system does not include transaction like: * accounting * billing * Cashiering * grading system * for class and subject scheduling * Methodology After a detailed consideration among the members of the group, the proponents agreed to use SDLC or the System Development Life Cycle as our methodology for the system that is to be built. One advantage of using SDLC is it can return to its preceding phase in case of errors at any of its stages. The SDLC is the process of creating or changing systems, models and methodologies that is used to develop the system.
The idea generally refers to computer information system. The phases of SDLC are shown below. PLANNING ANALYSIS DESIGN IMPLEMENTATION MAINTENANCE Figure: 2. 0 System Development Life Cycles Planning Phase In this phase, the proponents starts to search where the manual evaluation of the process takes place like gathering data through conducting interviews and gather some necessary sample reports to the school and then the group planned to divide the work load to each member. In this phase the project duration and measure was identified to come with a project that is achievable.
Analysis Phase The proponents start to gather information to come up with a solution for the problem of the company. Analyzing the process of evaluation by considering the actual evaluation and finding out what the evaluation takes, and build a further flexible, efficient and appropriate system for the improvement of the manual system.
The proponents will also identify the requirements that are required in structuring the new system, and how it will improve the transaction being done by the company. Design Phase During this phase, the proponents started to build the system’s interface of the whole system using the information being gathered.
The features and functions of the system are individual built to answer the problems and to comply the necessary requirements. The proponents used Visual Basic. Net programming language and MySQL as backed for the said system. Implementation Phase In preparation for implementation, the necessary data for the execution of the system will be collected from respective sources, i. e. the registrar. These data will then be uploaded to the server here it will be imported into the system. Prior to formal launch or deployment, the system will be tested to confirm the availability of the imported data.
Maintenance Phase Software Maintenance is a process of changing a system after it has been delivered and in use. After the software is being delivered, changes may occur because of errors have been encountered. 3. 0 Data Gathering Procedures & Output The proponents conducted a group discussion to identify which company we should choose as the subject of our study. After the proponent had chosen a prospect company, the proponents prepared a letter of request for the respondents asking permission in making Silway-8 National high School as the subject of our study. The letter was presented to the school principal Mrs.
Eva Cosep with the focus and objectives of the study. Upon the approval of the request, the proponents prepared an outline as a guide questionnaire to lead them in gathering important information needed for the success of the study. With the data being gathered, the proponents were able to draw the structure of the project. Interview – the proponents have an open communication with the user who is involved in doing the manual process of the school transactions. The team was provided with materials and sample documents of the existing reports as well as interview with the individuals involved of the process.
Library Research – as additional information for the proposed Computerized Enrollment System the proponents referred to the unpublished and published books found in the library. Internet Research – the proponents used the internet for information gathering regarding Enrollment System. 4. 0 The Existing System 4. 1Company Background The Silway-8 National High School is located at Silway-8 Polomolok South Cotabato. It was establish on June 1986 at present it has 37 faculty staff, 34 teaching staff, 1detailed principal, 3 personnel and maximum of 1,325 students.
The total numbers of students are composed of five sections for First Year and Second year, four sections for third year and fourth year, and 65 students per section. The School has 1 computer laboratory but still using manual enrollment system. At present the school principal is Ms. Eva Cosep. 4. 2 Description of the System The enrollment procedure of Silway-8 National High School is done manually. Though the school has computer units but it is used only for the student’s studies and for generating common reports. Every year the school held their enrollment at the gymnasium.
The principal assigned one chairman every year level to process the enrollment. The procedure of their manual enrollment system is first the student asks for enrollment form from the chairman and filled it out with the necessary information. The curriculum head (chairman) then checked is the students have complied all of the requirements for enrollment. The chairman takes down the general weighted average of student because that is the basis for sectioning.
They don’t have master list of enrollees and when the principal want know the number of enrollees she ask the class advisers the number of students that comprises in her class. 5. 0 Software/Project Estimation 5. 1 Schedule of Activities GANTT CHART MONTHS| JULY| AUGUST| SEPTEMBER| ACTIVITIES| WEEKS| WEEKS| WEEKS| | 1| 2| 3| 4| 1| 2| 3| 4| 1| 2| 3| 4|.
Find a Company| | | | | | | | | | | | | Interview| | | | | | | | | | | | |Project Proposal| | | | | | | | | | | | Planning| | | | | | | | | | | | | Analysis| | | | | | | | | | | | | Design| | | | | | | | | | | | | System Coding| | | | | | | | | | | | | Documentation| | | | | | | | | | | | | Implementation| | | | | | | | | | | | | LEGEND UNFINISHED START DATE COMPLETED IN PROCESS 5. 2 Cost Estimation AMOUNT Laptop (2 Units)…………………………………… P 60,000. 00 Printing Preliminary printing………………………………… P200. 00 Final Documentation……………………………. P 185. 00
Book Binding…………………………………… P 130. 00 Fare……………………………………………… … P 200. 00 Miscellaneous……………………………………….. P150. 00 TOTAL P 60,865. 00 | Planning includes budgeting to determine how much it will cost to develop the system. In coping up with the estimated cost the proponents made list of all expenses possibly use in the project. In order to minimize the expenses the proponents don’t need to buy the materials needed because some members of our group can provide it voluntarily 6. 0 Proposed System
6. 1 Proposed System Overview The proposed Computerized Enrolment System of Silway-8 National High School is network base. Our goal is to produce a system that will satisfy the needs of the school and students. To meet this goal, we have created the application in our system that enables user to add, edit, search and insert student’s record. This application is intuitive and easy to use, so that the process of enrolment is more convenient. The proponents developed the system which can minimize the time in order to access on the records of the students, as this enrollment process will much faster than the manual system.
The system is comprehensive which provide features such as adding students into list, updating student’s information, sectioning of the students, search and view list of enrollees per section and year level. The system also creates class list for the teachers, by entering their name automatically she/he can view the list of students belong in her class. The proponents created a security access of the system which is only the administrator have the full control over the system to prevent discrepancies from happening. Users have limited privileges.
They system also have transaction log which the administrator can view who have access into the system on that certain date and time. The action made of the users can be viewed also. These features are created to protect records from being deleted or damaged. The Navicat for my sql is the database the proponents have used to manage and handles the data being stored. 7. 0 SOFTWARE DESIGN SPECIFICATION 7. 1 Process Specification PROCESS 1: User Log-in Enter username of the user THEN enter the password IF the inputs are correct THEN Log-in successful.
ELSE IF inputs are incorrect THEN Log-in not successful Repeat END IF PROCESS 2: Add Student Fill all the fields and set values If fields are valid THEN Successfully added ELSE IF adding is not successful END IF PROCESS 3: Search Student Update all fields If all are valid THEN Successfully updated ELSE IF not successfully updated END IF PROCESS 4: Enroll Student Fill all fields If all inputs are correct THEN Enroll Student is successful ELSE IF enroll student not successful END IF 8. 0 System Implementation 8. 1 Programming Consideration.
Basically, the proposed system for Silway-8 National High School has four front-end namely the Bookkeeper, Clerk, Adviser and Principal. The Clerk is able to maximize the work load and activity regarding enrollment system. The proponents basically designed the proposed enrollment system using MS Visual Basic. Net as development tool and Navicat for Mysql as the back-end or storage of the database. 8. 2 System Requirements Specification 8. 2. 1 Hardware Requirements The following are the minimum hardware requirements for complete and proper functionality.
For best possible result, the proponents recommend to use hardware higher than the requirements stated below: For Standard Set of Computer with the following specifications: * System Unit * At least 256mb RAM * At least 30GB Hard Disk * At least 16Hz processor * Monitor-CTR or LCD * UPS- Un interrupted Power Supply * Keyboard and Mouse 8. 2. 2 Software Requirements Computer Software or just software is a collection of computer programs and related data that provides the instructions for telling computer what to do and how to do it. Below are the software requirements for the system. * Visual Basic.
Net * Mysql Navicat * The proponents recommend using at least windows XP operating system installed in the personal computer. However, for better computer performance it is suggested to install higher windows operating system. 8. 2. 3 Human Resources Requirements It is necessarily that a user is a computer literate to be able to operate the computerized Enrollments System for Silway-8 National High School. The designed system is user-friendly that will be easily learned and mastered. The proponents suggest proper training and orientation on how to operate the system. 9. 0 Software Maintenance Plan.
We will give the company three months maintenance for the system. After the given time, further maintenance sessions will be charged P500. The maintenance session covers the following: * Debugging of the system in case of any errors. * Updating the system. * Maintaining Hardware components that we required. * Installing new programs and applications that the system needs. * Training of the personnel * Aside from the things mentioned above, we are not responsible to cater other problems except if with payment. Corrective Maintenance The developer will focus on the diagnosis and correction of one or more errors.
Corrective maintenance would change the system to correct existing defects. Once the developer finds an error the system must be repair immediately. Preventive Maintenance In this phase, changing some of the system’s component will occur to improve maintainability and reliability to provide a better basis for future enhancement. This performs preventive measures to avoid system errors. Adaptive Maintenance In this phase there would be an occurrence of modifying system’s component in order for the system to accommodate changes to its external environment
Enrollment System The Importance of Computerized Enrollment System High School Enrollment System Computerized Enrollment System Enrollment Process High School and Public School Enrollment Voting and High School Enrollment System Enrollment system and scheduling Introduction To Enrollment System Essay Topics: Requirements analysis 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 | 教育 |
2016-50/3618/en_head.json.gz/655 | Check Out WUNC's Fall Fund Drive Gifts Mommy Bashing: Criticism Fair Over Kid Diet? By editor
Originally published on February 22, 2013 11:29 am Transcript MICHEL MARTIN, HOST: I'm Michel Martin, and this is TELL ME MORE from NPR News. They say it takes a village to raise a child, but maybe you just need a few moms in your corner. Every week, we check in with a diverse group of parents for their comments and some savvy advice. We are going to continue our conversation about children and obesity. It's a big deal. The Centers for Disease Control reports that nearly 1 in 5 school-age children is carrying excess weight. [POST-BROADCAST CORRECTION: According to the Centers for Disease Control and Prevention, almost 32 percent of children and adolescents are overweight or obese; almost 17 percent are obese.] We just heard from mom and author Dara-Lynn Weiss, who wrote about putting her daughter - her 7-year-old - on a strict diet, in the book "The Heavy." Now we want to get the perspective of two more moms. Dani Tucker is one of our regular moms contributor. She mother of two - a son and a daughter. She also works as a fitness instructor. Anupy Singla is a mother of two daughters. She's a former journalist who's turned her hand to writing cookbooks. She's written two, including "Vegan Indian Cooking." Welcome back to you both. Thank you both so much for joining us. DANI TUCKER: Thank you. ANUPY SINGLA: Thanks for having me. MARTIN: So Dani, let me just start with you. What did you think of her approach? I know you're kind of our tough-love mom, and you kind of take no prisoners when it comes to things that you feel are in your children's best interests. What did you think of Dara-Lynn's approach? TUCKER: I liked her approach. I think it worked for her and Bea. I like the fact that she shared it because everybody's not a tough mom, you know, like I am. So I think she did a great job in, you know, knowing her child and knowing what - what, you know, what she would need to do, too. I think that's important. You've got to know your child, because you can't deal with each of them the same way. MARTIN: Anupy Singla, what about you? I know that you, as a journalist - I mean, you've written about this in one of your cookbooks; about the fact that in part, what led you to change careers is you were concerned about what your kids were eating, and you wanted to focus on nutrition and diet, and things of that sort. What's your response to Dara-Lynn's approach? SINGLA: Yeah, you know, I really liked her approach, and I liked what she had to say about just having to do the difficult thing, as a parent. And sometimes, you have to be the tough one. And there's many days when I go through my days and my kids say, you know, you're the mean mom; or what Dara-Lynn had to say about other people thinking that she's crazy. I get that all the time. This morning, my husband - when I was prepping for this - said you know, you're a zealot. And I had to say no, I'm just very passionate. And so I agreed with her approach - for her, and it might differ for other folks. But I like the fact that she owned it. She also talked about both sides, the positive aspects as well as the negative. But at the end of the day, she owned everything that she did. MARTIN: I want to play a clip from a dad named Bob Freedman, who's trying to help his daughter Rachel lose weight. She's in third grade. She weighs 112 pounds. She's now on a complicated nutrition and exercise plan. And her dad recently spoke with WAMU's Kavitha Cardoza; that's our member station in Washington, D.C. And Kavitha's been doing a lot of reporting on the whole question of childhood obesity. And this is from their conversation. Here it is. (SOUNDBITE OF WAMU BROADCAST) BOB FREEDMAN: Just two months ago, we had our first appointment where Rachel lost weight. Lois and I were actually in tears. We were so overwhelmed by four years' worth of work finally showing through. MARTIN: So Dani, I have to ask you the same question I asked Dara-Lynn earlier; which is, do you think that this is an individual problem, or do you think that there's something bigger going on - no pun intended - with the country, where so many parents are fighting so hard to keep their kids at a healthy weight? TUCKER: Yeah, I think it is something bigger going on. I mean, you know, you look at any fast food place that they walk into, and everything's super-sized. And you know, when everybody super-sizes - they never thought that, you know, most of the people that were going to take advantage of this was hungry kids, you know, after school or when you're not around your parents. So I think we've super-sized everything and at the same time haven't taught them how to, you know, say no to super-size - I don't need it. So everything is super-sized, you know. All the wrong things are. And that's why the problem is bigger than, you know, what it should be. MARTIN: Anupy, what do you think? SINGLA: Well, you know, I think, too, everywhere you go - regardless of whether it's in America or outside of America - food is equated with love. I mean, food is love. When I feed my kids, I feel like I'm giving them love. And in this country, so much of that love is kind of embedded and baked. And so it's all about, you know, these cupcakes. But the moms at the schools, they give them out, and they think that they're giving their kids love, and other kids as well. So I don't poo-poo why they're doing it. I just say look - I mean, there's got to be less of it. We're going a little overboard with how much we're exposing our kids to. And the thing is, when you're giving them all of that sugar, you're not balancing it with teaching them good, healthy eating practices at home and also giving them the good stuff. So it's not about, you know, either/or. It's - I'm not telling my kids on a day-to-day basis, look, you cannot have that cupcake. What I'm saying is well, you can have half of it and then have, you know, a bowl of carrots, maybe some celery, and something to balance it all out. So it's all, for me, about balance. MARTIN: We are continuing our conversation about "The Heavy." We spoke with author Dara-Lynn Weiss earlier. She's written a book about her efforts to keep her daughter at a healthy weight. I'm joined now by Dani Tucker, mom of two and a fitness instructor, and Anupy Singla, also a mom of two and a cookbook author. But, you know, one of the things, Dani - I'll just ask you this - one of the things that Dara-Lynn Weiss was criticized for and - is - there are a lot of people think it's not just about the child, it's about her, about worrying that the child's weight somehow reflects poorly on her. And then people worry that the child - well, we talked about this and she talked about this in the book, so we're not talking about her behind her back - but that the child will grow up sort of being obsessed with her weight and with her appearance, and that's kind of not what we want. And I'm just interested in your take on this, particularly as a person who works in fitness. TUCKER: I think that's a matter of their opinion and we all have them, you know, I mean and leave it at that, because either you obsess with her weight and her fitness now or she dies later. You know, and I think, you know, and when we're giving opinions about it we forget about that because this is a serious problem. You know, young people, the obesity problem in our young people is out of control and they're going into adulthood with serious health problems that we didn't have growing up because we were active, you know. And so I'm proud of her for not, you know, letting other people's opinions affect the way that she, you know - she did the best thing for daughter and to me she saved her life. Many of our students, one of my biggest things for all 12 of our classes is that the parents work out with their kids 15 and under for free. So they don't have to pay for their 15 or unders to workout. Develop a good habit with them of exercising, working out, doing it together. So I mean, I think what she did was just - I'm really proud of her for what she did. MARTIN: Anupy Singla, I want to go back to that. You say even your husband called you a zealot... SINGLA: Yeah. MARTIN: ...you know, at some point. I hope he was being, I hope he wasn't being mean about that. You know, but what about that? There are people who would say that when you spend this much energy on food and so forth that you're creating kind of its own problem; this kind of obsession with appearance and so forth. What do you say to that? SINGLA: You know what? I say it's called parenting, you know, I'm teaching my kids how to navigate their day-to-day. And agreed, my husband did say that because, you know, as he grew up he would going get doughnuts on the weekend. And so for him he thinks when I say, well, no, not every weekend. Maybe once a month that I'm limiting your childhood somehow or I'm somehow taking the fun out of their day-to-day because he equates, you know, the doughnuts with the fun. And what I have to say is we have to start to replace the sugar treats with something else. We need to be rewarded with something that's different than just sugar on a day-to-day basis. And so he sees when I pull those things out of our day-to-day that somehow I'm making a statement about the way he was raised or the way his parents raised him. I mean I had the same thing in my house. My parents just didn't know. They were immigrants to this country, but the balance in both our homes was that we always got a home-cooked meal. In the evening it was always Indian, it was always very healthy. So we had those guidelines. Many kids are growing up these days, in America especially, don't have that second part of the equation, so when you take that part of it out it so much harder for them to navigate as well. And I have to say I fight every day against same thing that Dara-Lynn was talking about. We go to parties and I really do take that soda can, that little even that small one out of my kid's hand and go, you know what? It's just not appropriate for you to be drinking soda at a birthday party. And I get the looks and the moms say things to me and guess what? I call it parenting, at the end of the day. MARTIN: OK. Dani's giving you big ups for your... (LAUGHTER) MARTIN: ...she's like look, Dani has no problems with no. But, Dani, I have to ask you though, because you have a boy and a girl - a young man, I should say, and a young lady - was a different? Was it different trying to figure out the whole diet, nutrition, fitness piece for the boy versus the girl? TUCKER: Oh, most definitely because, you know, Devon(ph) always did his own thing. He loved the super athletic body, you know, he was always playing... MARTIN: He loves sports. TUCKER: ...sports. Yeah. So he was very active, not an ounce of body fat, you know. And with their birthdays being both in June they would always go for their physicals together. So it would always be the same thing, you know, this guy is an Adonis and Imani(ph) needs to lose five, 10 pounds. So, you know, we always dealt with that. MARTIN: But why is that? Do you think it was fitness? Or is it just that there weren't as many athletic outlets for her because she just wasn't as interested in it? Why do you think that is? I mean, that's one of the reasons I'm so interested in this is they're close in age, raised in the same house by the same mom, presumably feeding them the same things and with one it's a struggle, with one it never was. TUCKER: Bottom line, I blame her father. (LAUGHTER) TUCKER: Because he was almost - he was active as I was. We were always doing something and Imani was a little more lazier. And, you know, that's why, you know, she doesn't play the video games because I don't allow it because I want her to be more active. So it was really in their activity. She chose to do the computers and the games, where as he chose to do more of the active things, and that's what do more of what I supported. And to me dad supported more about, let her like chill and let her watch TV and let her... MARTIN: Oh, I thought you were blaming the genetic component. I thought you were saying it was the genes that... TUCKER: I'm blaming everything on him right now. (LAUGHTER) MARTIN: Oh, you're blaming, because he's not here so you can blame him for everything. OK. TUCKER: 'Cause he's not here to defend himself. MARTIN: OK. TUCKER: No. But so I had to just.... MARTIN: Just as long as you're honest. TUCKER: Yes. So I just had to get her a little more active, you know? And now that we've got that balance because, you know, now she's got, you know, working out with mom in a class and then grandma's there too, so she has the family aspect, everybody doing it. Also, she's being more active. Her friends are being more active, she's actually bringing them to class now. So it was just a point about her being a little more active and that helped her start to lose the weight. She's lost 25 pounds. So I'm very - we're very proud of her. But she made the decision to be more active - with a little pushing from mom. MARTIN: Anupy Singla, a final thought from you? What would you say to people who want to improve their children's diet, maybe their family's diet but just, you know, find it really difficult? As you pointed out yourself, it was kind of hard to get used to cooking, especially when you are working as they journalist, to getting back to cooking that home-cooked meal every day and stuff like that. Any advice there, as briefly as you can? SINGLA: Sure. Set a good example. You got to start doing it yourself. Pop on my blog on "ChicagoNow," which is the Tribune platform. My blog post today was: "Don't Trouble My Kids with Your Kindness." It's all about replacing the rewards, you know, the sugary rewards with something that is maybe a great salad or a treat to go out and eat a healthy meal at a restaurant when you go out. So, just kind of changing your mindset. Also play games with them, food games. I always did that with my kids when they were little. Have a food encyclopedia close by that you can open up and say, hey, I'm eating this sweet potato but this is why I'm eating it. Explain it to them. Make that connection between food and health. MARTIN: Anupy Singla is a mom of two. She's the author of two cookbooks, including "Vegan Indian Cooking." She was kind enough to join us from member station WBEZ in Chicago. Dani Tucker is one of our regular contributors to our parenting panel. She's a mom of two and a fitness instructor. She was here with me in Washington, D.C. Thank you both. TUCKER: Thank you. SINGLA: Thanks, Michel. (SOUNDBITE OF MUSIC) Transcript provided by NPR, Copyright NPR.TweetShareGoogle+EmailView the discussion thread. North Carolina Public Radio - WUNC is created in partnership with: | 教育 |
2016-50/3618/en_head.json.gz/739 | Belmont Abbey College cultural centre
Information about the Belmont Abbey College cultural centre, registering in a technical degree program to develop job skills, and taking free practice tests online. Which degrees will give you the best chances of landing a job after you graduate? Some students select a major because it teaches them practical skills that are valuable in the workplace. Other students choose their major because they love the subject. Learning a foreign language while you're a student not only enriches your cultural understanding, but allows you to travel to your favorite country and enjoy an in-depth experience. If you can acquire language skills, you'll also increase your value in the workplace. The most popular college major is business, split equally between men and women. On the other hand, men make up the majority of computer science and engineering majors. For women, education, English and liberal arts dominate the list.Online education can open up the opportunity to take difficult courses that won't show up on your transcript, if you so choose. Alternatively, you may be able to complete online credits for a grade. Doing business online is a great option to supplement your income while still a student. The easiest way to begin is by writing a blog, and making money via the Google AdSense program. By registering a domain name, and signing up for cheap hosting, you can make a website in a few hours using a WordPress template. Similar to magazine page layout, website design success is governed by two main factors, visitor traffic and online sales conversions.
Although the cost of tuition has risen for most 4-year colleges and universities, community colleges and trade schools remain an affordable option for those looking to earn an associates degree. The average community college student graduates with only a few thousand dollars in debt, compared to bachelors degree graduates. This means that associates degree recipients are likely to see a return on their investment sooner than those with a bachelors degree. If you're planning on transferring to a four-year program, an associates degree program can be a good idea. You can save money for the first two years of your education by studying at a local community college, but ultimately receive your bachelors degree from a four-year university.Technical Degree ProgramsGrowing fields that you can major in include computer programming, health care, and business administration. As the economy recovers, companies tend to hire technical staff first. An associates degree is a two-year program that either results in an Associate of Arts (AA) or Associate of Science (AS) degree. It is often a general degree that is structured similarly to the first two years of a bachelors degree. The greatest downside to an associates degrees in the job market is only that you will be competing with individuals holding bachelors degrees. Therefore, make sure you're comfortable in the niche you've chosen.
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2016-50/3618/en_head.json.gz/741 | You are hereHome Bentley College Relies on Live eLearning Software from Centra to Deliver Graduate Programs to Professionals Nationwide April 4, 2001
LEXINGTON, MA (April 5, 2001)- Centra (NASDAQ: CTRA), the world's leading provider of software and ASP services for live eLearning and collaboration, today announced that Bentley College in Waltham, Mass., has deployed Centra's virtual classroom software for the delivery of real-time distance education programs. Using Centra, Bentley is making online classes available to graduate students as part of its Master of Science in Personal Financial Planning program, as well as the College's graduate program in Taxation, providing new opportunities for accounting, financial planning, and tax practitioners nationwide.
"In today's business world, people are short on time and are looking for a convenient way to continue their educations without sacrificing quality," said Ruth Horwitz, Bentley's Distance Learning Coordinator. "Working with Centra gives Bentley a competitive advantage in the graduate education market. In addition to offering distance MSPFP and MSTaxation programs, we plan to expand our use of Centra with core MBA course offerings in fall 2001 for the convenience of our part-time MBA students."
Using Centra's Symposium virtual classroom software, Bentley's widely recognized graduate program in taxation introduced its first distance learning option in 1999. Through live eLearning, Bentley is able to bring together faculty and working professionals on- and off-campus, allowing them to interact, collaborate, and learn as if they were in the same room. These innovative, Web-based tax courses enable participants to overcome geographical barriers while simultaneously engaging in the same high-caliber lectures and class discussions that they would expect if they were taking place on campus.
Software Infrastructure for Live eLearning and Collaboration
Already used in over 440 companies and universities worldwide, Centra's Web-based enterprise products and services share a common collaboration framework, and are optimized to address the full range of real-time business interactions necessary to accelerate internal and market-facing business processes. Every product features Centra's hallmark voice-over-IP capabilities, shared online workspace, live application sharing, and intuitive user interface to enable live conversation and interaction over low-bandwidth network connections. Centra's products include Centra Symposium for virtual classrooms, Centra Conference for Web conferencing and events, and Centra eMeeting for team collaboration and 1:1 mentoring.
About Centra
With over a million users worldwide, Centra is the leading provider of software infrastructure and ASP services for live eLearning and business collaboration. Today hundreds of global organizations have standardized on Centra for the delivery of live eLearning, including Accenture, Century 21, Domino's Pizza, EMC Corporation, ExxonMobil, McKesson HBOC, Siemens, and Procter & Gamble. Centra supports a vital ecosystem of strategic eLearning partnerships, which include alliances with Microsoft, PricewaterhouseCoopers, Cisco, Oracle, Saba, Docent, and Global Knowledge. Headquartered in Boston's technology corridor, the Company has sales offices throughout North America, Europe and Asia. For more information, visit www.centra.com.
Ellen Slaby
Centra Software
781/994/1068
[email protected]
BENTLEY UNIVERSITY is one of the nation’s leading business schools, dedicated to preparing a new kind of business leader – one with the deep technical skills, broad global perspective, and high ethical standards required to make a difference in an ever-changing world. Our rich, diverse arts and sciences program, combined with an advanced business curriculum, prepares informed professionals who make an impact in their chosen fields. Located on a classic New England campus minutes from Boston, Bentley is a dynamic community of leaders, scholars and creative thinkers. The Graduate School emphasizes the impact of technology on business practice, in offerings that include MBA and Master of Science programs, PhD programs in accountancy and in business, and customized executive education programs. The university enrolls approximately 4,100 full-time undergraduate, 140 adult part-time undergraduate, 1,430 graduate, and 43 doctoral students. Bentley is accredited by the New England Association of Schools and Colleges; AACSB International – The Association to Advance Collegiate Schools of Business; and the European Quality Improvement System, which benchmarks quality in management and business education. For more information, please visit www.bentley.edu. Type:
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2016-50/3618/en_head.json.gz/772 | Literary Reference Works
Philosophy: Aesthetics
How to read literature
By (author) Terry Eagleton
What makes a work of literature good or bad? How freely can the reader interpret it? Could a nursery rhyme like Baa Baa Black Sheep be full of concealed loathing, resentment and aggression? In this accessible, delightfully entertaining book, Terry Eagleton addresses these intriguing questions and a host of others. How to Read Literature is the book of choice for students new to the study of literature and for all other readers interested in deepening their understanding and enriching their reading experience. In a series of brilliant analyses, Eagleton shows how to read with due attention to tone, rhythm, texture, syntax, allusion, ambiguity, and other formal aspects of literary works. He also examines broader questions of character, plot, narrative, the creative imagination, the meaning of fictionality, and the tension between what works of literature say and what they show. Unfailingly authoritative and cheerfully opinionated, the author provides useful commentaries on classicism, Romanticism, modernism and postmodernism along with spellbinding insights into a huge range of authors, from Shakespeare and Jane Austen to Samuel Beckett and J. K. Rowling.show more
New Haven, United States
How to Read a Poem
The Butcher Boy
Patrick McCabe
How to Read Literature Like a Professor Revised Edition
Thomas C Foster
After Theory
Myths of Power
A Theory of Literary Production
Pierre Macherey
Reflections on Beckett
Anna McMullan
Other books in Literary Studies: General
About Terry Eagleton
Terry Eagleton is Distinguished Professor of Literature, University of Lancaster, UK, and Excellence in English Distinguished Visiting Professor, University of Notre Dame. One of the most influential literary critics in the English-speaking world, he is the author of more than 40 books on literary theory, postmodernism, politics, ideology, and religion, among them his best-selling Literary Theory: An Introduction. He lives in Northern Ireland, UK.show more
"'Part of the fun of the book is the way in which Eagleton prompts, provokes and at times infuriates. How to read How to Read Literature? As an ideal introductory guide to critical analysis, and a thoroughly enjoyable reminder of Eagleton's own skill and subtlety as a reader.' (Felicity James, Times Higher Education Supplement) 'This book is seriously good fun. Teachers should pounce on it with glee, especially if they have tried for weary years to tell students, daunted by having to comment on great literary works, that poems and novels are not alarming, for they are composed only of words. Of course students themselves may not read the book, students being what they are, but those entrusted with their education should rejoice.' (Sue Gaisford, The Tablet) 'Eagleton is alive to the complexity of literature and to a commonsense clarity... In a cheering way, Eagleton believes in literary value and thinks an inability to recognise it would be as absurd as someone who is into single-malt whisky not being willing to admit a great one when he tasted it... This is as brilliant as an absolutely sensible book about literature could be. Anyone intrigued by the subject, as well as quite a few who have long been bemused by it, will read it with intense pleasure.' (Peter Craven, The Sydney Morning Herald)"show more | 教育 |
2016-50/3618/en_head.json.gz/777 | Get Mythologies from Amazon.com
Order our Mythologies Study Guide
Section 1, Part 1
Section 1, Part 10
Mythologies Themes
everything you need to sharpen your knowledge of Mythologies.
The Mythology of the Everyday
The central theme of the book is that myth, in its exploration of the relationship between experience and meaning, is a powerful component of contemporary human existence. It is important to note that the term "myth" in this context refers to the concept of myth formulation (the way images are combined and juxtaposed to illuminate a principle and define an experience) as opposed to mythic stories themselves (the narrative results and effects of that combination). It is also important to note that the author is not writing about the way contemporary or popular culture manifests classical myths, but uses classical mythic techniques to create its own myths. His focus is on the way that contemporary, everyday society and culture, uses myths to initiate and perpetuate certain belief systems, rather than to awaken deeper and broader understanding of the human condition. In the author's perspective...
More summaries and resources for teaching or studying Mythologies.
Mythologies from BookRags. (c)2016 BookRags, Inc. All rights reserved.
What Is the Theme in Mythologies By Roland Barthes?
What Is the Setting of Mythologies By Roland Barthes?
Who Is the Protagonist in Mythologies By Roland Barthes?
What Are the Motifs in Mythologies By Roland Barthes?
What Metaphors Are Used in Mythologies By Roland Barthes? | 教育 |
2016-50/3618/en_head.json.gz/782 | Winchester weighs proposals for shuffling school assignments for its youngest students Winchester parents on edge over school redistricting plans - The Boston Globe
Winchester parents on edge over school redistricting plans
By Brenda J. Buote
Globe Correspondent October 18, 2012
Parents in Winchester, where many children walk to and from school together, are anxiously waiting to see what kind of plan the five-member School Committee will embrace for shuffling school assignments for the town’s youngest students: one with hard boundary lines that would mean car transportation for many, or a proposal flexible enough to accommodate families who wish to keep their children close to home.The committee is expected Thursday to discuss a number of proposals for moving dozens of students out of their current neighborhood schools next September, when the new Vinson-Owen Elementary School is scheduled to open. The meeting will be held at 7:30 p.m. in the Winchester High School auditorium.
Five of the 10 proposals for the approximately 2,219 students enrolled in the town’s five elementary schools are map-based models that would permanently shift each school’s boundaries, forcing parents to accept a school assignment based solely on their home addresses. Those proposals were presented by the Redistricting Advisory Committee,
which consists of Superintendent William McAlduff Jr.; a Winchester elementary school principal; six parent representatives; and two School Committee members. The other five plans were drafted by parents who want local educators to consider alternatives to redrawing fixed district lines. Get Today's Headlines in your inbox:
“There really is no silver bullet plan,” School Committee chairman Christopher Linskey
said at a recent meeting. “Redistricting is complex . . . there are so many moving pieces.”
The models presented by Winchester parents include an open enrollment plan that would allow parents to send their child to any elementary school in town; a “kindergarten flex” proposal that would allow the district to move kindergarten students out of crowded schools into buildings that are under capacity; and an initiative that would offer advanced learners in all grades the opportunity to tackle more rigorous course work in an optional, application-only program at Vinson-Owen and/or Lynch Elementary School. The goal of the Advanced Learning Opportunities plan, which is seeking support with an online petition, is to raise the ceiling for those students who are already well above the floor, said Catherine Valega, who authored the proposal. She noted that the district’s scores on the Massachusetts Comprehensive Assessment System exam show that more than 80 percent of Winchester students are earning top scores — proficient or higher — in key subject areas, with more than a third of the town’s elementary pupils scoring in the highest, or “advanced” category, on the math section of the test. Advertisement
“Those children scoring advanced, who have demonstrated readiness for more challenge, deserve an education as well,” Valega wrote in her proposal, adding that the town must strive for academic excellence.The final two plans submitted by parents recommend buffer zones, designated areas that sit between two schools near current district boundaries. Entering kindergarten and new transfer students who live in those zones would be assigned to the closest school with capacity, keeping existing students in their neighborhoods while allowing the district the flexibility to respond to changing enrollment data. McAlduff said he is keeping an open mind on the various proposals. “At this point in time, I’m doing my job as superintendent of reviewing all of the plans, working with the RAC, hearing feedback from the public, feedback from the community, and on Oct. 23, I’ll be prepared in my role as superintendent to make a recommendation,” he said.The board is under a self-imposed Nov. 5 deadline to adopt a plan for addressing a swell in enrollment that has caused the number of public school students in Winchester to increase 25 percent over the last decade. Today, there are 4,357 students in the district, and that figure is expected to continue to rise until 2015. To meet its deadline, the School Committee has condensed into eight weeks a process that took more than six months last school year, when the advisory committee analyzed 30 redistricting models. The superintendent is expected to recommend a plan on Tuesday; a public hearing on that recommendation is scheduled for 7:30 p.m. Oct. 30 in the Winchester High School auditorium.Critics said the process does not allow enough time to properly study the alternative proposals, which were presented to the public for the first time on Oct. 2. Some Winchester residents have questioned whether the School Committee is simply paying lip service to the alternative proposals. When asked by the superintendent to provide more information about his proposal, Tom Cafarella sent a scathing response: “It is abundantly clear from [School Committee vice chairman Michael] Schindelman’s nonverbal reluctance to run numbers on alternative plans . . . that you already have at least three out of five School Committee members voting for one of the permanent line redistricting plans. I can no longer be part of such a biased process. My time is too valuable for such charades.”In the face of such criticism, Linskey said the board remains receptive to the various plans and is trying “to come up with a solution that achieves our goals and, if possible, does the least amount of community impact. . . . If that’s an alternative model or if that’s one of [the RAC’s] map models, that’s what the [School] Committee will discuss . . . that’s what we’re weighing. There isn’t any attempt to hover over and salvage any model or any sort of aversion to any new and different model.”Originally, the School Committee intended to adopt a redistricting plan by mid-June, but that timeline fell apart as parents raised concerns about the proposal that was recommended in May by the advisory committee and embraced by McAlduff. Under that proposal, the district’s permanent boundary lines were shifted and as many as 112 students would have been transferred to new schools next year.Under the updated mapping models presented by the advisory committee on Oct. 11, new school assignments would require many youngsters who now walk a half-mile to their neighborhood school to travel nearly 2 miles to a different school. Some parents voiced concern that the plans fail to consider the socioeconomic impact of moving students. “No plan is perfect,” School Committee member Cindy Bohne, who also serves on the advisory committee, said at an Oct. 9 meeting. “We heard that in January, March, May, and we’re hearing that again. There are strengths and weaknesses in every plan . . . maybe if we can figure out a way to find a hybrid, maybe that will get us to a better place, a smarter place, a more decent and fair place.”Brenda J. Buote may be reached at [email protected]. | 教育 |
2016-50/3618/en_head.json.gz/812 | Senate Republican budget: $1B more for schools, no new taxes
By Chris West | April 3, 2013 | Comments
Senate budget writers released a $33.2 billion two-year budget on Wednesday that funnels $1 billion in new money for basic education and increases funding for higher education and early learning without any new taxes.
The proposal put forth by the Senate Majority Coalition assumes $1.2 billion in savings from spending cuts, but does not include the elimination of tax breaks for specific industries or the extension of business and beer taxes — two key elements that funded education in a budget plan released by Gov. Jay Inslee last week.
It is the first budget written by the new majority coalition in the Senate, which is comprised of 23 Republicans and two Democrats. The budget will receive its first hearing today at 3:30 p.m. in front of the Senate Ways and Means Committee. Lead budget writer Sen. Andy Hill (R-Redmond) said he hopes to have it on the Senate floor by the end of the week.
Here is the full budget bill and a breakdown by agency.
The two Democrats who helped Hill craft the budget, Sens. Jim Hargrove (D-Hoquiam) and Sharon Nelson (D-Maury Island) said it was necessary to release a plan to get the negotiations started.
“You have to remember that they are in charge,” Hargrove said. “Our process has been bi-partisan up to now. Whether it’s a bi-partisan budget, we’ll have to see the floor votes.”
The plan calls for $1.5 billion for state’s public school system, with $1 billion going to meet a Supreme Court mandate to meet the constitutional requirement to make education its top priority. It also adds $300 million to the state’s colleges and universities, including a 3 percent cut in tuition.
While the plan does not call for additional taxes, it does count $303 million in savings through Medicaid expansion for low-income adults under federal health care reform and $238 million by shifting funds from the “hospital safety net” fee into the general fund.
The plan also relies on a number of savings initiatives and cuts to government programs. Here’s a look at some of the proposals:
$65 million in savings from administrative efficiencies at government agencies using lean management principles.
$40.9 million in savings with the elimination a program that provides cash assistance to disabled, blind, or older people who are waiting to be eligible for the Social Security Insurance program.
$40 million is savings through a new compliance system that will collect unpaid sales and use tax
$10 million in savings from the use of structured settlements and reduced worker compensation charges to the state
$4 million in savings from an increase in the license fee for adult family homes
Inslee criticized the plan, calling it “deeply flawed” in a statement:
“This proposal is deeply flawed. It’s the same old game that relies on short-term fixes and budget tricks, and it results in policy choices that would take our state backward. The Senate proposal to address our basic education obligations is funded in large part through cuts to vital services for children, families and vulnerable adults — exactly what I have said we must not do. The proposal released today would cut child care subsidies for low-income families and other families working to get off welfare, and reduce long-term care services for the elderly and people with developmental disabilities. It would make deep cuts to our state prison system, would force us to close state parks and fall far short of my plan for expanding early childhood education opportunities.”
Rep. Ross Hunter (D-Medina), who is leading the budget-writing efforts in the House, called portions of the plan “downright cruel” in his statement on the proposal:
“While it is nice that the Senate Republicans have acknowledged our responsibility to fund the McCleary decision, they have done so with a budget proposal that relies on assumptions that are unconstitutional or unsustainable. The Supreme Court has been pretty cranky about this issue, and this budget will do nothing to improve their mood. In addition to being unsustainable, some of their decisions seem downright cruel. Providing child care subsidies for parents trying to get back into the workforce was part of the deal when we “reinvented welfare” two decades ago. Cutting it now will not only force single moms back onto welfare, it will perpetuate the opportunity gap in our schools for years to come. I am also very concerned with some of the shaky assumptions made in the proposal. There are $157 million in unnamed efficiencies, $40 million in an uncollectable use tax, and $166 million in a school trust transfer that is clearly unconstitutional. We have spent the last five years making our budget more sustainable with actions like reducing our long-term pension obligations and cutting staffing at all levels. A budget built on unconstitutional actions and assumptions that are unlikely to come true moves us away from sustainability.”
Comments comments Categories: Budget | 教育 |
2016-50/3618/en_head.json.gz/817 | Libraries & Museums
Museum Technician
Career and Education Opportunities for Museum Technicians in Eugene, Oregon
There is a wide variety of career and education opportunities for museum technicians in the Eugene, Oregon area. There are currently sixty jobs for museum technicians in Oregon and this is projected to grow by 18% to seventy jobs by 2016. This is not quite as good as the national trend for museum technicians, which sees this job pool growing by about 25.6% over the next eight years. Museum technicians generally prepare specimens, such as fossils, skeletal parts, and textiles, for museum collection and exhibits.
Income for museum technicians is about $13 hourly or $27,560 per year on average in Oregon. Nationally, their income is about $17 per hour or $36,660 yearly. Museum technicians earn less than people working in the category of Libraries and Museums generally in Oregon and less than people in the Libraries and Museums category nationally. People working as museum technicians can fill a number of jobs, such as: art objects repairer, art conservator, and preparator.
There are seven schools of higher education in the Eugene area, including one within twenty-five miles of Eugene where you can get a degree to start your career as a museum technician. The most common level of education for museum technicians is a Bachelor's degree. You can expect to spend about four years studying to be a museum technician if you already have a high school diploma.
CAREER DESCRIPTION: Museum Technician Museum Technician video from the State of New Jersey Dept. of Labor and Workforce Development
In general, museum technicians prepare specimens, such as fossils, skeletal parts, and textiles, for museum collection and exhibits. They also may restore documents or install, arrange, and exhibit materials.
Museum technicians set up and ready artifacts for exhibition, ensuring the artifacts' safety, reporting their status and condition, and identifying and correcting any problems with the set-up. They also direct exhibit installations, assisting with layout and models, and ensuring the availability of needed materials. Equally important, museum technicians have to decide on whether objects need repair and choose the safest and most effective method of repair. They are often called upon to supervise and coordinate with volunteers. They are expected to clean objects, such as paper and furniture, using cleansers and polishes. Finally, museum technicians ready artifacts for storage and shipping.
Every day, museum technicians are expected to be able to think through problems and come up with general rules. They need to prioritize information for further consideration. It is also important that they articulate ideas and problems.
It is important for museum technicians to present public programs and tours. They are often called upon to notify superior when restoration of artifacts requires outside experts. They also repair, restore and reassemble artifacts, designing and fabricating missing or broken parts, to restore them to their original appearance and avoid deterioration. They are sometimes expected to direct and supervise curatorial and technical staff in the handling and storage of art objects. Somewhat less frequently, museum technicians are also expected to present public programs and tours.
Museum technicians sometimes are asked to build and install wooden steps and walkways to get access to or permit improved view of exhibited equipment. They also have to be able to ready reports on the operation of conservation laboratories, documenting the state of artifacts and the methods of preservation and repair used And finally, they sometimes have to direct and supervise curatorial and technical staff in the handling and storage of art objects.
Like many other jobs, museum technicians must be thorough and dependable and be reliable.
Similar jobs with educational opportunities in Eugene include: Archivist. Appraise, edit, and direct safekeeping of permanent records and historically valuable documents. Participate in research activities based on archival materials.
Curator. Administer affairs of museum and conduct research programs. Direct instructional, research, and public service activities of institution.
EDUCATIONAL OPPORTUNITIES: Museum Technician Training University of Oregon - Eugene, OR University of Oregon, 110 Johnson Hall, Eugene, OR 97403. University of Oregon is a large university located in Eugene, Oregon. It is a public school with primarily 4-year or above programs. It has 21,435 students and an admission rate of 87%. University of Oregon has 2 areas of study related to Museum Technician. They are: Museology/Museum Studies, postbaccalaureate certificate which graduated 3 students in 2008.Art History, Criticism and Conservation, bachelor's degree and master's degree which graduated two and four students respectively in 2008.
LOCATION INFORMATION: Eugene, Oregon Eugene, Oregon photo by Ccmpg
Eugene is located in Lane County, Oregon. It has a population of over 150,104, which has grown by 8.9% over the last ten years. The cost of living index in Eugene, 98, is near the national average. New single-family homes in Eugene cost $197,200 on average, which is below the state average. In 2008, one hundred eighty-one new homes were constructed in Eugene, down from two hundred ninety-seven the previous year.
The three most popular industries for women in Eugene are educational services, health care, and accommodation and food services. For men, it is educational services, construction, and professional, scientific, and technical services. The average commute to work is about 17 minutes. More than 37.3% of Eugene residents have a bachelor's degree, which is higher than the state average. The percentage of residents with a graduate degree, 15.4%, is higher than the state average.
The unemployment rate in Eugene is 9.9%, which is less than Oregon's average of 10.6%.
The percentage of Eugene residents that are affiliated with a religious congregation, 24.5%, is less than both the national and state average. The most common religious groups are the Catholic Church, the LDS (Mormon) Church and the International Church of the Foursquare Gospel.
Eugene is home to the Eugene Country Club and the Balboa Park Drag Strip as well as Acorn City Park and Monroe City Park. Visitors to Eugene can choose from Hawthorn Inn & Suites, Best Value Inn and Marriott Residence Inn for temporary stays in the area. | 教育 |
2016-50/3618/en_head.json.gz/848 | The Chimpanzees
About the Sanctuary
Database of Enrichment
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About the Chimps
Q: Can I visit?
A: We hold small educational visits of the sanctuary during the summer months, which require pre-registration. The sanctuary is not open to the public outside of the scheduled visits. You can learn more about visiting us on our visitor program page. You can also get to know the sanctuary and the chimpanzees through our blog which is updated daily.
Q: Is the sanctuary part of CWU and/or the Chimpanzee and Human Communication Institute?
A: The Chimpanzee and Human Communication Institute closed in 2013. In 2014, Central Washington University entered into a formal agreement with CSNW for an internship program. Now CWU students can be trained on chimpanzee care and husbandry procedures in a sanctuary setting. The students earn academic credits for their weekly shifts at CSNW.
Q: Will you be getting more chimpanzees?
A: Yes! We have begun an Expansion Fund and have plans to add up to 20 more chimpanzees to the sanctuary in the coming few years. Our expansion plans are divided into four stages, and include a visitor and educational center. We also recently secured two parcels of land adjacent to the sanctuary property, which will allow us to expand well into the future.
Initial funding for expansion to make a home for more chimapnzees has been donated from individual supporters and a $50,000 matching grant from The Chimpanzee Sanctuary Fund.
For more information, visit the Future of the Sanctuary page.
Q: Have you expanded the facility and what are your plans for expanding in the future?
A: In 2011, the chimpanzees were released onto a two-acre open-air habitat. The habitat, called Young's Hill after the benefactors who donated the initial funds for the expansion, is the largest area some of the chimpanzees have ever experienced and the first time they've felt grass under their feet and had an unobscured view of the sky above.
In 2013, we began work to secure an on-site clinic for any medical needs for our aging population. We now have a functioning mobile clinic near the chimp house and can rest easily knowing that should any medical emergency arise, we are prepared to handle things accordingly on-site.
We consider CSNW a constant work in progress and are always looking to improve the lives of the chimpanzees. Our future plans include expanding to rescue more chimpanzees, building on-site visitor classrooms, and expanding staff and volunteer workspace and housing. Learn about our future plans in detail on this page. Q: Do you get to touch the chimps?
A: We have strict rules about contact between caregivers and the chimpanzees. Chimpanzees are very strong and potentially dangerous. Many people who work with chimpanzees at other facilities have had fingers bitten off and worse. Only a few people have been trained to be caregivers at CSNW. Even the caregivers never go into the same space as the chimpanzees. When we clean enclosures, the chimps are shifted to another area. Caregivers never put their fingers through the fencing. The chimps can put their backs against the fencing and the caregivers "knuckle-rub" – like a little massage. The chimpanzees can also put their fingers through the fencing to touch the back of a caregiver’s wrist or bottom of a shoe. Most often, caregivers interact with the chimps without touching – playing chase and tug-of-war, or pass-the-troll with Foxie. The relationship that the chimpanzees have with each other includes a lot of physical contact and they do not need close physical contact with humans.
Q: What do you think about using chimps in biomedical research? Isn’t it okay if it helps people and the chimps are retired later?
A: There is a compelling case for ending the use of chimpanzees in biomedical research Chimpanzees are very intelligent, have long memories, and suffer from stress, confinement, and lack of mental stimulation. Further, the widespread use of chimpanzees in research is of questionable value. There is evidence that shows using chimpanzees has not taught us much about human disease or treatment. Even though they are our closest living genetic relatives, there are molecular differences between chimpanzees and humans. We have a different evolutionary history, which has created differing immunities and potential reactions to drugs and disease. For example, chimpanzees can be infected with HIV but very rarely show symptoms of AIDS.
Up until very recently, the United States was the last known industrialized nation in the world still using chimpanzees in the biomedical industry, but things have changed recently.
Legislation has been introduced, but never passed, to make biomedical research on chimpanzees illegal in the US.
However, on December 15, 2011, the Institute of Medicine submitted a report called The Use of Chimpanzees in Biomedical and Behavioral Research to the National Institutes of Health (NIH), which is the federal body that owns and supports the majority of chimpanzees used in research. The report found that most of the NIH research involving chimpanzees could be explored a different way and they recommended, among other things, that the NIH retire all but 50 chimpanzees to sanctuary (about 300 total). The 50 would not be bred and the decision to keep them would be revisited in five years.
In June 2013, the NIH accepted the recommendations, and NIH-owned chimpanzees are being retired to Chimp Haven, the only sanctuary with a contract with the federal government. In September 2015, the NIH announced they will also retire the 50 they were going to hold. Unfortunately, there was no timeline set, so the majority of those chimpanzees are still waiting to be moved to Chimp Haven.
In addition, in June 2015, the Fish and Wildlife Service ruled all chimpanzees as endangered. When chimpanzees were first found to be endangered in the wild, they were split-listed–chimpanzees in captivity were classified only as “threatened” and there was an exception that allowed them to be used in invasive biomedical research. Listing all chimpanzees as endangered does not directly outlaw their use in invasive research, but it does require a strict permitting process that requires that the conservation of the species is part of the research. No biomedical laboratory has applied for a permit.
There are approximately 250-280 privately owned chimpanzees (not funded by the NIH) that are also waiting for retirement. The largest colony is at the New Iberia Research Center (NIRC) in Louisiana. In May 2016, NIRC announced an agreement with a new sanctuary, Project Chimps, to retire all 220 chimpanzees at the center.
Chimpanzee Sanctuary Northwest will be a part of providing a sanctuary home for more privately-owned chimpanzees in the future.
Q: What about chimps in entertainment? Aren’t they well cared for?
A: The simple answer is "no." Chimpanzee Sanctuary Northwest's former Executive Director, Sarah Baeckler Davis, went undercover at a training compound in Hollywood and witnessed young chimps being beaten as a routine part of their training. In order to get chimpanzees to perform, their trainers must dominate them. Even young chimpanzees are very strong, and they are generally discarded by the entertainment industry by the time they are six or seven years old because they become too difficult to control. They often go to roadside zoos where they live for the rest of their lives (30 years or more) in deplorable conditions. The trainer then gets new chimpanzee babies, continuing the cycle. Both Jamie and Burrito, and possibly Jody, were used by trainers to entertain humans before they were sold into research. Jamie spent the first nine years of her life living with a trainer. She grew up in a human home and probably saw herself as a human. Aside from the physical abuse that she likely suffered, the emotional abuse and confusion and the taking away of the "chimpanzeeness" of chimpanzees used for entertainment is tragic and can cause them to have difficulty integrating into groups of chimpanzees later in life.
Learn more about apes in entertainment on our advocacy website, Eyes on Apes.
Q: How can I learn more about the sanctuary?
A: Peruse the pages of this website and feel free to contact us with your questions: [email protected]
Q: What do the chimps do at the sanctuary?
A: The biggest challenge in caring for captive chimpanzees is keeping them engaged and challenged. We work hard to provide them with an environment that stimulates their minds and bodies. A big focus of the chimpanzees’ day is on food because, like humans, they like to eat! Plus, meals provide a routine for the day. Routines are an important part of providing a secure environment for captive chimpanzees – they know what to expect and can choose to take part in the routine or not. They have three meals a day just like most humans. We provide a lot of variety of food and try to make life exciting, so we frequently throw parties with wrapped gifts and food forages. The chimpanzees also spend a lot of time grooming one another. Grooming can be about cleaning each other, but usually it's more about socializing and showing friendship and affection. The chimps also play a lot – they play by themselves with toys, clothes, paper, soapy water, you name it! And they play with each other – they wrestle, play chase, and tickle each other.
Q: What foods do they like?
A: The focus of their diet is on fresh fruits and vegetables as well as nuts and seeds. Each chimpanzee has individual preferences. Foxie, for example, doesn't like most vegetables (though she keeps surprising us and has decided that some vegetables are okay). Jamie loves pears, Burrito and Jody love just about all food, Annie likes green onions, Missy enjoys frozen bananas, and Negra loves peanuts. We sometimes serve the chimps prepared meals such as spaghetti, oatmeal, roasted vegetables, sandwiches, and even quinoa. We also give the chimpanzees primate chow, which is a commercially produced, nutritionally complete dry biscuit. Primate chow is what the chimpanzees were given during their years in the laboratory, although the kind we serve is probably not the same. Our intention was to wean them off of the primate chow when they got to the sanctuary, but some of the chimps (especially Burrito and Foxie) still really enjoy it, so we serve it at the end of breakfast and lunch as a supplement to their fresh produce diet.
Q: How long do they live?
A: A recent study has shown that the median lifespan for chimpanzees both in captivity and the wild lies in the early 30s (this includes infant mortality), however, many chimpanzees live into their 40s and some many years beyond that. The oldest chimpanzees known are in their late 60s to early 70s.
Q: How old are they?
A: The chimpanzees at CSNW are all well into adulthood. Burrito is the youngest and was born in 1983. Negra is the oldest and she was captured in Africa as an infant sometime between 1968 and 1973.
Q: Will they be having any babies?
A: No. Burrito, the only male at CSNW, has been vasectomized.
Responsible sanctuaries do not allow intentional breeding. While emotionally appealing, the possible value in allowing captive chimpanzees to experience raising their young is far outweighed by the fact that this would perpetuate the cycle of captivity. Even in the best possible facility, it is impossible to mimic what life is like for chimpanzees in their natural habitat. Sanctuaries devote their limited resources to providing captive chimpanzees with the best possible life they can and to rescuing chimpanzees in need. Producing babies whose fate is a lifetime of confinement in captivity and who require continued financial support goes against the mission of a rescue organization. To learn more about the lives of chimpanzees in the wild, visit Chimpanzee Central on the Jane Goodall Institute website.
Q: Where did they come from?
A: The chimpanzees at CSNW came from the Buckshire Corporation, a company in Pennsylvania that leases animals for biomedical research and other purposes. At Buckshire, the chimpanzees lived for years in a series of cages in a windowless basement. Throughout their lives, most of the chimpanzees were shuffled between laboratories in New Mexico, New York, and Pennsylvania, often living alone in cages no bigger than a public bathroom stall.
Q: What kinds of tests were done on them in biomedical research?
A: The records that we have indicate that all of the chimpanzees were used in hepatitis vaccine testing, which would involve repeated liver biopsies (punch or wedge) to determine how the vaccine was affecting the liver. We don’t have their full medical histories – a lot of information was taken out of their files for proprietary reasons, so they were likely used in other studies that we know nothing about. All of the female chimpanzees except for Jamie were also bred while in biomedical research. Their babies were taken from them to also be used as biomedical test subjects.
Q: Why don’t you work on getting them released into the wild?
A: There are many reasons why they cannot be released into the wild, but perhaps the most significant is that chimpanzees rely heavily on cultural knowledge for survival in the wild. Having been raised in captivity, the chimpanzees at CSNW lack the most basic skills for survival such as finding and procuring food, and protecting themselves from the dangers of their environment.
Q: Do the chimps understand when you talk to them?
A: Studies have shown that chimpanzees raised in human environments can understand spoken language, at least to some extent. We will often make complex spoken requests of the chimps, such as "Jody, can you get the blanket out of the door?" and, when they are feeling cooperative, they comply.
Q: Do they know sign language?
A: The chimpanzees at CSNW do not know sign language. Jamie may have been taught a few signs at some point in her life, either in the lab or more likely when she lived with the trainer, but she relies on her own gestures to communicate with the humans.
Q: Why do they wear clothes?
A: All of the chimpanzees at CSNW were raised in a human environment, either in the lab, with a trainer, or as a pet in someone’s home. As a result, they sometimes do things that we consider "human," such as wear clothes. We would never force the chimpanzees to wear clothing. Instead, we offer clothes as part of their daily enrichment (the blankets, toys, puzzles, etc. that we give them to keep them occupied and entertained). They may choose to wear the clothes, ignore them, or use them for some other purpose, like playing tug-of-war. In contrast to the chimpanzees used in entertainment who do not have a choice about what they wear (and are often forced and duct-taped into their outfits), the CSNW chimpanzees are free to make these decisions for themselves. In a better world, all chimpanzees would grow up in their own culture in the wild where they belong. Read more about chimpanzees wearing clothing on our advocacy website here.
Q: Can I volunteer?
A: Yes! There are three levels of chimp house volunteers, based on the amount of time you can commit and your experience. Entry-level (Level One) volunteers help with daily tasks such as laundry, washing produce, preparing meals for the chimpanzees, and preparing enrichment (toys and food forages).
We also accept volunteers to help with fundraising events. And we'd love to talk to you if you have professional experience that you feel would help the sanctuary. See the volunteer page for more information.
Q: What kinds of stuff can I donate?
A: The chimpanzees enjoy a variety of toys as well as sheets and blankets and many food items, but storage is an issue and there are dietary restrictions as well as certain types of toys that we don’t give the chimps. The best thing to do is to check the wish list or email Keri Heniff, Enrichment Coordinator: [email protected]
Q: What’s the best way to help?
A: The sanctuary relies on donations, so the most helpful gift you can give is a cash donation. We also accept a lot of in-kind donations of supplies and labor. Check out the wish list online and fill out a volunteer application (see above for details).
More questions? Email us: [email protected]
Follow Us On The Web
CSNW is active on a variety of social networking sites including Facebook and Twitter. Help get the word out by joining us below!
Sign up to the CSNW e-news for bi-monthly updates on the chimps and the sanctuary! Want to Learn More?
Read all about the lives of our chimps on the CSNW blog. Sponsor A Chimp
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PO Box 952 Cle Elum, WA 98922 [email protected] 509-699-0728 501c3 registered charity EIN: 68-0552915 | 教育 |
2016-50/3618/en_head.json.gz/866 | Ed Frank
Home is Where the Heart IsThe words "Carnegie Mellon" and "family" are practically interchangeable for computer science alum Ed Frank (S'85). Ed met his wife, artist Sarah Ratchye (A'83), at Carnegie Mellon. Their daughter, Whitton (A'06), recently graduated with bachelor's degree in humanities and arts.
"There's naturally a blend of art and technology in our home," he said. "The university has this too. What makes Carnegie Mellon so interesting is that increasingly those two sides are talking to each other."
A university trustee for nearly 10 years, Ed has taken on the added responsibility of chairing Inspire Innovation: The Campaign for Carnegie Mellon University. He calls it a daunting job, particularly in this current economic environment, but one of significant importance to the university, especially its students and faculty.
"Carnegie Mellon had such a great impact on me — I wanted to get re-involved with it," he said.
As a businessman and a Vice President at Apple, Inc., Ed's career also combines art and technology.
"With everything I find myself doing, I always think there's an aesthetic to it — from an engineering perspective but also from an outside aesthetic," he said. "And clearly, being at Apple, a lot of what we do really involves building things that aren't simply great to use but they're beautiful to look at."
A quality he finds particularly attractive about Carnegie Mellon is that the university does so much with so little.
"When we look at the amount of money and the budget of the university versus the impact the work done here has on the world at large — the only word that applies is ‘disproportionate,'" he said.
"We have all these great professors who could get recruited to a university that has a lot more money than we do and yet they stay here. And I think they stay here because the collaborative environment at Carnegie Mellon is really second to none."
"Now is the time to get involved with the university — you have the opportunity to help this university reach the potential it has to really become a jewel for the world at large," said Ed. "You can be a part of really impacting some of the toughest problems that the world is trying to address today — whether it's living standards, economic issues, clean technology or the future of computing, neuroscience or healthcare."
He added, "These are all things that are being worked on at Carnegie Mellon. And by donating whatever it is you have to donate — time, energy, money — you have a chance to help Carnegie Mellon, and ultimately help the world be a better place going forward."Related Links: Watch Video | Inspire InnovationHomepage Story Archives | 教育 |
2016-50/3618/en_head.json.gz/908 | Rock und Roll 101
A new German 'School of Rock' hopes to churn out Europe's next generation of managers, label owners, and pop stars. By
Andreas Tzortzis, Correspondent of The Christian Science Monitor
— After a guitar-heavy intro, Joscha Wittschell grabs the mic, his baby face contorting as he wails out a sugary rock ballad of love and longing in a soundproof practice room in this southern German city."You're like an angel," he croons, and you can just picture hundreds of red-faced teenage girls screaming for the 20-year-old blond.Maybe this is Europe's next chart-topper. Or maybe it's just another step on what Wittschell and his bandmates are learning is a long road to stability, never mind stardom, in the pop world. Helping them along the way is Germany's first Pop Academy, a Teutonic "School of Rock," that opened its doors in October. School officials and backers, including Universal Music, have high hopes for the three-year academy, where they plan to groom tomorrow's band managers, label owners, and yes, pop stars.
"We will have one or two rock popstars [and] we will have bassists who work with Rod Stewart," says Pop Academy director Udo Dahmen, peering through purple-tinted sunglasses. "But most important to us is that people who go through here can work their entire life in the music industry."
Similar ventures have been undertaken in England, where Paul McCartney played godfather to the Liverpool Institute for Performing Arts. In Germany, where teen stars and pop casting shows have proven to be as popular as in America, the thirst for 15 minutes of fame in the pop world has never been greater.The Pop Academy wants to take those 15 minutes and turn them into years. The academy's founders, all of them current or former industry executives, hope to teach their students that there are in fact structures to a business where success is often measured by the fickle taste of 13-year-old girls. "People think everything is tailor-made and designed," says Hubert Wandjo. One of the academy's goals is to "disillusion students," says Mr. Wandjo, a label owner and one of the school's three directors. "Being an international superstar shouldn't be their first objective."Most of the first-year students already seem to have enough experience to know how tough a business they're getting into. Students enrolled in the business major have already done internships or worked at record labels. Some, like Swantje Weinert, are running their own label at the same time they're attending classes."I noticed that a certain network of contacts was missing," says Ms. Weinert, who founded her Berlin record label year ago. "I wanted to learn how to make contacts ... and how to write up contracts and develop artists."Singers and musicians majoring in pop design sent demo tapes before being asked in for an audition. Most have already played at small clubs and composed many a song about love and longing. Two students signed major recording contracts soon after being admitted."People have to bring talent with them," says Dahmen, a veteran music teacher who has played with Sting and Sarah Brightman. "We can bring the creative people together so that they learn in a more accelerated manner."Pop-music design majors have already formed themselves into groups like Wittschell's, jamming in the nearby music school's subterranean rooms. Dahmen and other professionals spend part of the week improving their skills.The rest of the week is spent in classrooms where the glitz of their future profession is nowhere to be seen. Huddled in a too-small lecture room, students stare at overhead slides as Wandjo holds forth on the realities of the business. "Being able to sing real well is not a guarantee for making money," he says.But maybe lectures such as "How to produce a hit," or "How to form a band," by people like the head of Universal Music in Germany, will do the trick.After one year in the classroom, students will be turned loose to record labels and music publishing houses for on-the-job experience. Along the way, classes will require them to, among other things, work in teams to win a contract for a real pop group, learn to deal with the media, and unravel entertainment law.Most important, say school officials, is teaching the students that their future industry is in a state of change. Though interest in music continues to rise, the future of the industry is looking shaky, as more and more listeners head online. The changing nature of music distribution, property rights, and methods are major topics for the pop academy's students."There are going to be new people needed to help change the business," says Wandjo, whose music business majors will pick apart artist rights' and contractual lawsuits. "At least one of the objectives of this place is to be a laboratory in which we can accelerate that change."What students come up with are not just academic, but quite possibly practical solutions to problems faced by school backers like the Universal Music record label. The label's president is a lecturer at the academy, and the company recently transferred its education and training wing to the Mannheim school, five hours south of its Berlin headquarters.Sponsors, the biggest one the state of Baden-Wüerttemberg, have so far pumped 2.2 million euros ($2.5 million) into the academy, with an additional 3.9 million ($4.5 million) for a new building at a newly constructed Mannheim media park.The Pop Academy has been received with bemused interest by the small circle of academics in Germany who concern themselves with the pop-music business. Some think that the academy needs to make sure it doesn't promise its students too much in the way of stellar careers or years in the spotlight. Others wonder if a bachelor of arts degree in pop is worth as much as a business degree and an internship at a record label."There is no formal training to prepare for the music industry. The way in is mostly haphazard," says Thomas Mönch, a University of Würzburg professor who specializes in pop music. "That also makes sense, because those that work in the industry need a certain drive," that an academy can't always provide.To their credit, the students seem to be able to distinguish between reality shows that promise soaring, yet fleeting, careers, and the moxie and dedication it takes to last. "So much of success [in pop] depends on bringing out the right song at the right time," muses Wittschell, before scribbling down additional chord changes for the bassist. "But I do think that it's possible to learn a lot about it up to a certain point. The rest ... is luck."
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2016-50/3618/en_head.json.gz/909 | A local rebellion over who gets a diploma
Sara Miller Llana, Staff writer of The Christian Science Monitor
— For students in Massachusetts, MCAS can be a four-letter word. It's the state's high school exit exam, and the rule is simple: If you don't pass it, you don't get a diploma.But the mayor of New Bedford, Scott Lang, is threatening to disobey that policy by granting diplomas to students June 15, even if they fail the standardized test. In so doing, he's testing the state's will to withhold district funds for breaking regulations. And he's reviving a debate over education reform that's simmering in other states, too.Last week, California's supreme court reinstated its graduation requirement, which had been invalidated by a lower court just a few weeks earlier. And an Arizona judge this month refused to suspend that state's exit exam for this year's graduating class, the first to be affected by the requirement.
Fueling the legal fights is a philosophical debate about how best to prepare students for the challenges of college and work. For supporters, the tests promote a rigorous academic experience and they provide accountability to teachers and schools. They also act as a guarantee, experts say, of competency.
"A diploma is about effort and achievement, not just attendance," says James Peyser, chairman of the Massachusetts Board of Education. He says passing rates are high - about 94 percent statewide last year, according to the state Department of Education - with students getting multiple opportunities to pass the exam. He wants the state to raise the minimum score needed to pass the test.But others say that such high-stakes tests intimidate some students, leading them to drop out of school. In New Bedford, for example, the percentage of students passing the MCAS is in line with the statewide rate, but its dropout rate is three times higher than the state average.Detractors like Glenn Koocher, the executive director of the Massachusetts Association of School Committees, sees such exams as punitive. The Board of Education "think[s] that unless you instill the fear of God in students you won't have their attention," he says. "The culture is regulate and punish, regulate and punish."A bid for two types of diplomasMayor Lang wants the schools to issue two types of diplomas: one for those who pass the state test, called the Massachusetts Comprehensive Assessment System, and an alternative for those who don't. But his effort may be in vain because the local superintendent has said he will not sign off on such diplomas.But experts say the battles here and elsewhere could cause districts to improve access to options for proof of competency beyond a single test score. These could include incorporating grades from core classes or using portfolios to demonstrate knowledge. The battles, they say, could also help shift attention to remedial courses and tutoring to help slower students make progress.The MCAS, which uses multiple-choice and open-ended questions to test proficiency in math and English, is administered to all Massachusetts high school sophomores.While states have used competency exams for decades, says Jack Jennings, president of the Center on Education Policy (CEP) in Washington, many US schools have not traditionally withheld diplomas based on the results of exit exams until the 1990s.Today, 26 states either require students to pass a standards test or have plans to put such requirements in place. By the year 2012, more than 70 percent of US public school students will live in states that require exit exams, according to CEP.New Bedford joins a handful of other state communities, such as Cambridge and Falmouth, that have also attempted to grant alternative diplomas after the law went into effect for the class of 2003. But those towns backed down once the state threatened to withhold funding.Criticism of such tests has most often occurred in wealthier communities, where parents tend to have faith in their schools and see exit exams as a distracting hurdle, says Mr. Jennings. "There is not as much opposition in poorer communities, because, generally, poor parents think schools aren't doing well enough and [see exit exams] as a way to improve that," he says.In New Bedford, a working-class community, the school committee unanimously supported the mayor's resolution. Mr. Lang has said his protest serves to point out that his schools do not have adequate funding for remedial classes to help slower students pass the exam."Without a diploma you cannot go to college, you can't do any continuing studies," says state representative Antonio F.D. Cabral, a Democrat who filed legislation to legalize the alternative diplomas that New Bedford seeks to grant. "It creates a disadvantage for you throughout your life, even though you went through 13 years of school, passed all the courses, but happened not to pass one test."The movement could have a wider impact if the mayor persuades the state to widen the alternative process, says Jennings. That is something Thomas Scott, the executive director of the Massachusetts Association of School Superintendents, would like to see. "We believe that there should be more than just the MCAS considered," he says.Exam alternativesLike many other states, Massachusetts has an appeals process in place, but it is not widely used. Nationwide, less than 1 percent of students use alternate routes to get diplomas.In recent years, at least seven states have moved to give students who don't pass their exit exams more choices. In Arizona, students who earn high notes in core competencies can raise their standardized test score by up to 25 percent.Washington state has developed a multitiered approach for alternatives. Students there can substitute their GPAs, portfolios, or SAT, ACT, or PSAT scores. CEP president Jennings says it could become a model.Some 40 percent of Washington 10th- graders might have failed this year's test, but only a fraction of students can use those waivers, says Charles Hasse, head of the Washington Education Association. "They are not really, in a meaningful way, providing alternatives," he says.His union's surveys show that 3 out of 4 Washington teachers disapprove of using the exit exam as a graduation requirement, he adds.For Mr. Peyser of the Massachusetts Board of Education, Lang's plan "may make people feel better on graduation day, but they are kidding themselves if they think [those] diplomas will ensure lives that include meaningful opportunities."
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2016-50/3618/en_head.json.gz/973 | Africa in World History Plus MySearchLab with eText -- Access Card Package
by Gilbert, Erik T.; Reynolds, Jonathan T.
SummaryProvides a view of African history in the wider context of world history. Africa in World Historyis the first comprehensive survey to illustrate how Africans have influenced regions beyond their continent's borders, how they have been influenced from the outside and how internal African developments can be compared to those elsewhere in the world. By identifying and presenting key debates within the field of African history, this volume encourages students to confront the many oversimplified myths regarding Africa and its people. Note: MySearchLabdoes not come automatically packaged with this text. To purchase MySearchLab at no extra charge, please visitwww.MySearchLab.comor use ISBN: 9780205098491.Author Biography Erik Gilbert was born in Fairfax, Virginia. He and his family moved to Ghana in 1966, when he was two years old. He subsequently lived in Nigeria, Cameroun and Tanzania. He did his undergraduate work at the College of William and Mary, where he studied ancient Greek. After a short stint as an ice cream scooper, bartender and ski bum, he went to the University of Vermont where he received an M.A. in history. He then moved to Boston University where he received a Ph.D. in African history in 1997. His research has focused primarily on coastal East Africa and Indian Ocean trade. Indian Ocean research has taken him to Zanzibar on a Fulbright scholarship, to Yemen (where in addition to doing research in the ports, he studied Arabic at the Yemen Language Center) and to Kenya. He has taught at Casdeton State College, the University of Vermont and is currently an associate professor of history at Arkansas State University. Jonathan T. Reynolds completed his undergraduate work at the University of Tennesse in 1988 with majors in honors history, anthropology and ancient Mediterranean civilizations. He completed his Ph.D. in African history at Boston University in 1995. A specialist in West Africa and Islam, he has traveled extensively in the region since 1990–including an unsuccessful attempt at driving across the Sahara in a British car in 1994. His research has been supported by the Fulbright Foundation and the West Africa Research Association. He has taught at Bayero University, the University of Tennessee, Livingstone College (where he received the Aggrey Award for Excellence in Teaching in 1998) and Northern Kentucky University (where he received the Outstanding Junior Faculty Award in 2001). He served as the coordinator for the Southeastern Regional Seminar on African Studies from 1997 to 2000. Dr. Reynolds currently holds the rank of associate professor of history at Northern Kentucky University. Table of Contents List of MapsSpecial FeaturesForewordChanges to the Third EditionPrefaceAbout the Authors Part I: Africa Up To 1500 C.E. Chapter 1: Physical Context of African History: Geography and Environment Physical Features of the Continent Challenges of the African Environment The African Environment in Global Perspective Chapter 2: Africa and Human Origins Early Perspectives on Human Origins and the Notion of Race Africa and Human Origins in Global Perspective Chapter 3: Finding Food and Talking About It: The First 100,000 Years Humans and the Environment: Foraging for FoodRegional Foraging Strategies The African Environment and the First Modern Humans in Global Perspective Chapter 4: Settled Life: Food Production, Technology, and Migrations The Origins of Food Production Animal Domestication The Social, Political, and Economic Impact of Food Production The Bantu Expansion Metallurgy and the Banana Political and Religious Culture in Early African History Early African Migrations, Technology, and Culture in Global Perspective Chapter 5: North and Northeast Africa in Early World History Egypt in Early World History Ancient Egypt and Greece Carthage and Rome in Early Northern Africa Ancient Nubia and the Horn of Africa in the Ancient World Ancient Africa United: The Afrocentric Argument Ancient North and Northeastern Africa in Global Perspective Chapter 6: Africa and the Early Christian World The Spread of Christianity in Africa African Contributions to Early Christian Thought The Decline of African Christianity Early African Christianity in Global Perspective Chapter 7: North and West Africa and the Spread of Islam The Origins of Islam Islam in North Africa Empires, Trade, and Islam in the West African Savannah The Rise of Mali The Rise of Songhai Islam in Kanem-Bornu and Hausaland African Traditional Religions and Conversion The Africanization of Islam Islam in North and West Africa in Global Perspective Chapter 8: East Africa and the Advent of Islam The Monsoons Swahili Origins Islam and the Emergence of the Swahili as a Distinctive Group Life in the Early Swahili Towns: 750—1000 The High Point of Swahili Civilization: 1000—1500 Urban Transformation Economic Transformation Kilwa: A Case Study The Swahili Coast in Global Perspective Part II: Africa Since 1500 C.E. Chapter 9: Slavery and the Creation of the Atlantic World The Institution of Slavery before the Rise of the Atlantic Trade Slavery in the Mediterranean and Europe Slavery in Africa The Institution of Slavery The Birth of the Plantation Complex New Sea Routes The Plantation System in the New World Race and Slavery in the New World The Nature of the Slave Trade Shipboard Conditions The Human Toll Justifications for the Slave Trade Counting the Cost African Culture in Diaspora African Religion in the New World Independent African Communities in the New World Diasporic Africans Back in Africa–Routes of Return The Atlantic System and Economic Change The Atlantic System and the Industrial Revolution The Atlantic System and African Poverty Abolition of the Slave Trade The End of the Atlantic World The Atlantic Slave Trade in Global Perspective Chapter 10: West and West-Central Africa: 1500—1880 The Setting: West and West-Central Africa Prior to European Contact First Impressions Early Relations–Religion, Trade, and Politics Africa Transformed? Africa and the Atlantic Slave Trade Regional Developments in the Era of the Slave Trade The End of the Slave Trade and the Rise of Legitimate Trade West and West-Central Africa 1500—1880, in Global Perspective Chapter 11: North Africa and the Soudan: 1500—1880 The Ottomans in Egypt The Ottomans in the Maghreb Ottoman Culture in North Africa The Rise of Morocco Invasion and Reform in Egypt French Invasion in Algeria Religious Change in the Soudan to the 1880s North Africa and the Soudan, 1500—1880, in Global Perspective Chapter 12: East Africa, 1500—1850 The Arrival of the Portuguese The Omani Empire in East Africa The Busaids Britain and the Suppression of the Indian Ocean Slave Trade Links to the Interior Portuguese and Omani Dominance in Global Perspective Chapter 13: Southern Africa, 1500—1870 Terrain, Climate, and Settlement Shaka and the Rise of the Zulu State Mzilikazi and the “Ndebele” Moshoeshoe The “Voortrekkers” The British Expansion and the Formation of the Boer Republics South Africa in Global Perspective, 1500—1870 Chapter 14: Colonialism and African Resistance Europe’s Industrial Transformation and Africa Quinine and Colonialism Weapons and Colonialism The Great Transformation The Limits of Resistance The Colonization of a Continent The Expansion of the Gold Coast Colony Creating the Belgian Congo Ethiopia: Where European Imperialism Failed African Colonization in Global Perspective Chapter 15: Economic Change in Modern Africa: Forced Integration into the World System The Cash Crop Revolution Colonial Transportation Networks Cocoa Farming in Ghana Cotton and Groundnuts in Nigeria Africans as Wage Laborers Slavery and Labor in Zanzibar Settlers in the Kenya Highlands The Cities of Africa Women and Work in Colonial Africa The Movement to Independence and Modernization African Economic History in Global Perspective Chapter 16: Political Change in the Time of Colonialism Varieties of Colonial Administration World War I and Colonial Rule Colonialism and African “Elites” World War II and the Twilight of Colonial Rule Colonial Rule in Africa in Global Perspective Chapter 17: African Culture in the Modern World Africa and Anthropology Christianity and Colonialism Independent Churches Islam as a Globalizing Force Migrants and Mobility Soccer on the Global Stage Movies and Music Modern African Culture in Global Perspective Chapter 18: Politics in the Era of Decolonization and Independence The Era of Decolonization The Rise of African Nationalist Movements Decolonization in the Settler States and Portuguese Africa After Colonialism: Independence¼or into Dependence? Pan-Africanism The Challenges of Independence The Congo Crisis Political Change in Independent Africa: Innovation or Regression? Independent African States in Global Perspective Chapter 19: Contemporary Africa The End of the Cold War and Political Change in Africa The End of Apartheid Conflict and Collapsed States in the Post—Cold War Era Africa and the War on Terror The Rwandan Genocide and the “African World War” Genocide in Sudan? Globalization and Development in Contemporary Africa The HIV Pandemic and Africa African Solutions Contemporary Africa in Global Perspective–Looking Back, Looking Ahead GlossarySelected Bibliography Credits Index Rewards Program | 教育 |
2016-50/3618/en_head.json.gz/1038 | It’s Not too Late to Make New Year’s Resolutions That Stick
This article is part of the series
Barbara Mannino
Most of us clinked champagne glasses this New Year’s Eve and resolved to change a behavior and improve our well being in 2012. But now, it’s almost the end of January, and that pledge could have already fallen by the wayside. But experts say it’s not too late to get back on track.
You’re setting yourself up for failure if you don’t have an action plan, which is a predictor of success, says John Norcross, professor of psychology at the University of Scranton and author of Changing for Good. If your intention is to commit to something on Jan. 1, your targets should be established in December. You can own up to your lack of preparedness for Jan. 1 and establish a later start date one as late as the beginning of February.
When it comes to making resolutions, it’s important to make ones that are actionable, says Anne Elizabeth Quinn, a consultant to New York area health systems. The most common resolutions include smoking cessation, weight reduction and initiation of exercise, better financial management and technological issues.
The “mid-career set” may say “I’ll turn off my smartphone in the evening while boomers may resolve to “get onboard with” technology developments, according to Norcross.
Still, according to Norcross, it’s not what your resolution is but that it’s operationalized. Here are some tips to get you going:
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Develop realistic, attainable goals. Vague goals seed vague resolutions, while grandiose goals result in resignation, says Norcross. If you’re worried about a toxic relationship, for example, you can measure the status of the relationship at intervals by consciously spending less physical time with your friend, or spending less time dwelling on the ramifications of ending the association.
Commit publicly. Public promises are more powerful than private decisions. By telling people about your pledges it will help keep you accountable.
Success begets success. Eliminating a problem overnight is unrealistic, says Norcross. Going cold turkey typically pales by comparison to taking gradual, incremental steps. “This works much better for our emotional system,” says Norcross. “Resolutions tend to remain when we build on previous successes.
Appreciate the middle-ground. Say you are in a toxic job in this challenging economy, you can’t just leave, but you can take gradual first steps. Become a bit more assertive and deliver messages like, “’I’m not comfortable with the way you’re speaking to me.’ This is far more effective than word piling on every complaint you’ve had for last two years,” says Norcross.
In the meantime, polish your resume, network with external business acquaintances and create some distance from your current colleagues.
Get back up on the horse. A temporary slip is not a permanent fall, says Norcross. About 75% to 80% of successful resolvers have slipped on more than one occasion in the year, and more than half report to have benefitted from the slip. “The average smoker fails five to seven times,” says Norcross. “You can always get back on track.”
Reward yourself. Self-monitoring increases your probability of keeping a resolution and allows you to prioritize behavior, says Norcross. Celebrate your success with a healthy treat or a compliment.
Don’t overwork willpower. Spreading yourself thin with too many resolutions will wear you out, according to Roy F. Baumeister, a social psychologist at Florida State University and co-author with John Tierney of Willpower. You have only one supply of willpower, a real form of mental energy powered by glucose in the bloodstream, which is used up as you exert self-control. The deficit allows the different resolutions to compete with each other
Norcross adds that will-power, self-control and self-efficacy, the psychological term for confidence, is “behavior specific. For example, if you’re training yourself to floss your teeth every night, your self-efficacy is limited to flossing not to another action like playing the piano.” | 教育 |
2016-50/3618/en_head.json.gz/1072 | Urban EducationProgram News
Faculty Book: Ofelia García, ed.
Academics, Research Centers, & InitiativesDoctoral ProgramsUrban EducationProgram NewsFaculty Book: Ofelia García, ed.
Ofelia García and Joshua A. Fishman, eds.
Handbook of Language and Ethnic Identity, vol. 1, 2nd ed. (Oxford University Press, 2010)
This book argues that language, ethnicity, and identity are defined by the contexts of their creation and modified by their circumstances. The essays in the first part of Volume 1, Disciplinary and Regional Perspectives, view language and ethnic identity through the lenses of sociolinguistics, psychology, anthropology, politics, and economics, addressing topics such as diasporic languages, language and ethnic identity near state borders, and the education of indigenous peoples, language minorities, and the Deaf. The second part of the handbook takes a regional perspective, embarking on a journey around the globe and using both historical and up-to-date accounts to examine the relationship between constructions of language and ethnic identity and constructions of nation-states. Written for the nonspecialized reader, the contributions by well-known scholars offer questions for further reflection and inquiry. Ofelia García is professor of Hispanic and Luso-Brazilian literatures and languages and urban education at the Graduate Center. Purchase this book
Category: Faculty Books | Urban EducationShare | 教育 |
2016-50/3618/en_head.json.gz/1102 | Special report: Lincolnshire Parent Carer Forum - parent power that changed the law
From left, Lisa Smith, SEND Manager, Grantham College; Linda Houtby, CEO, Grantham College, Jacky Smith, Mayor of Grantham, Edward Timpson, Minister for Children and Families, Therese Lord, Chair of Lincolnshire Parent Carer Form, Louise Cooper, joint Manager Day Break.
Judith Hawkins
With 3,500 children and young people across Lincolnshire identified as having high level special educational needs and disabilities (SEND), it is vital that there is plenty of support available. Moreover, giving them and their families a voice is key to ensuring that it is the right help, and this is where the Lincolnshire Parent Carer Forum (LPCF) comes in. Edward Timpson helps day break regular Tom Warner with his Valentines card.
Founded in 2006, the independent charity is run by parent carers, for parent carers, who listen to their views and concerns and then present these directly to the service providers, including the county council, the NHS, and all the way up to the policy makers in government.
Their input has resulted in a massive shift in attitude towards the role parents can play, and indeed a change in the law, as the Children and Families Act 2014 set out a new model for SEND support that puts families at the heart of the decision-making.
Their achievements were celebrated at LPCF’s 10th anniversary event, held in Grantham’s Guildhall this month. Addressing a packed room of parent carers, chair of LPCF Thérèse Lord said: “Our work is all about representation. We represent you – you are the forum, and we take what you say and we go to our strategic meetings where things are being shaped.”By holding events such as regular coffee mornings, one-to-one meetings and workshops, as well as undertaking surveys and compiling a database of more than 2,100 parent carers in Lincolnshire, LPCF’s trained volunteers are able to both hear from families, and signpost them to where extra help is available.
Oli and his mum Alice, a member of Lincolnshire Parent Carer Forum.
They have also built up a network of relevant professionals and charities in the county, many of whom had stands at the anniversary gathering with information for attendees.LPCF’s events also provide an opportunity for parent carers to meet those in similar situations to themselves. Chair Thérèse, who is herself the mother of two teenagers with autism, added: “We do give peer support, as we are parent carers ourselves, juggling our own children’s special needs. There’s an empathy there that is completely unique.”
Recalling the tough challenges she and fellow original LPCF member Coralie Cross faced in the forum’s early years, Thérèse said: “We heard things like ‘they’re just parents’, but then these ‘just parents’ came up with wonderful ideas and they thought better.”Indeed, the LPCF, now part of the subsequently formed National Network of Parent Carer Forums (NNPCF), has got the ears of government ministers. Attending LPCF’s anniversary celebrations, children and families minister Edward Timpson said: “I’ve found parent carer forums to be invaluable. The feedback we get from them helps table our work and channel our resources into the most effective areas, so that they are doing the right things that make a difference.“In the past what we found that for too many people it was a bit of a battle going on and that doesn’t serve anyone’s interests.
“You’ve got to have families right at the centre. Every parent I’ve spoken to, every charity that made representations to me, made it clear that the one thing that really makes a difference, apart from turning a very labyrinthine system into something more easily understandable, easier to navigate yourselves around and easier to access, was to make sure that parents and the children and young people themselves were helping shape the system and had the control and choice to make decisions on behalf of them and their family.”His speech followed the announcement that for 2016-17, the Department for Education will provide £2.3 million of funding to parent carer forums, as well as £35.8 million to help local authorities implement the new Education, Health and Care (EHC) plans, which replaced statements of special educational needs (SEN) as part of the 2014 Act.Sheridan Dodsworth, children’s services manager at Lincolnshire County Council, which has been allocated £477,599 of this funding, explains: “Statements of SEN were developed from written assessments, reports and other documents produced by professionals involved with a young person. “The production of a Statement of SEN was a largely paper-driven and bureaucratic process. EHC plans place the young person at the centre of the process who, together with their parents or carers, can provide important information and views about themselves. Face-to-face meetings are an essential aspect of developing the young person’s EHC plan and each child has an allocated SEND caseworker to support that process.”Asked how the change to EHC is affecting the families, Thérèse said: “Parents did want a change, but there has been a mixed response, and not everyone has been transferred to the EHC yet. But we’re being optimistic.
“The law did need changing and the situation is better than it was. The EHCs should solve a lot of problems and should be better because they are family-centred, and children and young people-centred. But there is still a long way to go.”* For more information on LPCF, visit www.lincspcf.org.uk* One parent carer’s story...Alice Husband is mum to Jake, 11, and 15-year-old Oli, who has ADHD and Asperger’s/high-functioning autism. She is full of praise for the LPCF. “I was one of the first members, and it’s great,” she said. “You get to meet up with other parents, talk through your experiences and share information which might help each other. They let us know when decisions are being made which might affect us. I’ve been able to speak at county council meetings which I wouldn’t have known about otherwise.”The charity has also supported Ms Husband, of Tydd St Mary, through very difficult times, including having to fight the bedroom tax and the death of her third child Seth. Following Oli’s exclusion from school, aged four, he is now at a specialist school that understands his needs, and is helping him prepare for his GCSEs. “I’m very lucky having found this school,” she said. “But there is still a national problem of schools not having enough provision for children who are higher functioning.”She hopes that with the right support, Oli will achieve his ambition to make computer games. “He is extremely intelligent, but the problem is getting him to channel it in the right way. The forum also understands the impact it can have on siblings. They provide a lot of things which professionals are paid to do, but that they do for free.”* ‘It is a worrying time for us’The LPCF fears it will no longer receive its annual funding of £40,000 from the county council, as the authority looks to consolidate support for carers of adults, children and young people into one provider, with the contract currently out to tender for bids.Thérèse said: “It is a very worrying time for us. If we are successful as part of a bid then we will continue as usual, but plan B, if we don’t get the funding, is that we will have to cut our cloth accordingly, because we wont have the same resources.”Debbie Barnes, Lincolnshire County Council’s director of children’s services, said: “There is no reduction in funding for parent carers going forward. As part of a new parents commissioning service, we are currently out to tender for a single provider of support for carers of all ages, excluding young carers support which is delivered in-house.“This contract could be made up of a number of lead bidders so the LPCF, like all other providers, are welcome to put forward their bid.”The announcement on the chosen provider is due to be made at the beginning of March.* Visit showcases college’s centreAfter hearing such positive feedback from families, LPCF arranged for a visit to Grantham College’s day break provision as part of their anniversary celebrations.The college’s Learning Development Centre staff and clients welcomed Edward Timpson and Mayor of Grantham, Jacky Smith into their purpose-built learning development centre, to showcase their day provision for young adults, many of whom are current or past students at the college.The minister enjoyed helping day break regular Tom Warner make a Valentine’s card (pictured above), and didn’t mind at all at being covered in glitter, before chilling out in the sensory room with clients with more complex needs. This was followed by a visit to the specially adapted kitchen, where Mr Timpson sampled some of the delicious ‘thumb-print’ biscuits the clients were making.For details on the learning opportunities at the Learning Development Centre, call 0800 0521 577, email [email protected], or visit www.grantham.ac.uk | 教育 |
2016-50/3618/en_head.json.gz/1125 | Clearing New Paths for the Future
Staff Report - March 22, 2006
When St. Charles Parish teachers Barry Guillot, Craig Howat and Daniel Martin along with local environmentalist Milton Cambre surveyed the damage from Hurricane Katrina to their proposed site for the region's first public nature trail, they were encouraged by the lack of erosion from the tidal surge. The land was donated by the Pontchartrain Levee District to St. Charles Parish. The Hurst Middle School LaBranche Wetland Watchers service-learning project was held in that place by a breakwater wetland restoration project Milton Cambre has been coordinating for the past five years. Unfortunately, the wind damage was quite extensive knocking many of the large trees down across the paths that made the area so unrecognizable, the original trail could only be found using GPS coordinates. Through the broken limbs and upturned roots of fallen giants, the pristine beauty of the area still shines through. Ten-foot tall palmettos that are estimated to be between 150 and 200 years old still reach for the sky. All types of flowers have begun adding color to the surreal background. Animal tracks are seen throughout the area. The trees that withstood Katrina will probably be there for quite a long time. The area was by no means a total loss. The planned trail was rerouted to avoid the largest of the fallen trees. A quick call to the local industries resulted in a planned day for the community to come together to not only get the trees off the path, but to haul out all of the trash that was washed deep into the swampy area. Valero St. Charles Refinery, Motiva Norco Refinery, and Dow St. Charles Operations responded by sending teams of men with chainsaws into the area at 7 a.m. on a Saturday morning. Within 3 hours, most of the cutting was done. Beginning at about 10 a.m., over 200 people converged onto the area to assist in any way that they could. Volunteers included nearly 60 Hurst Middle students and volunteers from a wide variety of backgrounds and places working together with one goal in mind. Volunteers from Norco, Destrehan, St. Rose, and Luling, were joined by an extended community of volunteers from Kenner, Metairie, Baton Rouge, Hammond, LaPlace, Covington, and Slidell. Groups such as the Mardi Gras Clean-up Krewe were represented as well volunteers from California, New York, and Nebraska who were in town working with the group Common Grounds. Groups of volunteers from local Boy Scout troops, Monsanto, Entergy, the Lake Pontchartrain Basin Foundation and the Gulf Coast Harp Society were also there to lend a hand. The once submerged area was now flooded with people wearing bright yellow volunteer t-shirts. Thanks to the outpouring of support, the site of the future nature trail looks better than it ever has. "It has been a week since the event and I am still in awe of the volunteer response," Milton Cambre smiled and said. "I never in a million years could have imagined so may people coming out for this." Hurst Middle school 7th grader Paige Duplantis remarked "I knew that coming out here would involve a lot of work. I didn't realize it would be so much fun!" Hurst teacher and LaBranche Wetland Watcher coordinator Barry Guillot is still overwhelmed with the excitement everyone had about the event and the plans for the area. "I kept telling everyone I expected to have about 200 people out there, but you really don't know how many will respond to a volunteer event like this. If there is ever a time that I wonder why we are putting so much effort into getting this project complete, all I have to do is picture the smiles from the hundreds of people out there last Saturday.” “It is amazing and it really shows that this is a project everyone is excited about. We just received an award in San Diego a few weeks ago recognizing our excellent community partnerships. It is so fitting that only a week later we have a perfect example of why the award is so well deserved.”
“Our local community and extended community, as well as the dedication of the local industries gives me so much hope and excitement for this area and all of St Charles Parish, because I believe this type of coordinated effort is the future of education everywhere and the key to the future of our state. The outpouring of people from so many areas working together makes me believe that we were clearing new paths for the future in more ways than one."
Hurst 7th graders Paige Duplantis and Renee Walsh wait in line to get some well-deserved hot dogs and chili after a hard morning's work. | 教育 |
2016-50/3618/en_head.json.gz/1136 | How Herodotus Used Writing and Messages in his Histories (Circa 450 BCE – 420 BCE)
As Herodotus (Ἡρόδοτος) was the founder of historical writing, references to written or archival records in his Histories (The History) are of particular interest. By the mid-fifth century BCE writing in Greece had existed for only about 300 years. Because writing was relatively new, and only a small portion of society was literate, it may not be surprising that Herodotus appears to have consulted few written sources in compiling his Histories. From Herodotus's own account it seems that most often he did not find it necessary, or perhaps practical, to verify information that he compiled from personal observation through the consultation of written records. Herodotus also expected his Histories to be read aloud, in which case citing written sources within the Histories might have been a kind of distraction.
Herodotus begins his Histories with a sentence that has been translated in various ways: "Herodotus of Halicarnassus here presents his research so that human events do not fade with time." Another translation of the same sentence reads, "What follows is a performance of the enquiries of Herodotus from Halicarnassus." According to Robert Strassler, editor of The Landmark Herodotus (2007) 3, Proem.b, "This almost certainly implies that Herodotus performed (read aloud) his text, in whole or in part, to an audience gathered to hear him."
Herodotus usually refers to records in the context of government, law, or communication. He often refers to dispatches sent by leaders as part of political or military negotiations, such as dispatches sent in the context of war. He describes attempts to send secret messages. He also refers to records used for the enforcement of laws, which were, of course, in written form. He is aware of both the advantages and disadvantages of writing over oral communication.
"Herodotus recognized the usefulness of writing for interpersonal communication, but he also knew that it could be problematic. Because writing fixed a message in time and space, a written document that seemed objective and straightforward could also be full of paradoxes. In the generation after Herodotus, Socrates would complain (in the dialogue Phaedrus, set down by Plato) that writing represented 'no true wisdom, . . . but only its semblance.' Written words 'seem to talk to you as though they were intelligent,' the philosopher said, 'but if you ask them anything about what they say, from a desire to be instructed, they go on telling you the same thing for ever.' Even worse, once something is put in writing it 'drifts all over the place, getting into the hands not only of those who understand it, but equally of those who have no business with it; it doesn't know how to address the right people, and not address the wrong. ' "Like Socrates, Herodotus knew that writing was full of ambiguities. Since a written document could not be cross-examined as a speaking person could, it might be used not to inform but to deceive. Themistocles, the Athenian general who led the resistance to the invasion of Xerxes. knew this too. Both sides in the war were vying for the help of the Ionians, descendants of Greek settlers who had colonized the Aegean islands and the adjacent mainland coastal areas of present-day Turkey. Most Ionians sided with the Persians, their powerful near-neighbours, but the Greeks sought their aid on the grounds of common ancestry. Themistocles used the ambiguity of writing to enlist their help, or at least to minimize the potential harm they might do to the Greek cause. He sent men to the "drinkable-water places" where Ionian ships put in for resupply, and he had them cut written messages into the rocks there, urging the Ionians to abandon Xerxes and join the Greek side. His plan was clever: either the Ionians who read the messages would be persuaded to rebel against the Persians, he reasoned, or Xerxes himself would see the messages and distrust his allies, withholding them from the order of battle (8.22). As it happened, only a few Ionians defected to the Greeks (see 8.85), but a more important point had been made: writing could send a deliberately confusing message as well as a direct one. Writing was not always so straightforward as it appeared to be.
"Writing could also be useful for sending messages in secret, and Herodotus provided several examples of how written records promoted secrecy. There was a danger in committing anything to writing since, if the document were intercepted, secrecy would be lost. Histiaeus, who had been made Despot of Miletus by Darius, learned this lesson when he sought through secret messages to stir up a revolt against his benefactor. The King's brother intercepted these letters, read them, and then sent them on to their original destination, having meanwhile profited from knowing what plans were afoot. When the revolt came, the loyal forces 'killed a great number ... when they were thus revealed' (6.4). Still, writing out a message and smuggling it to a confederate could be safer than entrusting it orally to a messenger, who could be bribed or tortured into talking if apprehended. Because of the possibility of such discovery, special care was needed over secret communications, and Herodotus found several instances of such security precautions.
"These stories present the historian at his anecdotal best, and we may well doubt whether any of them actually happened. Their very dramatic content, however, highlights the problem Socrates complained of; namely, writing drifting 'all over the place' and getting into the wrong hands. In one case, a Mede named Harpagus plotted with Cyrus to overthrow the King and install the young man in his place. 'Because the roads were guarded,' a secret message had to be smuggled through by some 'contrivance.' Harpagus took a hare and split open its belly, leaving the fur intact. Next, he inserted "a paper on which he wrote what he wanted," stitched the animal back together, and entrusted it to a servant, disguised as an innocuous huntsman. The servant made it past the guards along the road and delivered the message to its intended recipient (1.123; the text of the message itself is at 1.124)" (O'Toole, "Herodotus and the Written Record," Archivaria 33 [1991-92] 153-54).
Whatever Herodotus's ideas regarding the written record, his Histories survived because he wrote them down, and because they were re-copied. According to Roger Pearse, tertullian.org, 18 papyrus fragments of Herdotus survived, all fragments of a page, with little overlap. Most of these fragments date from the first or second centuries CE. Pearse cites nine medieval manuscript exemplars. The earliest, Laurentian 70, 3, known as Codex A, dates from the 10th century C.E. This was carefully written by two scribes in succession. The text contains marginal summaries and the remains of scholia, copied from its exemplar, as well as much later marginal notes, especially in book 1.
Pearse provides the following general comments on the surviving sources for Herodotus: "The manuscripts and papyri do not give us information on all the forms of the text of Herodotus that were known in antiquity. This we can see from the quotations of the text in other ancient authors. . . . Both the manuscripts and papyri appear to derive from a common ancient edition which was widely circulated in the early centuries AD. Who made this is unknown. . . ."
(This entry was last revised on 04-24-2014.)
Filed under: Archives, Communication, Education / Scholarship / Reading / Literacy , Histories & Historiography, Natural History, Survival of Information / Philology, Writing / Palaeography / Calligraphy / Epigraphy | 教育 |
2016-50/3618/en_head.json.gz/1245 | SCSU Television Broadcasting Switching To Digital And High Definition
SCSU Television Broadcasting Switching To Digital And High Definition 02/15/2013 -
10:25 AM The SCSU Mass Communications department is getting an overhaul as the television broadcasting format will move from analog to digital and high definition. President Earl Potter says this decision will be critical to the future of the Department of Mass Communications as they transform their curriculum and experiential learning opportunities for students.
The decision comes as a result of an extensive study done by a broad-based Media and Broadcasting work group and a campus wide cost savings and carryover funds, The university is investing $4.8 million into the complete overhaul of the TV broadcast delivery systems for many venues on campus, including the National Hockey and Event Center.
The Mass Communications Department will also undergo extensive curricular revision of its programs to reflect the practices of today’s media industry. The President wrote in a campus wide email communication that students will have the opportunity to work with the highest level of technology and apply classroom learning in campus and community settings.
The university also foresees using the multi-platform digital technology to showcase more than sports, including academic programs, arts and cultural programs. | 教育 |
2016-50/3618/en_head.json.gz/1370 | Aggie Muster 2012
Apr 04, 2013 | 1164 views | 0 | 8 | | Former students of Texas A&M University will assemble in Karnes City April 21 for the annual Texas Aggie Muster to honor all Texas Aggies who have passed away within the last year, announces the Karnes County A&M Club.Various Muster activities, including dinner and a speaker, will begin at 5:30 p.m. at Hogg Plum Texas in Karnes City. All former and current students, their families, and friends of Texas A&M University are invited to attend. Hogg Plum is located off of Riddleville Road past the Karnes City Cemetery. The Texas Aggie Muster tradition, which spans more than a century, will be observed in more than 300 locations around the world. These Muster gatherings are held in many unique places ranging from battleships and foxholes during World War II to ballrooms and steak houses today.Over the years, Aggie Muster has grown to be one of Texas A&M's most revered traditions. Muster honors the memories of A&M men and women whose deaths prevent them from answering Roll Call at this year's Muster. The Roll Call is a roster compiled of all former and current students who have died over the past year. As each name is called, a friend or family member will answer “here!” symbolizing that their memory lives on in the hearts of Aggies everywhere. Muster is more than just a ceremony; it is also an annual way for Aggies to renew the loyalty and unity which constitute the foundation of their friendship for each other as well as their love and devotion for their school.For more information regarding the Texas Aggie Muster held in Karnes City, please contact Muster Chair Emily Gotthardt at 830-583-6003 or by email at [email protected]. Additional information about Texas Aggie Muster and other Texas A&M traditions and programs can be obtained by contacting The Association of Former Students at 979-845-7514 or by visiting their website at www.AggieNetwork.com. | 教育 |
2016-50/3618/en_head.json.gz/1381 | NDSU inaugurates the School of Music
Posted on 10/4/2012NDSU announces the creation of the NDSU School of Music. On September 26, the North Dakota State Board of Higher Education formally changed the name of the Department of Music to the School of Music, signifying its far-reaching mission encompassing a broad-based curriculum that includes professional doctoral programs in performance and conducting."This notable and important designation more accurately reflects both the depth and breadth of our music program, and the importance of a broad-based curriculum in defining a top-ranked research university," said NDSU President Dean L. Bresciani.The NDSU School of Music offers undergraduate degrees in liberal studies, performance and music education; master's degrees in performance, conducting and music education; and doctor of musical arts degrees in performance and conducting."NDSU Music has had a long history of service to the region, the profession and the arts," said NDSU Director of the Division of Fine Arts John Miller. "The School of Music designation is not reflective of a change in what we do, but a new name that characterizes what we have been doing for the past several years - offering meaningful musical kinships with all its audiences, whether local or global."The NDSU music program began in 1904 with C.S. "Doc" Putnam, a medical doctor from Casselton, N.D., who formed the North Dakota Agricultural College cadet band, which became known as the Gold Star Marching Band in 1923 after numerous gold-star ratings during ROTC inspections. The Department of Music officially became a four-year degree program in 1952 and offered a major in music for the first time in campus history. NDSU Music began offering professional master's and doctoral degrees in 2002. It is the only performance and conducting doctoral program in North Dakota, South Dakota, Wyoming, Montana, Idaho and western Minnesota.A yearlong series of events is planned in commemoration of the inauguration of the School of Music, including residencies by noted musical artists and gala concerts at the Ordway Center for Performing Arts in St. Paul, Minn., on March 12, 2013, and again at Festival Concert Hall at NDSU on March 25. A number of commissions and commemorative events will occur throughout the year, highlighted by a full production of Mozart's "Magic Flute," and a scholarly and performance symposium in the spring. The NDSU Music Symposium, Choral Music of the Americas, will feature composers and conductors from North America and South America in this weeklong series of workshops, clinics and performances. The American Choral Directors Association and NDSU Division of Fine Arts will sponsor the symposium. Further, a commemorative book - "Music at NDSU" - is in preparation by Professor Robert Groves and will provide a documentary and pictorial history.For more information, contact NDSU School of Music at 701-231-9564 or [email protected] is recognized as one of the nation's top 108 public and private universities by the Carnegie Commission on Higher Education. | 教育 |
2016-50/3618/en_head.json.gz/1382 | UND VP for Student Affairs Reesor elected to national foundation board
University of North Dakota Vice President for Student Affairs Lori Reesor University of North Dakota Vice President for Student Affairs Lori Reesor recently was elected to the NASPA Foundation Board, the charitable fund-raising arm of the National Association of Student Personnel Administrators (NASPA).Reesor's position on the NASPA Foundation board is one of many leadership roles she's held while affiliated with NASPA. From 1999-2002, she was a regional vice president and served on NASPA's Board of Directors.Reesor also served as a member of NASPA's National Conference Planning Committee in 2005, as well as a Regional Awards Coordinator from 2007-2010. She has been a NASPA Faculty Fellow since 2009.NASPA is the nation's leading organization for the advancement, health and sustainability of student affairs professions.Reesor has served as UND Vice President for Student Affairs since February, 2011. She is responsible for overseeing a comprehensive student services division which includes areas of recruitment, financial aid, student life, housing, multicultural services, and health and wellness areas.Lori ReesorReesor came to UND from the University of Kansas (KU), where she'd been instructor and Associate Vice Provost for Student Success since 2006. She has extensive professional experience in student life, enrollment management and academics. Also at KU, Reesor served as associate director of admissions, assistant to the dean of educational services, assistant director of new student orientation, and residence hall director.Reesor also was assistant and associate dean in the School of Education and assistant professor and adjunct instructor in higher education at the University of Missouri-Kansas City, and served as Dean of Students at Wichita State University.In addition to her responsibilities as vice president and her leadership roles with NASPA, Reesor has continued to do research related to new professionals in student affairs, women in higher education and academic leadership.Reesor earned her bachelor's degree in business management from the University of Wisconsin in Whitewater, her master's from Iowa State in Ames, where she specialized in higher education; and her doctorate in educational policy and leadership from KU.NASPA FoundationThe NASPA Foundation was originally established during the NASPA presidency of John Blackburn (1973-74) as the NASPA Institute for Research and Development (NIRAD). Blackburn believed that over time NIRAD could become a fund to support the professional activities of NASPA and in particular to encourage research and development in the field of Student Affairs.In 1989, NIRAD was renamed the NASPA Foundation. Incorporated in the District of Columbia, the Foundation was organized for purposes that were to be "…exclusively charitable, educational and scientific…" in the promotion of research and the advancement and development of student affairs.The NASPA Foundation is governed by a Board of Directors that meets twice a year. The NASPA President, Past-president and the Chairs of the Research Division are ex-officio members of the Board. The NASPA Executive Director serves as Treasurer of the Foundation.In addition to raising $100,000 that was matched by a "forgivable loan" from NASPA, The Foundation currently has net assets of over $500,000. It is the intent of the Foundation to continue to develop the endowment fund of the Foundation so that it can fulfill its purpose.Contact:David L. DoddsMedia Relations/Writer & EditorOffice of University Relations264 Centennial Drive Stop 7144Grand Forks, ND 58202-7144701.777.5529| 701.777.4616 [email protected] | 教育 |
2016-50/3618/en_head.json.gz/1663 | Mission & Goals Access
Collection Assistants Contact
W. A. Higinbotham
Tennis for Two
Collection Development Special Collection
Circulating Books and Games (enter: "William A. Higinbotham")
Courses at SBU Preservation
Donations Funding Opportunities Donor Recognition Contact
Mission & Goals of the William A. Higinbotham Game Studies Collection
The recent inclusion of video game hardware and software within collections held by cultural institutions dedicated to the historical preservation of material and digital artifacts is of great importance for the documentation of historical innovation in computer engineering and hardware and software design. It is of equal significance to the history of video games, especially as said inclusion furthers an understanding and appreciation of technology within a social, cultural, and educational context.
The William A. Higinbotham Game Studies Collection contributes directly to the study of video games as popular culture and to their historical longevity. It is dedicated to collecting and preserving the texts and ephemera that document: the history of video games; and the work of early game innovator and Brookhaven National Laboratory scientist William A. Higinbotham, who in 1958 invented the first interactive analog computer game, Tennis for Two.
At Stony Brook University, the William A. Higinbotham Games Studies Collection contributes directly to the study of video games as popular culture and to their historical longevity, particularly within a U.S. context through our documentation of Tennis for Two as well as our curatorial strategies. Video games have made a profound impact upon popular culture. According to the Electronic Software Association, 67% of households within the United States play video and/or computer games. The average age player is 34 and has been playing games for well over a decade. Gamer demographics have also shifted significantly as women and girls constitute 40% of gamers while, in 2010, 26% of gamers are over the age of 50. Economically videogames have contributed hugely to the global economy with U.S. sales estimated at $10.5 billion in 2009. Culturally, video games have radically reshaped our engagements with play, social experience, daily life, art, learning, new media, and our understandings and practices of popular culture. Video games have become our everyday life as we experience them on our phones (42% of Americans play games on their mobile devices), online, at home, and increasingly within institutions of higher education. In terms of video games within institutions of higher education it is worth pointing out that games have surpassed the scholarly interests that students once held for popular culture in the traditional media of film and television. Our students, both undergraduate and graduate, are increasingly eager to study games. This scholarly interest is best evidenced by new degree programs and dedicated courses that have developed in recent years at U.S. universities. Major academic publishers have also developed book series to support academic interests in games. Despite many rich areas of intellectual interests, the emergent field of game studies has dedicated little attention to critical video game historiography. Game history remains restricted to populist texts and descriptive chronicles. Considerations of the changing status of games as artifacts and aged technologies and the growing community of game archives and preservation initiatives, especially in the wake of the Library of Congress’s “Preserving Virtual Worlds” project, and with University game labs, collections, and archives – Stanford University, University of Texas (Austin), University of Michigan (Ann Arbor), University of Illinois (Urbana-Champaign), and Stony Brook University – on the increase, game studies aversion to history is no longer obtainable. It is within such cultural institutions that the popular culture of video games and their history is being written, collected, exhibited, studied, and preserved. It is precisely within this context that the WHGSC aims to make a contribution to how game history is produced.
A philosophy that the WHGSC curators share is that through preservation strategies and curatorial models we gain a wider understanding of the video game not restricted to the game program, game-player interface, and display technologies. We come to see games as complex artifacts whereby every “part” – game engine, source code, platform, game schematics, console design, storage media, controllers, circuits, chips, boards, wires, buttons – as well as ephemera such as software box-art, arcade cabinet art, and marketing materials, to cite a few examples, possess significance and value for the documentation of social experience and popular cultural history. The WHGSC manages print formats, so that students and researchers will have direct access to “original” documentation for purposes of scholarly study and learning. Goals The archive supports the educational mission of Stony Brook University through its commitment to acquiring unique curricular resources that are accessible in perpetuity for the purposes of research, teaching, and learning across the University’s diverse colleges and schools. We envision the WHGSC existing as a positive contribution to the SBU community, the greater SUNY and NYC-based university system, and scholarly and amateur video game archivists, researchers and journalists well beyond the region via the collection’s webpage. Specific projected outcomes include:
a research hub for the history and work of early game innovator and Brookhaven National Laboratory scientist William A. Higinbotham, as well as magazines, popular press and scholarly books, etc. Our collection is the only archive is easily accessible via public transportation to scholarly researchers from NYU, Columbia, Yale, Princeton, the CUNY system, and other institutions. Stony Brook University's prominent location near NYC makes the collection a desirable research location for academic, journalistic, amateur and independent scholars nationwide. The collection's website will also provide freely accessible historical and archival data;
an institutional archive that can integrate its offerings with the handful of other university-affiliated video game archives such as those at Stanford University, University of Michigan at Ann Arbor, University of Texas at Austin, and the University of Illinois at Urbana-Champaign. Our collection is unique in that it is specifically curated toward the collection of print materials, and therefore offers a specialist vantage for video game historians while offering a significant contribution to the emergent community of University game collections.
The groups that will benefit from the William A. Higinbotham Game Studies Collection are tightly connected to our projected outcomes. These groups include:
undergraduates at Stony Brook University and the larger SUNY system involved in learning about and researching video games. Video games are excellent devices for educating students on challenging subjects such as cultural meaning, modes of representation, the significance of technology in everyday life, and historical methods. Students from all majors, regardless of their professional goals, benefit from learning about games in an academic setting that honors games as objects of play while questioning them as cultural artifacts. Furthermore, the WHGSC serves as an accessible research space for undergraduate students who imagine themselves working in academic games studies or video game production industries;
graduate students, faculty and researchers engaging with the technological and cultural history of gaming systems and their material culture;
the WHGSC will also collaborate nationally with other cultural institutions that collect, preserve, conserve, archive and exhibit videogame artifacts. While this collaboration will included the University archives/collections mentioned previously, the WHGSC has also established ties with the Museum of the Moving Image in Astoria, New York, the International Center for the History of Electronic Games at the Strong National Museum of Play in Rochester New York, and the prestigious Lemelson Center at the Smithsonian National Museum of American History, home to the Ralph Baer archive.
In conclusion, the WHGSC will offer excellent digital and material research opportunities to a diverse range of interested parties: for undergraduates, the WHGSC may be the first opportunity they encounter to seriously engage popular culture; for graduate students, faculty and researchers, the Collection is a trove of rare and under-examined print materials; and for the larger local and national community, the WHGSC is a subtle link between collective interests in video games, technology, material culture, and popular culture. William A. Higinbotham
After reading an instruction manual that accompanied a Systron-Donner analog computer, William Alfred Higinbotham was inspired to design Tennis for Two, the first computer game to utilize handheld controllers and to display motion. It was also the first game to be played by general public, in this instance, attendees of “visitors day” at Brookhaven National Laboratory (BNL) in 1958. Learn More » Stony Brook University Libraries - Frank Melville, Jr. Memorial Library, E-2320 Stony Brook, NY 11794-3323 631.632.7119 (t) 631.632.1829 (f) Website last modified on April 6, 2016 by Kristen J. Nyitray
Stony Brook University Home Page | Search Stony Brook | University Libraries | 教育 |
2016-50/3618/en_head.json.gz/1671 | • Share on Facebook• Add your own commentBrizard, Carroll continue censorship of CPS public information with secret 'briefing call' on newly released local school budgets to selected reporters on Friday, April 27George N. Schmidt - April 28, 2012Once again, on Friday, April 27, 2012, Chicago Public Schools officials and communications staff (the largest, by the way, in history; see below) censored most media reports on the latest budget activities of CPS by excluding Substance from an important "briefing call" regarding the Board of Education's release of the budget information to local school principals.
Chicago Mayor Rahm Emanuel arrives with his entourage at Disney II magnet school on April 10, 2012, for the press conference announcing that elementary schools would go to a seven hour (as opposed to a 7.5 hour) school day. While the mayor admires the quality of CPS teachers, CPS Communications Officer Becky Carroll (second from right) confers with CEO Jean-Claude Brizard. For that one media event, on April 10, 2012, Emanuel was accompanied by a dozen highly paid aides and press people, while CPS also provided the services of the $165,000-per-year Becky Carroll and others. Substance photo by George N. Schmidt. The supposed decentralization of the budget process had been announced by CPS Chief Executive Officer Jean-Claude Brizard and Chief Administrative Officer Tim Cawley at the Board's April 25 meeting. On April 27, 2012, CPS "Chief Communications Officer" Becky Carroll invited a selected small group of reporters to participate in a "briefing call" with CPS officials about the release of the CPS budget materials to principals. The call was based on a briefing book which seemed to indicate that principals were being forced to use the supposedly new discretionary money to purchase people and materials to promote the untested "Common Core" curriculum and the slogan that the purpose of the public schools is to make every child, from pre-school onwards, "College and Career Ready."
CPS had no explanation as to why its communications staff, once again, excluded Substance. But Substance has received many of the materials provided by CPS from reliable sources and verified that they are indeed CPS documents.
The April 27 briefing was supposedly regarding the new policy that supposedly provides more money to local schools.
All that was actually provided to reporters, however, was just another pretentious CPS document declaring another revolutionary CPS initiative, this one something dubbed the "College Ready Fund." The information was contained in a ten-page booklet originated in the CPS "Office of Instruction."
Once again, the Brizard administration is claiming that its policy is unprecedented, revolutionary, and completely new and novel...
While Chicago Mayor Rahm Emanuel spoke to the press, more than a dozen aides, assistants, and media coordinators stood along the wall monitoring the April 10 media event. After reporters report their stories, CPS officials begin calling editors and the reporters to complain about each iteration of coverage. The expense of the City Hall and CPS media operations are unprecedented in Chicago history. Substance photo by George N. Schmidt.In the ten-page document, CPS says...
"For the first time, each CPS school will receive a discretionary fund, called the College Ready Fund, aimed at increasing flexibility to align resources to drive academic achievement. The College Ready Fund was designed to give principals control over allocating resources that best support the needs of their unique student body, including staffing, curricular and intervention materials, out of school time services and other high priority needs to support college and career readiness. These resources are truly discretionary and can be used to fund people, materials, time, and professional development that support the school’s academic priorities..."
But a close reading of the actual requirements of the policy indicate that principals will have little or no real "discretion," although the manner in which CPS timed the released (late on a Friday afternoon) and the information provided indicated a tight control over the story under the guise of providing more money to the schools. For several months, CPS communications officials have been blocking reporters' on the record access to even the most experienced principals, ordering the principals not to talk with reporters without being watched by CPS communications officials. Given that most CPS "Communications" officials have been with the public schools for less than one year and know little or nothing about the complexity of actually running a real public school in the nation's third largest school system, the confusion that has resulted has been large.
During the mayor's April 10 media event at Disney II, former CPS budget director Beth Swanson (left) stood to the side with "Chief of Staff" to the Board of Education Abigayil Joseph among the more than a dozen mayor and CPS assistants, aides, and press people. Swanson is currently serving as Mayor Emanuel's liaison with CPS. Joseph was promoted in October to the $145,000 per year job of "Chief of Staff" to the Board of Education (which is separate from other chiefs of staff at CPS; there are at least three). Substance photo by George N. Schmidt. The problem with the material released by CPS (aside from the fact that the so-called "College Ready Fund" is simply another example of strange "rebranding" that is the only consistent policy of the Brizard administration) is that all CPS officials seem to be doing is shuffling funds around — and then rebranding them.
In order to have a reasonable public discussion of this information, CPS needs to provide year-to-year budgets for all schools and then make all school principals available to discuss how much additional discretion they are being given. Until, then we have simply the latest example of CPS Emanuel - Era publicity stunt and possible nonsense.
Since the beginning of the 2011 - 2012 school year, CPS has added at least a half dozen new employees in the "Office of Communications," which has tried to control every aspect of the so-called "messaging" of the huge school system. None of the most recently hired public relations people has any knowledge of the real public schools in the nation's third largest school system.
In addition to "Chief Communications Officer" Becky Carroll, the Office of Communicatons now has 19 people working in it, according to the most recent CPS "Position File" provided to Substance under the Freedom of Information Act. Carroll, at $160,000 per year, is the highest paid publicity chief in CPS history.
She is being paid $10,000 per year more than her predecessor Monique Bond.
Carroll is being paid $40,000 more per year than the long-time chief of that office, Peter Cunningham. Cunningham is now at the U.S. Department of Education, with Arne Duncan.
But Becky Carroll is not the only "Communications" staff person being paid, this year, more than $100,000 per year.
Three others, all hired since last year, are listed at salaries over $100,000 per year.
A "Senior Manager" Mr. Daniel M Conley is now being paid $105,000 per year.
The new "Director of Communications and "Empl Branding" Ms. Susan L Birkholtz is being paid $110,000 per year.
The Brizard Administration's "Director of Media Affair," Robyn A. Ziegle, is listed at $110,000 per year.
And Becky Carroll, whose title in the Position File is "Communications Officer, is being paid $165,000 per year.
Emanuel and Brizard on April 10, while aides, assistants, and press people looked on. Substance photo by George N. Schmidt.The expansion of the Board's public relations office has come during a time when CPS officials were repeatedly proclaiming "austerity" and forcing schools to do more with less. A month before CPS officially hired Becky Carroll, Tim Cawley announced that CPS had a fiscal emergency and had to take away the four percent raises guaranteed to all unionized CPS workers in the final year of five-year union contracts (the largest of which includes those represented by the Chicago Teachers Union). No "fiscal emergency" existed, however, when it came to expanding the Board's public relations staff to an unprecedented level. Every month since July 2011, the Brizard administration has added people to that office. Most of the additions have been in violation of a Board policy that requires that the highest paid executives be reported in a public Board Report that appears on the Agenda of Action following each Board of Education meeting. The only "Communications" official reported in accordance with the policy has been Becky Carroll, whose $165,000 per year job was reported following the Board meeting of June 22, 2011.
Comments:April 28, 2012 at 10:52 AMBy: Danny van OverBut they need all those Communications staffers......now that principals and APs have been instructed to go through CPS Communications department before speaking to any member of the Press.
I mean, you can't just let people speak freely, can you? | 教育 |
2016-50/3618/en_head.json.gz/1699 | Cops and kids run together as one in Raynham's speed camp
Raynham policeman Lou Pacheco heads the event
John [email protected]
Raynham Police officer Louis Pacheco wants to change the relationship between cops and kids.“I remember when kids would run away as soon as they saw the police,” Pacheco said. “They looked at cops as people to avoid.”Pacheco now has kids running with the police, as part of the “Cops and Kids” Speed Camp, held each summer at Raynham Middle School.Four days a week (Monday-Thursday), kids fromTaunton, Raynham and surrounding towns like Easton and Mansfield converge on the track behind the middle school from 9:30 -11:30 a.m. to work out and improve their running skills.“I want these young people to see the police as someone who can help,” Pacheco said. “I want them to look at us as friends”The camp began after the end of school in June and will run through July 29.“This is our 14th year,” Pacheco said. “We’re averaging about 60-70 kids a day. We’ve had a great turnout. The first five years we focused on weightlifting but that excluded a large group of athletes. Our current program appeals to everyone.”Pacheco, who is also the school resource officer for Raynham, saw a gap in the training that young athletes receive. “These kids are taught how to play football, baseball and soccer,” Pacheco said. “But no one ever teaches them how to run.” Pacheco put together a program designed to teach kids proper running form. “It’s based on The University of Nebraska strength and conditioning program,” Pacheco said. “It’s very effective. We’ve had some tremendous athletes come through here. I’d say 75 percent of the kids in the program play football but we have lacrosse, soccer and softball players here as well.”The camp is about much more than exercise.“We want to keep the kids out of trouble,” Pacheco said. “If they are busy, they are staying out of trouble. “Another huge part of this is the mentoring program. We’ve got kids from eight years old right up through college age. The older kids listen to me, and the younger kids follow the older kids. If the young athletes are faltering at any time during the workout, the older kids pick them up. They push them, but in a positive way. Now the big kids are seen as helpful, rather then as bullies. It all ties together.” Pacheco starts the day with 30-40 minutes of stretching. “We’ve never had a pulled muscle,” Pacheco said. Older athletes, used to casual calisthenics, wouldn’t recognize Pacheco’s method of stretching out. “We’ve found that passive stretching does nothing,” Pacheco said. “It’s fine for after a workout but you really have to be moving while you stretch to get the full benefit.” After a half hour of “crabwalks” and “tarioke,” the athletes split up. Some remain at the track to work on speed while others head over to another area to on resistance running, which can include pulling weight sleds and parachutes.“We try to keep it fresh and change it up every day,” Pacheco said.Pacheco has some help. Jim Brow, who works at the Bridgewater Correctional Facility, and Chris Pabst, who runs Greyhound Package store in Raynham, each help out when they can.“It’s good to have people from the community lending a hand,” Pacheco said. “The older kids also help out.”The camp is free, has an open enrollment (just show up and get to work!) and is available to boys and girls from Bridgewater, Raynham, Easton, Mansfield and all surrounding towns.“This camp gives kids something to do,” Pacheco said. “Nothing good happens when young people have too much free time on their hands. I know for myself that I got in trouble when I had nothing to do. It’s great deal. A camp of this caliber would normally cost $300-$400 per athlete but these kids can work out for free. The Police Department covers all the expenses.”For more information please contact the Raynham Police Department at 508-824-2717.“What the kids learn here they will use as long as they play sports,” Pacheco said. | 教育 |
2016-50/3618/en_head.json.gz/1707 | Mark Rojas, embattled ex-officer in Worcester, now a college professor
By Thomas Caywood and Shaun Sutner TELEGRAM & GAZETTE STAFF
For years, the name Mark Rojas was synonymous with alleged police misconduct in the city.His internal affairs file spanned more than 1,000 pages detailing allegations of beatings, harassment, misuse of police databases and lying to superiors to cover it up.He turned in his badge two years ago, going out on disability retirement, after Police Chief Gary J. Gemme suspended his license to carry a gun for a “pattern of misconduct.”Now the name Mark Rojas has resurfaced in the halls of academia.The former officer is a professor of criminal justice at Springfield Technical Community College, teaching the next generation of aspiring police officers about law enforcement management, constitutional protections for the accused and other criminal justice topics.Some on campus have expressed concerns about the new faculty member.A group recently wrote an anonymous email to STCC President Ira Rubenzahl decrying the appointment as “shocking,” given the former officer's past. The brusque message, a copy of which was provided to the Telegram & Gazette, is signed Educators for Integrity.“It is beyond disturbing that Springfield Technical Community College failed to do its due diligence in the hiring of Mr. Rojas and has put the faculty, staff and student body in such a precarious position, not to mention the reputation of the college itself,” states the message.But Mr. Rojas sees no irony or incompatibility in his new teaching role.In a lengthy interview, marking the first time he has spoken publicly, Mr. Rojas strenuously defended his record as a Worcester police officer and his qualifications to teach criminal justice.He attributed the string of citizen complaints against him to his active policing style and what he said was a vendetta the department administration waged against him after he struck up a brief relationship with Chief Gemme's daughter six years ago.Mr. Rojas also said his professional reputation had been unfairly harmed by what he considers unfair coverage in the Telegram & Gazette and by the city Law Department's decision to settle a police brutality lawsuit against him, rather than take it to a trial where he could defend himself publicly.“Once Chief Gemme found out I was dating his daughter, I was transferred immediately out of the Gang Unit,” Mr. Rojas said, claiming that from then on, the chief had it in for him.In a brief written statement, Chief Gemme dismissed Mr. Rojas' claim as an absurd statement from a discredited former officer, one with a voluminous internal affairs file and whom previous chiefs disciplined for untruthfulness.“Rojas is a debased ex-employee with a history of embellishing the facts and being untruthful, as Rojas is with these newly fabricated allegations,” Chief Gemme wrote. “The only thing more slanderous and mendacious than Rojas is the Worcester Telegram and Gazette's propensity for giving the disgruntled and discredited a public forum for their unsubstantiated and fabricated innuendo.”Internal affairs files turned over to the Telegram & Gazette, after the newspaper sued the Police Department to gain their release, showed police investigators had documented evidence that, while he was a police officer, Mr. Rojas had choked a man involved with the mother of one of his children, held a handcuffed prisoner while an off-duty officer struck the man in the head and then allegedly lied to cover up that assault and other misconduct.The investigations also found the officer had used his position to run police background checks on women and romantic rivals, and that he posed a “genuine threat” to an ex-girlfriend to whom he had penned a threatening poem.Mr. Rojas characterized the numerous citizen complaints as untruthful attempts at retaliation by people he had arrested. He said there's no penalty for filing a false complaint against an officer, so people accused of crimes sometimes take a shot at making trouble for a cop.“Nobody generates a complaint sitting in the back of the parking lot hiding,” he said. “Wherever I went, I produced results. I studied the warrant sheets. I was an active police officer. You were able to sleep at night if I was patrolling your neighborhood. Guaranteed.”Mr. Rubenzahl, the college president, did not respond to several requests for comment. Stephen Keller, executive vice president for Academic Affairs at STCC, declined to comment on the process for hiring Mr. Rojas or the email criticizing the appointment.“We do not comment on personnel matters,” Mr. Keller said.Nicholas Camerota, president of the professors union at STCC, said he planned to speak with Mr. Rojas about his background as a Worcester police officer.“I don't think it would be fair to comment before I talked with him,” said Mr. Camerota, a professor of philosophy and political theory. “I'd want to discuss this matter with Mr. Rojas in detail.”Chief Gemme suspended Mr. Rojas' license to carry a firearm in late 2008, effectively preventing him from further serving as a police officer. Mr. Rojas sued the chief to get the license back, but lost his case the following summer.Mr. Rojas put in for a disability retirement, which was approved by the Worcester Retirement Board two years ago. Now 39, he receives a state and federal tax-free disability pension of $59,484 a year.State retirement rules allow him to earn annually, without forgoing any pension pay, the difference between his retirement pay and what he would earn if he was still working as a police officer, plus $5,000. That works out to roughly $25,000 a year for Mr. Rojas.He is listed in STCC's faculty directory as an assistant professor, but a college official said Mr. Rojas is paid at the grade of instructor. He is teaching four classes this semester and is scheduled to teach five during the spring term. The college's minimum salary for a full-time instructor with a master's degree, as Mr. Rojas has, is $41,470 a year.If a municipal retiree earns more than the amount allowed by law, he or she can repay the retirement board in a check or have the over-earnings deducted from future pension payments, said John W. Parsons, general counsel of the state Public Employee Retirement Administration Commission.During the two years Mr. Rojas has been gone from the Police Department, the city Law Department has continued to represent him and the city in two police misconduct lawsuits brought against him in federal court. The city settled one of those suits last year, agreeing to pay $80,000 to a Worcester woman who claimed Mr. Rojas and Officer Kellen Smith beat and falsely arrested her.Mr. Rojas said this past week the woman's accusations were false and the settlement was paid over his objections.In June, Mr. Rojas wrote a lengthy email message to Assistant City Solicitor Wendy Quinn, accusing her and the Law Department of failing to effectively represent him in the federal misconduct lawsuits.In the email, a copy of which was previously obtained by the Telegram & Gazette and confirmed as authentic by Mr. Rojas earlier this month, the former officer also claimed a conflict of interest on the part of the Law Department, which he said represented the city's and Chief Gemme's interests above his own. He faulted the department for refusing to take cases to trial and not working diligently on his behalf.“You, your law office, and the City Manager clearly do not have my best interest at hand in this case or any other,” Mr. Rojas wrote Ms. Quinn, referring to one of the alleged misconduct lawsuits. “Considering your lack of dedication to this case, it doesn't appear that you are defending me to the best of your ability.”City Solicitor David Moore said the criticism of Ms. Quinn is unfounded.“Everyone has complete confidence in her, as head litigator of the city, to zealously defend any city employee named in a lawsuit,” he said.Mr. Moore said it sometimes happens that an officer with a gripe against the police administration is involved in unrelated civil litigation. Whatever the bad blood between the officer and the chief, he said, state law requires the city to represent employees sued in connection with the performance of their duties. The city also is on the hook to pay any damages resulting from such lawsuits.“I've told these guys in the past, 'I'm representing you in regards to this lawsuit. I don't care what your concerns with the chief are,' ” Mr. Moore said. “I'm trying to get a successful resolution to the legal matter and protect the city's interests, and that's all I care about.” | 教育 |
2016-50/3618/en_head.json.gz/1759 | | Kevin Zhao had an 'inspiring sense of curiosity'
Kevin Zhao had an 'inspiring sense of curiosity'
The Penn senior died of cardiac arrest in his sleep
By Harry Cooperman 01/14/14 12:16pm
Wharton and Engineering senior Kevin Zhao died over winter break while traveling with his family in China, according to an email sent to Wharton undergraduates. He was 21.
Zhao died peacefully in his sleep due to cardiac arrest, said family friend Charles Fisher, speaking on behalf of the Zhao family. A memorial service will be held for Zhao on Jan. 18 at 3:00 p.m. in Bodek Lounge in Houston Hall, Fisher said in an email.
Zhao’s parents, Jay and Lin Zhao , recalled their son to be a “remarkable and gifted young man” who had an “inspiring sense of curiosity, especially when it came to science.”
At Penn, Zhao was on the board of the Wharton China Business Society. According to his LinkedIn account, he was also a research assistant at Wharton and a teaching assistant for CIS 120 in fall 2011.
It was “always important to him to not only help his parents and family, but also to do good things for others,” Jay and Lin said in a statement provided by Fisher.
Zhao’s parents said that their son would often go out of his way to take care of his younger sister, Kathryn, and “help her with whatever she needed.”
He “strived to use his knowledge in ways that would benefit society because he cared greatly for bettering the lives of all people,” Jay and Lin Zhao’s statement said. Last summer, he was a product intelligence management intern at Yammer, a social networking site for companies. The past academic year, he worked for Urban Outfitters as an operations and customer analytics intern.
College senior Seaver Wang, who was Zhao’s friend since freshman year, remembers him as someone whose “interests were as diverse as his talents.”
“He enjoyed discussing everything from history to literature to politics to food, always eager to share what he knew and learn what he didn’t,” Wang said in an email.
Wang recalled that Zhao was someone “eager” to try new things.
At Zhao’s urging, both he and Wang “hiked forest trails, visited museums, celebrated birthdays, made post-graduation plans to tour Europe and explored as many of Philadelphia’s attractions as we could,” Wang said.
Zhao’s childhood friend, Richard Zhang, remembers Kevin as “mature, respectful, and responsible.”
“He was always one of those guys who asked people out for lunch,” Wharton senior Yingnan Xu, a close friend of Zhao, said. “He would just grab you and hang and talk. You’d have a really engaged conversation about anything.”
“Kevin accomplished many things in his short life,” Zhao’s parents added. “His future was bright and his potential had no limits. His flame will forever burn brightly in our hearts.”
In high school, Zhao was a regional finalist in the 2009-2010 Siemens Competition for math and science.
“He was the most unassuming genius I have ever met,” College senior Paul Blazek, one of Zhao’s close friends, said in an email. “You would never know just from talking with him that he was so incredibly accomplished.”
Zhao is survived by his parents and his younger sister, Kathryn. | 教育 |
2016-50/3618/en_head.json.gz/1768 | Konrad Listwan-Ciesielski, co-founder of Kira Talent. (Kevin Van Paassen For The Globe and Mail)
Konrad Listwan-Ciesielski, co-founder of Kira Talent.(Kevin Van Paassen For The Globe and Mail)
Konrad Listwan-Ciesielski: There’s no hiding in this university admissions test
Paul Attfield
Tuesday, Sep. 02, 2014 11:37AM EDT
Tuesday, Sep. 16, 2014 3:23PM EDT
Given that innovation is so often the byproduct of a stagnating system, it was only a matter of time before somebody decided to revamp the decades-old university admissions process.After graduating from the University of Waterloo in Waterloo, Ont., with a bachelor of math and honours in computer science, Konrad Listwan-Ciesielski applied for a Canadian entrepreneurship program called Next 36, where 36 up-and-comers are selected, handed seed capital, paired up with mentors and put to work.
Gareth Brennan, president and founder of Eventscape Photo by Rosa Park shot in Etobicoke August 2014
Video: Gareth Brennan: Part art, part architecture, all unique
Part of the selection process for the program involved recording a 60-second YouTube video describing exactly why the applicant wanted to be in the program, and that got Mr. Listwan-Ciesielski thinking, particularly once he had spoken to his mentor, former Black’s Photo chief executive officer John Kelleher.“He told us how much time he spent in his career when he was in an interview and someone walks in and within two minutes, after the first question or two that he asks, he instantly knows that they’re not a fit for the job,” the 22-year-old Toronto native explains.And so it was that Mr. Listwan-Ciesielski, along with fellow Next 36 team member Emilie Cushman, founded Kira Talent in Toronto two years ago. Though the venture started out as a way for companies to enhance their recruitment process, Kira has since been looking more toward academic clients, which include University of Toronto’s Rotman School of Management and Yale University in the United States.“Some of our customers have been saying that every year, they’ve been removing the amount of essays they ask students [for],” Mr. Listwan-Ciesielski explains, “because every year they all sound the same, they’ve all been reviewed by their friends, their family and their professors. You can buy an essay online for, like, $50 or $100.“By forcing them to do a video interview right on the spot, where their communication skills and English skills are put to the test, it’s a great way to get a real and authentic glimpse of who the student is and what their skills are like.”The process is relatively simple, and forms another piece of the overall admissions process, alongside the application form, references, essays and possibly an in-person interview.“Once the student is in our system and they’re ready to interview, they watch maybe two or three different videos from that school, which is either their dean or their admissions officer or director introducing themselves, asking the question,” Mr. Listwan-Ciesielski says.“Then the student has a little time to think and then they’re recorded on camera for 45 or 60 seconds ‑ it’s all up to the school to customize – and once they’re done, the video is actually embedded into the application.”The reception among schools has certainly been positive, particularly the added dimension that video applications adds to the admissions process.“What does is it helps us to see the skills that an employer would. This is like an initial employment interview,” says Shai Dubey, director of the MBA program at Queen’s University, which also uses the Kira Talent system.“This helps us very quickly to see this individual under a pressure situation and how they react so we can see their poise or lack thereof. We can see a lot of things that you can’t on paper, because some of these kids will spend a year writing their essays and have multiple people take a look at them – they get one shot at this.”As for building on Kira’s early success, Mr. Listwan-Ciesielski talks excitedly about his company’s newest innovation, which is an on-the-spot method for testing an applicant’s writing ability.“What we’ve built is a way that you ask video questions still, but students would be able to type up a response in two or three minutes,” he says. “So you can actually see what their writing ability is in a raw setting where they only have two to three minutes, as a opposed to giving them five months to polish their essay, get it spell-checked through Microsoft Word and that stuff.”
Follow Paul Attfield on Twitter: @paulattfield
Jessica Ching: Entrepreneur redevelops one of life’s scariest tests
How Tak Mak connects the dots to make medical breakthroughs
John Collie: A remedy for first aid illiteracy | 教育 |
2016-50/3618/en_head.json.gz/1837 | Language and Cultural Studies
Why Study Languages at UMSL
What can you do with a language degree?
English for Academic Purposes French
Intensive Language Program
Language and Cultural Studies offers course work in French, German, Japanese and Spanish, leading to the B.A. in Modern Language degree, and a field of concentration in each of these languages for students seeking the B.S. degree in education. In addition, the program offers courses in Arabic, Chinese, Latin, and English for Academic Purposes. Beginning level French and Spanish courses are offered both during the day and evening. The Intensive French language program is offered during the summer. Students can satisfy the thirteen (13) credit hour foreign language requirement in Arabic, Chinese, French, German, Japanese, Latin, or Spanish.
We are dedicated to helping a diverse student population acquire the linguistic and cultural competence required of informed global citizens. We support the use of innovative technologies in language learning and provide students with a broad range of opportunities to build language proficiency both in and beyond the classroom, including study abroad. Our department also promotes the professional development of language faculty in order to foster a learning environment that benefits from the latest research in second language acquisition and pedagogy.
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1 University Blvd. Clark Hall 554 St. Louis, MO 63121-4400
1-888-GO-2-UMSL | 教育 |
2016-50/3618/en_head.json.gz/1858 | Warning: include(alumni/_featstu-suppnav.html) [function.include]: failed to open stream: No such file or directory in /fs/aa/users/c/e/cems/public_html/alumni/students/kahn.php on line 3
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Featured Student
Ezra Kahn
CEMS — Supporting Student Success
Ezra Kahn came to the University of Vermont's College of Engineering and Mathematical Sciences (CEMS) from New York City in the fall of 2003. He received his BS in Mechanical Engineering from UVM CEMS in December 2006, and begins an Accelerated Master's Program for Mechanical Engineering this spring.
UVM allows Ezra to use nine credits from his BS towards his master's degree, saving him time and money. "I'm really excited," Ezra says. "The Accelerated Master's Program frees up a lot of time to focus on fun research projects."
Uncertain Beginnings
When you meet Ezra today, he is clearly an articulate, resourceful and creative individual destined for success. Yet Ezra's journey began with a few lurches and sputters.
"I didn't understand the value of education or of my own potential for success," Ezra explains. After high school, he did not stay long at New York's Stony Brook University. "I had a lot of pressure from my family to go to college. They told me it was important, and I guess I believed them. But at that time I just wasn't prepared for the kind of hard work a higher education requires."
Ezra left school, moved to Massachusetts, and worked for a construction company during the day and baked bread at night. "Construction was a great experience, I learned a lot from the older guys — how to build a house and what years of physical labor can do to a person's body. I enjoyed the work, but in the back of my mind, I knew I didn't have to be there. I felt that I had squandered an opportunity that some of them never had."
New Possibilities
Inspiration came from an article about ApproTEC (now called KickStart), a non-profit organization that develops and markets appropriate technologies in developing countries. Its founder, a Cornell alumnus, had designed a robust, affordable, manually operated irrigation pump for small African farms. "The story was very inspiring," Ezra says. "One person, through the careful and deliberate application of his talent, created a sustainable economy in a very poor place."
So Ezra restarted his pursuit of a degree at the City College of New York. Although it was difficult for him to get admitted, Ezra pushed forward. He received probationary admission in the fall of 2002 based on an essay he submitted to the Registrar's Office describing his newfound inspiration.
"The City College of New York was great," Ezra says. "It draws people from all over the world who really value the opportunity to get an education in America. For a lot of those people, just getting into the country was a huge success and they planned on making the most out of being here." The experience opened Ezra's eyes to what he had been taking for granted. "And," he adds, "maybe what my family had been trying to tell me. Just being born in this country entitled me to something most people never have — the chance to better myself and live life my way."
Stepping Stones to UVM
Ezra transferred to UVM as a sophomore in the fall of 2003. "I came to Burlington to be closer to my then-girlfriend," Ezra explains. "Fortunately, my relationship with this town has been much healthier than our relationship with each other. Burlington provides lots of fun things to do, without the stresses of daily life in New York City." Ezra's first UVM contact was Joan ("Rosi") Rosebush, Director of Student Success for UVM CEMS. "Rosi has always been completely supportive," he says. "She made the transition easy and offered me a position as a work study in the Student Services Office." Rosi is equally complimentary about Ezra. "He has a wonderful sense of humor," she smiles, "and he is very conscientious."
Hands-on Engineering Experience
Assistant Dean for Student Affairs Joan Jordan then introduced Ezra to Dr. Dryver Huston, who took him on as a work-study student and assigned him to a hierarchical actuator project begun by Brian Esser, a previous student.
"An actuator is designed to repeatedly move something a precise distance," Ezra explains, "but real-life actuators don't always move the same distance every single time." Huston and Esser had designed a series of linkages tying four actuators together, reducing displacement variations through geometric complexity. When Ezra was assigned to the project, it was half done. "Brian wasn't around to hold my hand," Ezra says. "I was asked to finish it by the end of the month, but I had no idea what I was doing and had never seen anything like this before. The tight deadline forced me to sit down and figure it out."
Next, Professor Huston's contact with Applied Research Associates in South Royalton provided an opportunity for UVM to create a hovercraft for demonstration at the Intelligent Ground Vehicles Competition in Detroit, Michigan. Students Paul Montane, Scott Teuscher, and Ezra, working with Graham Spencer as graduate student advisor, developed a hovercraft that could operate with complete autonomy, that is, without any human input.
"They worked very hard, raised a lot of money for the project and built the hovercraft from scratch," says Huston. Ezra and Scott received UVM's Undergraduate Research Endeavors Competitive Award (URECA!) in November 2005 to help fund the project. The hovercraft project has also led to the formation of a UVM Robotics Club.
Ezra emphasizes that the opportunity to help with research was a favorite part of his undergraduate experience at UVM. "The school has many ways for undergraduates to get some real experience," he enthuses.
As a way to give back to those who helped him succeed, Ezra will serve as a student mentor for the 2007 UVM/GIV Engineering Summer Institute, which is designed to inspire high school students through hands-on technology projects that serve humanity. | 教育 |
2016-50/3618/en_head.json.gz/1878 | Mary R O'Neil
Origins of the disunity of Europe in the crisis of the sixteenth century with emphasis on the relations between religion and politics.
The Protestant Reformation of the l6th century constitutes a major turning point in European history. By ending the unity of medieval Christendom and redefining the role of religion in society, it prepared Europe in decisive ways for the modern era. This course will study the Reformation movement from its origins in late medieval religion, through the theological revolution of Luther and Calvin, to the institutionalization of the reform in varied local contexts. Particular attention will be given to the interaction of religion with politics and society, as for example in the Peasants' Revolt of l525 and the spread of religious warfare. Other topics to be considered include the splintering of the reform movement into rival groups (including the radical Anabaptists), the efforts of the Catholic Church to reassert control, and the gradual, if reluctant, emergence of the idea of religious toleration.
How the Reformation emerged from the religious and theological situation of late medievalCatholic Europe.How to read original documents from the sixteenth century concerning religion, society and politics.Changes in the role of marriage, family and women between Catholic and Protestant societies.Restructuring of Catholicism in response to the Reformation.How to think and write about religious differences without taking sides.Historical background and context to understand religious controversies that persist today, whether between Protestants and Catholics, or among different Protestant denominations.
Lecture and discussion of primary documents.
Slide lectures will be given at intervals throughout the quarter.
Some background in European history &/or history of religion.
Two papers, one short, one longer
Midterm and finalGraded assignments (listed above)
plus participation in discussions
Last Update by Mary R O'Neil Date: 04/11/2007 Office of the Registrar | 教育 |
2016-50/3618/en_head.json.gz/1884 | Little Ladies Learn To Become Queen
Last updated on Thursday, September 15, 2011
(MITCHELL) - Little girls and their parents flocked to the Mitchell Chamber of Commerce on August 15 to sign up for an opportunity to be the Little Miss, Mini Miss and Junior Miss Persimmon Festival Queen.
"I had one girl and her family standing at the Chamber of Commerce at 6:15 a.m.," said Teresa Reynolds chairwoman for the event. "It is really competitive at this age. The office didn't open till 8:30 a.m., that is dedication."
The first 20 girls in each competition were chosen to participate.
"It's a first-come approach. The girls that got their applications in first are the ones that will compete for the title," Reynolds says. The girls have been practicing since the end of August, every Saturday for three hours.
"I love this," Reynolds says. "I have been doing it for 11 years. It's a lot of work but the girls are a lot of fun. It's wonderful to see the differences in the age groups and the personalities of each girl." The girls don't only compete but develop friendships and social skills, Reynolds added.
"The bonds between these girls become very strong," she says. "It's great seeing the fifth graders take the younger girls under their wings and the friendships that develop." Those doing the judging are from out of town and do not know the girls last names or who their parents are, Reynolds says.
"This is a very important component of the contest since we are looking at the girl's accomplishments and not who their family is or how well known the family is in the community," she added. Twenty-girls will via for the title in the younger age groups, with 14 girls in the Junior Miss contest.
Mini Miss is grades kindergarten to second grade. Little Miss is grades third to fifth. Junior Miss is sixth to Eighth.
"The Mini Miss was filled in two-days," Reynolds said. "When you get to the Juniors, many of the girls have other activities, like sports and cheerleading that conflict with the contest."
The contest begins at 4:30 p.m. in the Mitchell High School auditorium, where preliminary judging is open to the public. The cost to watch the contest is $2 per person. The queens will be crowned Monday night at 6 p.m. at the Main Street Stage. One girl from each age group will be given the honor of Miss Congeniality. She receives a sash, a plaque, and flowers.
There are six princesses in each age group and they receive a sash, a plaque, and flowers
The queens receive the crown, sash, flowers, a plaque and a Persimmon necklace.
Each contestant receives a participation ribbon. Helping make the contest possible are: Hardman's Heritage; Candi Davis Photograph; Second Time Around Gowns and Formal Consignment and Tux Rentals. | 教育 |
2016-50/3618/en_head.json.gz/1950 | India to get a $100 tablet with free educational content
DELHI -- In a sea of low-costs tablets to hit the Indian market, ATab claims to go beyond the hardware.
By Betwa Sharma
DELHI -- Okay, so it’s getting hard to keep up with India’s spree of low-cost tablets. There is Aakash
for about $47 ($35 for students), which is the least expensive in the world. Out in March is a $66 tablet launched by BSNL, a state-owned telecom company. Now, there is ATab for Rs. 5000 or $100 approximately.
So does anything set ATab apart from its cousins? Its makers are stressing that it offers not just the hardware but a link to free educational content. The tablet has been created by AcrossWorld, an education technology company and Delhi-based manufacturer Go-Tech.
The $100 tablet includes three years of free access to EducationBridge, an educational platform developed by AcrossWorld, which gives students and teachers access to a wide range of open knowledge resources and legacy content through a single sign on. “By bundling free access to AcrossWorld’s global premium educational content, ATab is not just a book shelf, but a whole library full of the world’s best Open Source knowledge for schools and higher educational institutes,” said Gaurav Khanna, CEO of Go-Tech.
EducationBridge, according to their press release, will allow “academic institutions, teachers and students to use a variety of content elements including Open Content, Open Educational Resources, Legacy Content and proprietary content sources to connect, collaborate and innovate. It also includes professional services for deployment and training schools and colleges on using EducationBridge to leverage premium global educational content.”
The specifications of the new tablet, which will be out in the second week of March, are quite similar to its predecessors. The initial launch will introduce 10,000 pieces. The 7 inch touchscreen tablet has a 1.1 GHz processor, 512 MB RAM, 2GB memory expandable to 16GB, Wi-Fi and an external 3G USB dongle. “With the availability of ATab Indian schools will be able to discover and leverage world-class educational content at their fingertips at the K-12 level itself as well as the college and University level,” said Stephan Thieringer, CEO of AcrossWorld.
“It is very timely and appropriate that India schools and colleges alike seriously explore advanced technology solutions that provide instant access to the world’s best educational resources, especially now within an affordable budget,” he said.
Photo - Acrossworld.com | 教育 |
2016-50/3618/en_head.json.gz/1958 | Lewis County Historical Society
www.lewiscountymuseum.com
Dedicated to the collection, preservation and interpretation of Lewis County's natural, aboriginal, civil, political, military, literacy and ecclesiastical history. We operate Lewis County Museum of Natural History.
Lewis County Museum of Natural History
TN - Lewis
Barbara Hinson
Meriwether Lewis, exotic animal trophies, local family histories
P.O. Box 703 Hohenwald, TN 38462 USA
Cause Area (NTEE Code) Historical Societies and Related Activities (A80)
Museum & Museum Activities (A50)
Last year, 2,000 people visited the Lewis County Museum of Natural History, which includes 250 students. We also take care of and maintain the city park across the street from the Museum. In this city block we have a theater, park, two railcars and train depot and the discovery center occupies the rest of the block, which we maintain all.
The Lewis County Museum and Hohenwald Discovery Center provide a walk through a time line of local history and an exploration of exotic animals from around the world. Beginning with some of the earliest artifacts found in the southeast, the visitor can view pieces of history from the Tennessee frontier, Civil War relics, and items that tell how miners and European immigrants came to settle Lewis County and Hohenwald. The most famous American buried in Lewis County is the great explorer Meriwether Lewis of the Lewis and Clark Expedition, and the story of his life and mysterious death are also told. The Dan and Margaret Maddox collection provides close up views of exotic animal mounts from some of the remotest areas on Earth. At one time, the collection was the fourth largest in the western hemisphere. The outdoor Discovery Center includes an almost full-scale replica of Lewis and Clark's Fort Mandan, a pre-historic village and an early cabin area, all under construction. Nature walks are also being developed.
1. We always need operating financial support. 2. We are redoing a theater located two doors down from the Museum - Strand Theater. 3. We maintained the city park across the street from the Museum. 4. We maintained two railroad cars and old train depot.
Accreditations External Reviews
Financial information is an important part of gauging the short- and long-term health of the organization. THE LEWIS COUNTY HISTORICAL SOCIETY INC
Fiscal year: May 01-Apr 30
BOARD CHAIR Ms. Barbara Hinson Retired Principal Elementary School | 教育 |
2016-50/3618/en_head.json.gz/2027 | Resort Scenery Offers Unique Aerial Experience
Aug 04,2011 by DispatchAdmin OCEAN CITY — Blending professional instruction with scenic views, Ocean Aviation has been training pilots on the Eastern Shore for the last four years.
According to Michael Freed, owner and chief instructor, Ocean Aviation will be doing more of the same, on a larger scale, in the years to come.
“We’re definitely looking at expansion here in Ocean City,” confirmed Freed.
A pilot for 40 years, Freed has instructed for half of that time. Four years ago, he recognized a unique opportunity to fill a previously open niche in Ocean City: that of a Federal Aviation Administration (FAA) approved flight academy.
“We can teach in fewer hours than a normal academy,” said Freed.
Because his school went through the long and arduous process of gaining FAA approval, something Freed reports only about 5 percent of academies have achieved, Ocean Aviation can graduate pilots with fewer hours flown than many other institutes. For example, Freed pointed out that a standard commercial pilot’s license usually takes about 250 hours of flight time to achieve. Ocean Aviation can do it in 190 hours.
Having FAA approval requires passing continuous inspections as well as using a standard curriculum between every instructor. The curriculum is something that Freed is proud of, especially since it takes advantage of technology to streamline instruction.
“Before every lesson, you watch that same lesson on your computer,” he said.
By watching a digital simulation of the day’s scheduled flight, pilots are given a chance to familiarize themselves with everything they will need to do long before they get into the air.
“That makes it very, very efficient,” said Freed.
Since its launch, Ocean Aviation, located at the Ocean City Municipal Airport, has been growing steadily. Freed revealed that the academy recently received approval to train foreign students, a considerable privilege given how closely the Department of Homeland Security (DHLS) scrutinizes flight academies. Since 9/11, tight national restrictions have governed who is allowed to train non-citizens to fly. Freed, who lived in New York during the attack on the World Trade Center, asserted that Ocean Aviation would be sensitive to the circumstances and live up to DHLS standards when agreeing to enroll foreign students.
With the DHLS approval, Ocean Aviation will see its body of students expand, something Freed said is a continual process. He attributes much of his academy’s success to operating on the Eastern Shore.
“It’s a phenomenal location,” he said.
Freed listed the scenery and visuals around Ocean City as big draws for attracting potential pilots. Since the school is located only a few miles from the Atlantic, views from the air are astounding in Freed’s opinion. Besides offering a bird’s eye view of the shore and natural terrain that comprises most of Worcester and the surrounding counties, flights launched from Ocean Aviation are able to reach major cities such as Baltimore or Washington D.C. in under an hour.
“There’s no traffic, no tolls, no stoplights,” said Freed.
Another perk to flying over Ocean City is that pilots are able to avoid the rigid airspace restrictions that blanket metropolitan areas. Freed noted that Ocean Aviation is located in Class G airspace, which means there are no real restrictions on flight, a fact that makes training quicker and less complicated.
The combination of open airspace plus an FAA approved curriculum means that Ocean Aviation can produce pilots in much less time overall than many prospective students expect, said Freed. Speed is important since pilots may become scarce in the near future.
“There is going to be a tremendous shortage of pilots in the next two to three years,” he said.
In 2007, the FAA raised the mandatory retirement age of airline pilots from 60 to 65 years old. All of the pilots who were 60 at the time of the raise will approach the new cap of 65 next year. With so many pilots likely retiring all at once, Freed predicted that it might come to the point where planes are grounded due to lack of personnel.
However, he did note that interest in aviation seems on the rise, with new students graduating every day to replace vacancies.
“These people will be flying your airlines in a few years,” he said of his current batch of pilots-in-training.
Freed did add that not every student to enroll at Ocean Aviation needs to look for a career in the commercial field. A private license, which can be achieved in as little as 40 flight hours on the school’s accelerated track, allows an individual to fly most craft as long as it’s not being done for pay. The freedom provided by such a license is incredible, said Freed, who favorably contrasted flying to riding a motorcycle or captaining a boat.
Even for those who haven’t developed an interest in flying, Freed was confident that all it would take to kindle a lifelong passion is one trip behind the yoke.
“I encourage everybody to do a discovery flight,” he said, adding that such a flight would only cost about $150 and would give an individual a chance to learn the basics and handle the controls.
For more information on Ocean Aviation, contact Freed at 410-213-8400. | 教育 |
2016-50/3618/en_head.json.gz/2148 | Most Students Now Pay for College Themselves
mdgo4it.mhec.maryland.gov
Amy Langfield
Richard Branson: 'I Don't Believe That Retirement Should Be the Goal'
Alphabet's Nest Said to Face Restructuring Months After Co-Founder's Departure
Lowe's Introduces LoweBot, a New Autonomous In-Store Robot
This story originally appeared on CNBC
Just as the Great Depression left a lasting mark on the generation who lived through it, the children of the Great Recession may already be shifting their world view about money, judging by a new survey that says about 80 percent of them are shouldering some or all of their college costs.
"I think kids are stepping up and it requires a degree of financial responsibility," said Linda Descano, the president and CEO of Citi's Women & Co.
"I think it's a huge financial wake-up call," she said. "I think they're really seeing, they really have to own themselves. They don't have the security their parents did.They see their grandparents struggling to cover health care. I think they're realizing those safety nets are no longer there. How are you going to stay relevant? You can't just go to one place and stay there forever."
Related: How to Start a Business With Student Loans and Not Go Broke
Four out of five college students are now working while going to school, typically 19 hours a week while classes are in session, according to the 2013 College Student Pulse survey conducted by YouGov for Citi and Seventeen Magazine. The survey, released this week, was conducted online in July and considered the views of more than 1,000 college students and high school seniors.
The YouGov findings are in line with a recent study released by SallieMae financial services company that found that parents now pay for about 27 percent of college costs, compared with 37 percent in 2010.
"The whole job outlook has been nothing short of bleak. That sort of had an effect on my outlook," said 20-year-old Zachary Lomas, who attends Colgate University.
Lomas, who hails from Buffalo, N.Y., gets a mix of grants and loans, including some in his name which he figures will amount to $5,000 to $10,000 by the time he finishes his undergraduate degrees in history and English literature. His parents help with costs, especially his mother, he said.
The university's full financial aid package brings down the cost from the top-level sticker price. "What it actually costs is so far out of my range it would be laughable," Lomas said.
During the school year, he works up to 10 hours a week as a research assistant, a job that started out at minimum wage his freshman year. This summer, he's working 25 hours a week for $9 an hour at a bathtub refinishing company. His first summer was spent working 40-hour weeks at an unpaid internship at a law firm. He has since changed his career goals and now plans to attend grad school for journalism.
Indeed, 60 percent of the students in the YouGov survey said they plan to pursue a graduate or professional degree. And fully 94 percent said they believe college will end up being a good investment.
About 62 percent of the students said they have set a budget for their expenses and 67 percent have a savings account. When it comes to college choice, 77 percent said money played an important role in where they applied, and one-third said that money was the single most important deciding factor in enrollment.
Related: How a Pile of Student Debt Inspired a Venture-Backed Startup
In line with the findings of a recent Pew report, the YouGov study found that of the college students surveyed, 35 percent live with their parents; 32 percent live in campus housing; 18 percent live off campus with friends and 4 percent live off campus by themselves.
The one expense parents are most likely to still pay is the students' monthly cell phone bills, according to the survey.
Despite the jobs outlook and the college costs, Lomas is certain his hard work will pay off even if the jobs front remains tough. "If I go in and work hard and prove that I'm one of the best at what I do, it's not going to matter," he said.
More from CNBC
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Content Editor for CNBC | 教育 |
2016-50/3618/en_head.json.gz/2225 | You are hereHome > News & Events > Asha Chaudhuri '10 Puts MHC Lessons to Work
Asha Chaudhuri '10 Puts MHC Lessons to Work
Friday, October 14, 2011 - 2:33pmBy Charlotte Kugler '14
Mount Holyoke graduates rarely forget their formative experiences at the College or the overarching principle of female empowerment; in fact, they often use what they've discovered about themselves when going out into the world.
This is especially true for Asha Chaudhuri '10, who has brought her MHC experience and independence into her new business, Maya by Asha, which features iPad and Kindle cases she has designed. Chaudhuri currently runs the whole show, which includes not only making the cases themselves, but doing product photography, website design, and marketing related to her business.
Chaudhuri, who majored in art history, believes that her four years at the College helped her grow as a person and prepare for her career. While in college she studied abroad in Florence, Italy, designed two independent studies as a senior, and participated in three internships. She greatly appreciated being able to get involved in a wide variety of activities and interests at Mount Holyoke. Throughout all of them, she developed the critical thinking skills that she uses today.
"MHC allowed me to explore opportunities that weren't necessarily related to my studies or even related to one another, and I realized that I don't have to be confined to one specific path to succeed," Chaudhuri says.
Being a part of the College's diverse community also taught her about the importance of being herself, a value that she draws upon in her business.
"I use my own Indian background in my products," she explains. "I found a way to take the fabrics full of rich, vibrant colors representing my Indian culture and bring them here in a way that works well, incorporating them into the everyday culture of the West. It became something special from my heritage that I was able to weave into the multicultural American lifestyle here."
In addition to her Indian heritage, Chaudhuri celebrates female independence in her work: "The ideas of the independent woman, female creativity, and self-expression are involved in my products, since my cases and accessories are designed by a woman and made for a woman."
She hopes to set an inspiring example for other women with the success of her business. She believes in the importance of having many experiences in life and always being open to learning more.
"Women should take advantage of as many opportunities as possible, whether it's taking classes outside their majors, pursuing independent studies or internships, or studying abroad," she advises. "I definitely didn't imagine myself where I am today back in school or even when I graduated. I have found that it's completely possible to do what you love while working in a practical way for a market that's out there."
Professor and daughter to read at Odyssey A home for 21st-century artisans Mellon grant to support ‘innovation’ hiring Hernández: scrap migrant detention policies Hernández: immigrant life set to worsen Explore the MHC Social Universe > | 教育 |
2016-50/3618/en_head.json.gz/2245 | Get a free month of Skillshare Premium. Click here to redeem → Sentence Sense: Writing Clearly for Publications, Work, and School Premium class
Duncan Koerber, University Professor Sign In
Elements of the Course
Phoney Intensifiers
Thickeners
Answers to Questions From Students
Do you want to impress employers, editors, or online readers with your writing? Do you want to get A grades on term papers and essays? Do you want to see your sentences objectively?
Take this short, practical course on how to write clearly from the author of Clear, Precise, Direct: Strategies for Writing (Oxford University Press, 2015). Four types of wordiness — redundancy, phoney intensifiers, stretchers, and thickeners — lurk in everyone's writing. This course raises your awareness of these "weeds" or "speedbumps" and then shows you how to remove them.
As a result, people will find your writing easy to read.
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Write Wordy and Economical Paragraphs
This is really great! (hahah, just kidding) Great class! :) Renee Howard
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Ellie Babadi Koerber
Sr BI Consultant
Duncan Koerber University Professor
Dr. Duncan Koerber has taught writing and communications courses for the past 10 years at six Canadian universities to thousands of students. Currently a full-time assistant professor at Ryerson University in Toronto, Canada, Duncan Koerber worked for nearly 10 years in reporting and editing roles for the London Free Press, the Mississauga News, and the University of Toronto Medium. He has freelanced for magazines and newspapers, including the Toronto Star.
Oxford University Press recently published his writing textbook, Clear, Precise, Direct: Strategies for Writing (2015). Available on Amazon, the book considers the seven most common errors (interfering factors) in writing and how to improve them (enhancing factors). His second book, Crisis Communication in Canada, is in the revision process for University of Toronto Press.
Duncan Koerber has been a successful freelance editor, reaching the top 0.01% of editors on Elance. Now, his freelance editing and proofreading agency on Upwork is in the "top rated" category. Duncan Koerber has a bachelor of arts degree in English, Professional Writing, and Political Science from the University of Toronto (2001), a master of arts degree in Journalism from the University of Western Ontario (2003), and a Ph.D. in Communication and Culture from York University and Ryerson University (2009). His academic writing, which focuses on media and journalism history, writing pedagogy, and public relations crisis communication, has been published in the Canadian Journal of Communication, the Journal of Canadian Studies, Journalism History, Media History, Composition Studies, Canadian Journal of Media Studies, and Sport History Review.
Wordiness
How To Write Well
How to be an Original Writer and Avoid Clichés
Duncan Koerber
The Power of the Personal Essay For Persuading People in Blogs, Columns, and Admission Applications
Prevent Train Wreck Sentences with Parallelism
Sentence Sense: Becoming an Active Writer | 教育 |
2016-50/3618/en_head.json.gz/2252 | Gaeilge (Baile) Search
The Battle of Clontarf Conference: International symposium to mark the millennium of the Battle of Clontarf
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The Battle of Clontarf Conference:
International symposium to mark the millennium of the Battle of Clontarf
Edmund Burke Theatre, Trinity College Dublin, 11-12 April 2014
Register at: http://clontarfconference.eventbrite.ie There are few more emblematic dates in Irish history than that of the Battle of Clontarf, fought on Good Friday, 1014, when the high-king Brian Boru lost his life in the hour of victory against his Scandinavian and Irish foes. Trinity College Dublin has a unique connection to Brian, being the home of the so-called Brian Boru’s Harp whose image is the national symbol of Ireland. Although the harp has no known link to Brian and is considerably later in date, Trinity College does in fact house the only artefact surviving today which we can definitively state the high-king saw and perhaps touched: the world-famous Book of Armagh with its inscription marking his visit to the primatial city in 1005 in which he is described as Imperator Scotorum (‘Emperor of the Gaels’). Trinity College also houses the largest collection of medieval manuscript sources for the Battle of Clontarf including the famous Cogadh Gáedhel re Gallaibh (‘The War of the Irish with the Foreigners’) which, more than anything else, created the later mythical image of Brian Boru.
To mark, therefore, the 1000th anniversary of Clontarf and of Brian’s death, a major international conference of academic experts will be held on 11-12 April 2014 in Trinity College Dublin (in the Edmund Burke Theatre, one of the largest university lecture-theatres in Ireland). Uniquely, the conference brings together all of the leading experts in the field from universities throughout Ireland (including Queen’s Belfast, Trinity College Dublin, University College Dublin, University College Cork, NUI Maynooth, and University of Limerick), Great Britain (including the Universities of Cambridge, St Andrews, and Liverpool), and further afield, including the Universities of Utrecht and Helsinki, as well as specialists from the National Museum of Ireland and elsewhere (see the Battle of Clontarf Conference programme (PDF, 425kb)). The objectives of the Battle of Clontarf Conference are – by bringing together for the first time all the world’s leading authorities on the subject – to establish the truth of what really happened at Clontarf for a twenty-first century audience, to re-evaluate the role of Brian Boru in the light of the latest cutting-edge research, and to bring recent investigations of the subject of the high-kingship of Ireland and of the role of the Vikings in medieval Ireland into the realm of public discourse, dispelling (or perhaps reconfirming) myths, shedding new light, raising public awareness, and – by bringing together in one public forum experts drawn from the fields of Irish history, Scandinavian history, Celtic studies, and archaeology – promoting new synergetic fields of research by adopting a methodology that is explicitly interdisciplinary.
Last updated 3 April 2014 History (Email). | 教育 |
2016-50/3618/en_head.json.gz/2316 | Saga of Cleopatra's Needles
Volume 55 Number 6, November/December 2002
by Bob Brier
A century ago, moving 220-ton obelisks from Alexandria to London and New York was no mean feat.
Scores of obelisks once stretched skyward along the Nile, standing in pairs in front of temples, their inscriptions proclaiming the glory of the pharaohs. Now less than half a dozen remain standing in Egypt. The Romans brought obelisks home as trophies of a conquered land and today there are more standing in Rome--13 of them--than in all of Egypt. The urge to adorn modern cities with ancient obelisks continued into the nineteenth century. The last two to depart Egypt were taken from Alexandria to London and New York in the late 1870s. Disaster struck during the British attempt: six sailors perished and the obelisk was almost lost at sea. If the Americans were more successful, it was largely because of Henry Honychurch Gorringe, a U.S. Navy Lt.-Commander of remarkable ingenuity and perseverance.
On July 20, 1880, the ship anchored off Staten Island. The obelisk was floated up the Hudson River to 96th Street--the only spot in the riverbank that wasn't too high for landing it. The pedestal and steps were unloaded at the 51st Street dock, placed on a specially reinforced truck, and pulled by 16 pairs of horses across 51st Street, up Fifth Avenue, and then into Central Park to Graywacke Knoll, the spot selected by the park commissioners for the obelisk. As the cornerstone of the steps was being laid, the obelisk was already well on its way to Central Park. Huge crowds of New Yorkers turned out to see it move down Fifth Avenue and make its turn at 82nd Street into the park. By the time it finally entered Central Park, it was the dead of winter. The official ceremony for erecting it was January 22, 1881. Thousands of spectators crowded around to see Gorringe give the signal and the obelisk moved effortlessly to about a 45-degree angle. Then he ordered the movement stopped so photographer Edward Bierstadt could document it and then gave the sign to bring the obelisk to its final position. New York finally had its obelisk.
Bob Brier is an Egyptologist at the C.W. Post Campus of Long Island University and contributing editor to ARCHAEOLOGY.
Further Reading Martina Dalton's The New York Obelisk or How Cleopatra's Needle Came to New York and What Happened When It Got Here is a delightful account with excellent illustrations (New York: Metropolitan Museum of Art, 1993). Henry Gorringe's Egyptian Obelisks (New York: 1882), which he published privately, is both a wonderful read and the best on the subject of moving the New York obelisk. Labib Habachi's The Obelisks of Egypt (New York: Charles Scribner's Sons, 1977) is perhaps the finest overall popular book on obelisks.
© 2002 by the Archaeological Institute of Americaarchive.archaeology.org/0211/abstracts/cleopatra.html | 教育 |
2016-50/3618/en_head.json.gz/2398 | For thousands of years, the needs of daily life in the Near East - shelter, tools, and domestic implements - have been resourcefully and creatively made from available natural materials. Houses were, and in some places still are, constructed of mud-brick, with flat roofs that served as sleeping porches in hot weather. Tools, weapons, and vessels were worked from stone. Both local and imported wood were used to make storage boxes or household furnishings such as long narrow tables and stools. Plant and animal fibers were used to weave and sew clothing. But wood and textiles disintegrate, leaving archaeologists few remains of either ancient craft. And little evidence of early metalcraft - primarily tools, weapons, and vessels - exists because the objects were melted down repeatedly and the metal reused.
Pottery is one of the most useful and abundant ancient artifacts studied by Near Eastern archaeologists. It was cheap to manufacture and easily broken; and broken vessels were simply thrown away to be rediscovered thousands of years later. Pottery vessels of all sizes and shapes were used as containers to transport and store the abundant food produced by a flourishing agricultural society. © Michael C. Carlos Museum of Emory University, Memorial Art Gallery of the University of Rochester and Dallas Museum of Art
For more information please contact [email protected]. | 教育 |
2016-50/3618/en_head.json.gz/2415 | Library eLinks October 2011
Researching your family history? Access more than 10 million obituaries and death notices in full-image format from the historical archives of top national newspapers, such as The New York Times using the Library's convenient online resource, ProQuest Obituaries.
Noteworthy New Fiction
Need a Halloween costume idea for your little ghoul or goblin? Planning a "howl-a-day" party? Or just looking for a really spooky read? The library has plenty of great Halloween books for kids, teens, and grownups!
CincinnatiLibrary.org
5th Books by the Banks Festival
With nearly 100 authors participating in the 5th annual Books by the Banks book festival on Saturday, October 22nd, it may be difficult to pick a favorite but here are some you won't want to miss.
Dennis LehaneJudy CollinsChris BohjalianPaula McLainMatthew ReinhartAlyssa Satin Capucilli
There's something for all ages. Meet authors of fiction, history, sports, travel, cookbooks, children's and teen literature, plus more. Costumed storybook characters, crafts, and other family activities will be ongoing in the K12 Kids' Corner. For a complete schedule of panel discussions and list of the authors and illustrators who will be on hand during this FREE event at the Duke Energy Convention Center, downtown from 10:00 a.m. to 4:00 p.m., visit the Books by the Banks website.
Teen On The Same Page
This year's community-wide reading program for teens, Teen On the Same Page, will be held October 1-31. Teens across Greater Cincinnati will be invited to read Thirteen Reasons Why by Jay Asher, the American Library Association's spokesperson for 2011 Teen Read Week. The book, selected by area teens, deals with the sensitive topic of teen suicide.
Meet author Jay Asher, who will visit Cincinnati on October 18 for free programs with teens, including a talk and book signing at the Main Library at 7:00 p.m. Other thought-provoking programs for teens and parents scheduled at various Library locations include presentations by The Suicide Prevention Program unit at Cincinnati Children's Hospital Medical Center. For more information about these events, visit Teenspace.
Teen Photography Contest
During October teens are invited to participate in the Library's 10th annual Teen Photography Contest. This year's "Go Wild!" theme calls for teens to snap pictures of the flora and fauna that live in and around their communities! Winners will receive a gift card courtesy of Chipotle Mexican Grill. Visit Teenspace for entry information.
Library Foundation Annual Fund
The Library Foundation invites you to contribute to a future of innovative programs, enhanced technology, and access to materials that will light the fire and feed a burning desire to see and be something more. Gifts of all levels directly impact Library services. Please consider making a gift to the Library Foundation! Donate to the Library Foundation Annual Fund.
Share Your 1937 Flood Materials Contest
January marks the 75th anniversary of the worst natural disaster in the history of the Ohio Valley. Heavy rains in early 1937 led to extensive flooding along the Ohio River and numerous tributaries. Cincinnati and Louisville were hit particularly hard. Do you have photographs, diaries or letters related to Cincinnati's Great Flood? The Library is looking for these materials to be digitized to share with the world via the Library's website without any damage to your original. Once digitized, these items will be posted on the Library's website to be available around the globe, and will be included in an online display commemorating the historic flood. No original materials will be needed in order to enter the contest. To be considered for digitization, collectors need only complete the form, available online, by November 9.
Kindle Compatible eBooks Are Here!
You can now search for FREE eBooks on the Library's website that can be checked out and delivered to an Amazon® Kindle. By visiting the Library's Downloadable webpage, you can browse the Library's ever-growing collection of bestselling, new release, and classic eBooks or search for "Kindle Book," check out a title with a valid Library card, and then click "Get for Kindle". Access to the Kindle Book will occur at Amazon's website after signing in and selecting delivery to the user's device or any of the free Kindle reading apps.
Library Card Challenge
A RED library card is every child's ticket to be a STAR. It's free and it's easy to get! With it students can get online homework help with English or Spanish speaking tutors, access the latest research materials to support school projects, download eBooks, and borrow books, magazines, and even manga. And now we offer Child Only and Teen Only cards with NO fines.
This fall, an exciting campaign is underway to help every student K–8 get a library card. The Library is partnering with the Greater Cincinnati Alliance for Arts Education to offer great prizes for the classes and schools in Hamilton County with the highest percentage of cardholders! Classrooms are competing for chances to win fantastic music, dance, and theater performances plus recognition not only for their class but also their school!
National Chemistry Week
Do you think chemistry is something that only happens in a science lab? Join us for an exciting program about chemistry at the Library! "What does chemistry have to do with cosmetics, food, sports equipment, medicine, fuels, and computers? Come join us and find out! Ages 6-12. Visit the Library's website for a schedule of 18 programs.
Civil War Program Series
Join us for a series of free programs to mark the 150th anniversary of the Civil War and to celebrate October as Family History Month. The series will kick off on Saturday, October 1 with our "Day with the Experts" from 10:00 a.m. to 3:00 p.m. and will continue into November with programs by regional genealogical experts and local historians, as well as an after-hours lock-in at the Main Library.
Visit the Library’s website for more information about this series presented by the Public Library of Cincinnati & Hamilton County and the Hamilton County Genealogical Society.
Saturday, November 5 at 2:00 p.m., plan to visit the Main Library for a free, fun-filled classical music experience for the entire family, performed by a brass quintet comprised of members of the Cincinnati Symphony and Pops Orchestras and led by Cincinnati Pops Conductor John Morris Russell.
Branch Library Anniversaries Hosted
Since 1853 the Public Library of Cincinnati and Hamilton County has been serving the community from various locations around the county. In October, two branch libraries celebrate anniversaries. The West End Branch will officially mark its 50th birthday on Saturday, October 29, from 2:00–5:00 p.m. with a visit from Rufus the Library Reading Dog, crafty activities for kids, refreshments, and prize giveaways! At 3:00 p.m., the branch will also hold its 10th Annual Mary E. Finley Essay and Speech Contest.
The origins of the Harrison Branch date back to 1880, but in 2001 it moved to its present location, where a new state-of-the art facility was built to provide the Harrison community with the latest in library services and technology. You are invited to stop by the branch on Monday, October 17 for food, music, and fun to celebrate its 10th year at 10398 New Haven Road. From 2:00-4:00 enjoy music from the '20s, '30s, '40s, and '50s with Jim & Barb, and at 7:00 p.m. to meet Holy Chow author Joanne Giovanna Delli Carpini Trimpe.
Click here for more great programs! | 教育 |
2016-50/3618/en_head.json.gz/2424 | Jeff Bryant is an associate fellow at Campaign for America's Future and editor of the recently launched Education Opportunity Network, a project of the Institute for America’s Future, in partnership with the Opportunity to Learn Campaign.Articles by this author
ViewsFriday, December 9, 2016 - 10:30amPrinciples To Guide The Vetting Of Betsy DeVosPresident-elect Donald Trump’s appointment of Betsy DeVos for US Secretary of Education in his administration set off a firestorm of commentary on what her impact might be on furthering “school choice” ventures like charter schools and vouchers that send taxpayer money to private enterprises. In a...Read more ViewsFriday, November 18, 2016 - 4:15pmWhat Student Protests Tell Us About America Under TrumpWhile it may be President Obama’s job to ease the country through the change in leadership to a President Donald Trump administration, the rest of the country doesn’t have to go along with it. At least, that’s the message coming from a massive show of protest and resistance in cities and towns...Read more ViewsFriday, November 11, 2016 - 9:30amEducation Victories Democrats Can Rally AroundSorting through this week’s humiliating defeat by Donald Trump at the polls, Democrats are having a hard time finding any bright spots in all the darkness. But Trump’s victory was a very close one (he lost the popular vote) and may be easy to reverse in 2020 with a better campaign. So amidst the...Read more ViewsMonday, November 7, 2016 - 1:00pmWill Grassroots Beat Big Money In Massachusetts Charter School Vote?A lot is at stake in tomorrow’s election, but as the New York Times reports, the big war in Massachusetts is not about who will be president but what will happen to the state’s number of charter schools. A ballot referendum called Question 2 would allow for the expansion of charter schools in the...Read more ViewsFriday, November 4, 2016 - 10:30amThis Election Is About School Funding, Democratic Control of EducationIf you’re one of those voters who’s been frustrated by the lack of media coverage of serious policy issues in this year’s presidential election, you can look down ballot for meaningful debates on meatier topics in a number of other races. The news outlet Vox provides a video review of the important...Read more ViewsFriday, October 14, 2016 - 9:45amPublic School Activists Stage Massive Nationwide Rally Demanding Government Leaders Prioritize EducationIn an election year calling attention to multiple policy priorities, parents, educators, community organizers, and progressive activists are increasingly frustrated that education seems to be a priority that is nowhere near the top, at least in the minds of current government leaders. That...Read more ViewsFriday, October 7, 2016 - 10:30amFederal Government Feeds Charter School Beast Despite Auditor’s WarningsPoliticians always promise they will rid government of “waste, fraud, and abuse,” so let’s hope at least one political leader or policymaker will denounce our federal government’s new gift of nearly a quarter-billion dollars to charter schools. The cash dump to charters, courtesy of taxpayers, is...Read more ViewsThursday, September 29, 2016 - 12:30pmElizabeth Warren Clarifies The Charter Schools DebateAre charter schools a “progressive” idea for education? Some progressive sources would have you think so, but other progressives have challenged that framing. This week, Massachusetts news outlets reported the state’s most prominent politician, and one of the nation’s most important progressive...Read more ViewsFriday, September 9, 2016 - 11:00amWho Gains Most From School Choice? Not Low-Income Students Of ColorAs parents and students reenter public schools for a new year, they’re hearing a lot about “school choice.” Having “choice,” they’re told, lets parents send their kids to schools other than their assigned neighborhood school, such as a charter school, a magnet school, or, in some cases, even a...Read more ViewsThursday, August 25, 2016 - 10:15amJohn Oliver Slams Charter Schools And His Critics Totally Miss The PointSometimes it takes a funnyman to make sense. Earlier this week, British comedian John Oliver devoted a “Back to School” segment on his HBO program Last Week Tonight to examining the rapidly growing charter school industry and what these schools are doing with our tax dollars. The Washington Post’s...Read more Pages1 | 教育 |
2016-50/3618/en_head.json.gz/2453 | Author Thomas Chatterton Williams to Speak at DSU
Losing My Cool is DSU's selection this academic year for its "One Book, One Campus". This speaker program is a collaboration between the Division of Student Affairs and the Division of Academic Affairs. Delaware State University will present an author who is connecting in a big way with this year’s DSU community when it hosts Thomas Chatterton Williams in a guest lecture at 7 p.m. Thursday, Nov. 8 in the Education & Humanities Theatre on campus.
The event is free and open to the public.
Thomas Chatterton Williams is the author of Losing My Cool, a memoir in which he describes his life growing up as a mixed race youth who always considered – and still does – himself to be black. The book also deals with the lure of the hip-hop culture, Mr. William’s struggle for identity, and the love of family.
Mr. Williams’ book takes an extraordinary look at a subset of culture through his personal experience as well as through anthropological and philosophical discussions. Within the book, the author shares his pointed perspective on hip-hop culture and the obstacles it can be to serious engagement with the world.
Losing My Cool is DSU’s choice this academic year for its annual “One Book, One Campus” program, which selects a book each year for the campus community – students, faculty, staff – to read and discuss. The book is also used as part of DSU’s University Seminar Course for first-year students.
Thomas Chatterton Williams notes in his bio that he “was educated in his father’s study.” He holds a BA in philosophy from Georgetown University and a master’s degree from the Cultural Reporting and Criticism program at New York University. His writings have appeared in the Washington Post and n+1, among other places. He lives in New York City.
At the end of his presentation, Mr. Williams will engage the audience in a question and answer period.
Source URL: http://desu.edu/news/author-thomas-chatterton-williams-speak-dsu | 教育 |
2016-50/3618/en_head.json.gz/2478 | About EFC
EFC Mission & Values
History of EFC
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Board Meeting Calendar
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Learning Without Limits
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A Diverse Portfolio of Schools
Rethinking 21st Century Education
Working at EFC
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Brian Rogers (Board Chair)
Brian Rogers currently serves as the Chief Executive Officer of the Rogers Family Foundation located in Oakland, California. Having served as Executive Director of the Rogers Family Foundation from 2003 to 2014, Brian was promoted to the role of Chief Executive Officer in 2014. During his tenure at the foundation, Brian has helped to create and grow Oakland education organizations such as Great Oakland Public Schools Leadership Center, the Oakland Education Fund, the Oakland Charter Collaborative and the Oakland Literacy Coalition. Brian currently serves on the Board of Directors of the Lighthouse Community Charter Schools and Education for Change Public Schools. Before joining the Rogers Family Foundation, Brian was the manager of the Lair of the Bear, a family summer camp run by the University of California, Berkeley, Alumni Association. Prior to that, Brian was an English teacher and Varsity Tennis Coach at his alma mater, Bishop O’Dowd High School in Oakland. Brian graduated from UC Berkeley’s Haas Business School as an undergraduate in 1995 and received his California single subject teaching credential from St. Mary’s College in 2000. Brian currently lives in Orinda with his wife Katie and their three children.
Mark Patel (Board Treasurer)
Mark Patel is the Vice President of Strategy at Amyris, an Emeryville-based biotechnology company. Mark was previously a partner with McKinsey & Company in San Francisco, an international Management Consulting company. Mark spent almost 9 years with McKinsey and Company in both the UK and US, most recently as a leader in Semiconductor and Operations practices. In his role at McKinsey, Mark advised senior management of leading organizations on both strategic and financial planning and led efforts to improve operations in both corporate and nonprofit organizations. Mark also has prior work experience with Goldman Sachs and the Ford Motor Company. Mark previously volunteered with the I Have a Dream program within East Palo Alto School District and served as an advisor in StartUp! an East Palo Alto organization affiliated with Stanford University and aimed at supporting young entrepreneurs in the area.
Mark is a graduate of Cambridge University in the UK (BA, MEng ‘98) and of Stanford Graduate School of Business (MBA ’03). Mark lives in Berkeley with his wife Sruti, who is a practicing pediatric physician in Oakland.
Nick Driver
Nick Driver serves as Vice President for Northern California for the California Charter Schools Association, a non-profit membership, technical assistance and advocacy group supporting charter public schools. Nick provides a wide range of advocacy and support services for existing charter schools, as well as playing an important advocacy and technical assistance role in assisting community groups, teachers and parents who are interested in opening up new charter schools. His local advocacy and support for charters has led to the creation of more than 100 new charter public schools during his tenure, while supporting the 400+ existing charter schools in northern California to grow stronger and to focus on increasing student achievement; however schools desire to measure it. Nick brings a diverse background in journalism, international affairs, and education activism to his charter school work. His first career as a journalist in China during the 1980s and 1990s provided a deep appreciation for U.S.-style democracy, as well as the intense focus that Chinese families place on education. Upon his return from China, Nick immersed himself in public schools, and specifically the politics and processes of San Francisco public education. Not content to be an involved parent at his kids’ local elementary school, he sought to make an impact on city-wide and statewide educational issues as a parent activist. He believes that charter schools are one avenue to strengthen the entire public education system.
Pratap Mukherjee
Pratap is a veteran entrepreneur and CEO who has built 3 high-growth companies over the past 12 years, and is now working on his fourth. Currently, Pratap is CEO of Kinetix Technology Services, the Bay Area’s leading provider of managed IT infrastructure services for emerging growth companies. Since joining in late 2010, he has led the company to a growth rate of 100% per year. Prior to Kinetix, he served as CEO of Recurve, leading the company’s transformation from 10-person home energy construction company to 65-person high-potential energy efficiency software venture. Over the course of two and a half years, Pratap helped grow revenue by 170%, increase gross margin from 25% to 50%, raise $16M from two top-tier venture capital firms and Lowe’s, lead the strategic shift to a software-as-a-service business model, and recruit a veteran senior management team. Recurve has been honored as the #3 Most Innovative Company in Energy by Fast Company, Overall Winner of the prestigious Flex Your Power Award in 2008, one of the Top 15 Greentech Startups by Greentech Media, and #14 on the SF Business Times’ list of fastest growing companies in the Bay Area.
Prior to Recurve, Pratap was the co-founder and CEO of Beacon Fire & Safety, which in five years, grew to over $20M in annual sales and 200 employees throughout California. Pratap led the raising of $15M from private equity firms, over 20 acquisitions and integrations of smaller companies, 30% per year sales growth (excluding acquisitions), and the successful sale to a Fortune 500 company in 2007. Pratap has an MBA, MA in Education, MS in Engineering-Economic Systems, and BA in Quantitative Economics, all from Stanford University.
Jessica Lindl, Board Member Jessica Lindl has spent over a decade in various executive functions at educational software companies. She is a passionate advocate for leveraging technology to improve learning for all children, despite their economic or cognitive background. Ms. Lindl currently serves as the Senior Vice President of Sales and Marketing at Scientific Learning Corporation. Prior to her tenure at Scientific Learning, she held product and marketing leadership positions at Riverdeep. Ms. Lindl holds a bachelor’s degree in economics from Miami University in Oxford, Ohio and an MBA from the Haas School of Business at the University of California, Berkeley. She resides in San Francisco, CA with her husband and son.
Adam Smith, Board Member
Education for Change is excited to welcome our newest board member, Adam Smith, to our team! Adam currently serves as the Chief Operating Officer at Bonfire Communications, a communications and strategy agency based in San Francisco. He is responsible for the success of Bonfire’s client and operational project work. Prior to joining Bonfire, Adam was senior vice president and U.S. practice director at the global public relations firm Hill and Knowlton (HK) where he managed day-to-day operations for its online communications practice. Earlier in his career, Adam managed the client services team at Extension11 and also served as a consultant in PriceWaterhouseCoopers’ Strategic Change consulting practice in New York. Adam holds a Bachelor of Science degree in finance from Indiana University and an MBA in marketing from Northwestern University’s Kellogg School of Management.
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2016-50/3618/en_head.json.gz/2652 | Moore in The News
Cecelia Fitzgibbon in the News
Paper is Highlight of Jumpstart Fashion Show at Moore
Jumpstart1
Amber Callahan, Winner, Best historical inspiration
Designer Jasmine Bagley, Winner, Best or Most Creative Use of Paper
Designer Deborah Artaza, Honorable Mention, Best historical inspiration
jumpstart 4
Designer Melissa Wheaton, Honorable Mention, Best or Most Creative Use of Paper
Designer Jennifer Lackovic
jumpstart 11
(Philadelphia, PA) PaPer View was the theme of Moore’s 16th Annual Jumpstart Fashion Show, held on October 4, 2011 at the College. Traditionally the first fashion show of the new school year, junior and senior fashion design students had to devise, design and showcase a garment based on a theme in one month’s time.
In keeping with the theme of PaPer View, students were challenged to create sculptural garments made out of paper and paper products. The garments were inspired by a time period in history and only meant to be worn once.
“This year the faculty decided to assign a non-sewing project to the students [by using paper],” said Janice Lewis, chair of the Fashion Design Department. “We always like to start the year with an exciting theme and loved the fact that the students were on an even keel with this one. The good sewers had no advantage over the less skilled ones.”
Students used a variety of materials for their garments, including newspaper, tissue paper, newsprint, gift wrap, drawing paper and more.
“It was exciting to see that on stage,” Lewis said. “Many of the gowns looked so real that they could have been made of fabric.”
Judges for this year’s Jumpstart fashion show included Kaytie Johnson, Director and curator, The Galleries at Moore; Ardia Dayton, Owner, President, Provost Designs and Character Translations; Arte Verbrugge, Past Creative Director, North Light Community Center; and Elissa Bloom, Executive Director, Philadelphia Fashion Incubator at Macy’s.
Selections from Jumpstart will be on view in The Galleries at Moore from October 22, 2011 – January 14, 2012.
Jumpstart 2011 Award Winners:
Best or most original use of paper:
Winner: Jasmine Bagley
Honorable Mention: Melissa Wheaton
Best historical inspiration:
Winner: Amber Callahan
Honorable Mention: Deborah Artaza
### Moore College of Art & Design educates students for inspiring careers in art and design. Founded in 1848, Moore is the nation's first and only women's art college. Moore's career-focused environment and professionally active faculty form a dynamic community in the heart of Philadelphia's cultural district. The College offers nine Bachelor of Fine Arts degrees for women. A coeducational Graduate Studies program was launched in summer, 2009. In addition, Moore provides many valuable opportunities in the arts through The Galleries at Moore, a Continuing Education Certificate program for adults, the 91-year-old acclaimed Youth Art Program for girls and boys grades 1-12, The Art Shop and the Sculpture Park. For more information about Moore, visit www.moore.edu.
Published on October 6th, 2011 | 教育 |
2016-50/3618/en_head.json.gz/2667 | Near Eastern Studies, UC Berkeley.
NES GOALS FOR MAJORS
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Post-Doctoral Fellowship
The Khayrallah Center is pleased to announce that Dr. Elizabeth Saylor has been selected as 2016-2017 Post-Doctoral Fellow.
A native New Yorker, Dr. Elizabeth Saylor received her B.A. in Comparative Literature and Society from Columbia University, where she studied Arabic, French, German, and Italian literatures. Elizabeth holds her Ph.D. in Arabic Literature from the University of California, Berkeley, where she had the opportunity to develop her skills as a passionate and award-winning teacher of Arabic language, literature, and culture. Elizabeth has lived and traveled extensively throughout the Middle East. She studied Arabic at the Center for Arabic Study Abroad (CASA) program at the American University in Cairo and co-directed an Arabic language study abroad program for two consecutive summers in Tunisia. Upon completion of her doctorate, Elizabeth joined Bard College as a Visiting Assistant Professor of Arabic, where she taught Arabic language and literature to a fantastic group of students in New York’s beautiful Hudson River Valley. This summer, she will be directing the Al-Quds Bard Summer Language Intensive, a four-week program for intermediate and advanced Arabic language students, which will be held in the West Bank, Palestine.
Teaching & Research Interests
Elizabeth’s current book project examines the work of a neglected pioneer of the Arabic novel, the Lebanese immigrant writer, journalist, and translator, ‘Afīfa Karam (1883-1924), an important contributor to the nahḍa, or the Arabic cultural renaissance of the late 19th and early 20th century. Karam published three Arabic novels in New York City between 1906 and 1910, predating the publication of Haykal’s Zaynab (1914), which is widely credited as the first Arabic novel. As such, this study challenges the dominant narrative of the evolution of the modern Arabic novel, and posits that Karam’s absence from the Arabic canon stems not only from her gender, but also from her deterritorialized status as a member of the mahjar (diasporic) community of Arabs living in North and South America. An early voice calling attention to the situation of Arab women, Karam was a pivotal figure in the nascent women’s women in the Arab world. At this embryonic stage of its development, Karam articulated a unique gendered theory of the novel that reflects her proto-feminist politics.
Elizabeth’s teaching interests include Arab women’s literature, the Arabic novel, mahjar (émigré) literature, the Arabic language, 19th and 20th century Arabic literature, Arab American studies, Palestinian literature, translation studies, and Orientalism. Elizabeth is board member and treasurer of the Washington Street Historical Society, an organization that aims to preserve the legacy of New York City’s first Arab immigrant neighborhood, Little Syria. She is a founding member of the Arab American Studies Association (AASA) and has presented her work at invited sessions of the Middle Eastern Studies Association (MESA), Middle Eastern History and Theory Conference (MEHAT) and the annual Diwan Arts Conference. Elizabeth has organized panels and lectured at a number of museums and academic institutions including the Library of Congress, the University of Chicago, the Arab American National Museum, Rutgers University, and U.C. Berkeley.
Every year the Moise A. Khayrallah Center for Lebanese Diaspora Studies offers a postdoctoral fellowship in Middle East Diaspora Studies (with preference given to Lebanese Diasporas). This award is open to scholars in the humanities and social sciences whose scholarly work addresses any aspect of Middle East Diasporas. Fellows are required to be in residence at North Carolina State University during the appointment period; to teach one course per semester during the academic year; to pursue an active research agenda that should result in one or more publications, as well as offer a research presentation in the Spring semester. In addition, the Fellow is expected to take an active role in the programming and activities of the Moise Khayrallah Center for Lebanese Diaspora Studies, and in advancing the mission of the center.
Kiersten Neumann, (NES Ph.D. 2014) has received TAARII Award for Best Dissertation on Ancient Iraq.
Campus announces Bita Daryabari Presidential Chair in Iranian Studies.
The Bita Daryabari Presidential Chair in Iranian Studies, financed by her contribution and a grant of $500,000 from the University of California Presidential Match for Endowed Chairs, will support teaching and research by a faculty member in the Department of Near Eastern Studies (NES), with a preference for work focused on ancient Iran.
Tonie Catanzariti (NES Ph.D. 2015) has received Freer-Sackler Museum Fellowship and has been appointed Curator Fellow at the Freer Gallery of Art and Arthur M. Sackler Gallery at the Smithsonian Institution. Alison Joseph (NES Ph.D. 2012) is a recipient of a 2016 Manfred Lautenschlaeger Award for Theological Promise. She is one of ten recipients of the prestigious Lautenschlaeger Award for her first book, Portrait of the Kings: The Davidic Prototype in Deuteronomistic Poetics (Fortress Press, 2015). The Research Center for International and Interdisciplinary Theology grants the Lautenschlaeger Award annually to ten scholars from around the world and across academic disciplines. A committee of twenty-three members from nineteen different countries selected this year’s winners. Joseph and the other recipients will be honored formally with an award ceremony in May 2016 at the University of Heidelberg in Heidelberg, Germany. Winners of the Manfred Lautenschlaeger Award for Theological Promise 2015 - Further information
Anna Cruz, Ph.D. Student in Arabic Literature receives a prestigious Mellon Sawyer Seminar CHAT Fellowship in Comparative Global Humanities (2016-17).
The Mellon Sawyer Seminar in Comparative Global Humanities at Tufts University is a one-year postdoctoral fellowship. The fellow will take a leading role in organizing, administering and participating in a Sawyer Seminar entitled “Comparative Global Humanities: Colonialisms, Violence, and Conditions for the Human.” Funded by the Andrew W. Mellon Foundation, this seminar reconceives humanities and social science knowledge in relation to histories of global relation, contradiction, convergence, and exchange.
New Faculty (Spring 2016)
Ahmad Diab will be joining the NES Department as an Acting Assistant Professor in Spring 2016. Diab received his B.A. from Damascus University, majoring in English Literature. He completed an M.A. in English Literature at City University of New York while on a Fulbright scholarship. He was awarded a PhD from the Department of Middle Eastern Studies, New York University. On an Erasmus Mundus scholarship he spent a semester of research at Universitat de Barcelona. His research interests are twentieth and twenty-first century Arabic literature; translation studies; Arabic philology; Middle Eastern cinema; post-colonial politics of culture and representation.
Diab is currently completing a book manuscript on the representations of Arabs in the Palestinian literary and visual cartography. It demonstrates that Palestinian writers and artists, both before and after Al-Nakba of 1948, responded to the exigencies of their political conditions by articulating heterogeneous visions for identity and alterity around the concept of the Arab. Diab’s work has appeared in the Arab Studies Journal, Washington Square Review, Wasafiri, Jadaliyya, and Al-Shabaka. Professor Rita lucarelli has been appointed Assistant Curator of Egyptology at the Phoebe A. Hearst Museum of Anthropology.
Professor Lucarelli is also a Digital Humanities Fellow and is developing the Book of the Dead in 3D. Professor Benjamin Porter has been appointed Acting Director of the Phoebe A. Hearst Museum of Anthropology.
The Office of the Vice Chancellor for Research selected Benjamin Porter, an Assistant Professor in the Department of Near Eastern Studies and curator of Near Eastern archaeology at the Hearst Museum since 2008, as an acting director of the Phoebe A. Hearst Museum of Anthropology.
As an archaeologist, Porter investigates how past Middle Eastern and Mediterranean societies built resilient communities and institutions in arid and semi-arid zones. He directs field archaeology projects in Jordan at the Iron Age capitals of Dhiban and Busayra, as well as a Hearst Museum collections project researching evidence from Peter B. Cornwall’s 1941 expedition to Bahrain and Eastern Saudi Arabia. More information is available through this link
Award: Professor Benjamin Porter has received the G. Ernest Wright award for his book Complex Communities: The Archaeology of Early Iron Age West-Central Jordan, University of Arizona Press. The G. Ernest Wright awardis given to the editor/author of the most substantial volume(s) dealing with archaeological material, excavation reports and material culture from the ancient Near East and eastern Mediterranean. This work must be the result of original research published within the past two years. New Faculty member
Egyptologist Rita Lucarelli joins the Department of Near Eastern Studies from the Institute of Archaeology and Cultural Anthropology, Department of Egyptology, Bonn University. Her Egyptological specialties and areas of interest include: Religion of ancient Egypt; funerary culture and literature of ancient Egypt; history and translation of the ancient Egyptian Book of the Dead; demonology in ancient Egypt and the Near East; magic in the ancient world; ancient Egyptian material culture and art; ancient Egyptian religious iconography; hieratic magical and funerary texts. NES Lists
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2016-50/3618/en_head.json.gz/2672 | IUB Newsroom »Books and Beyond at Indiana University delivering project anthologies in RwandaBooks and Beyond at Indiana University delivering project anthologies in RwandaIU students will conduct camp to help Rwandan primary-school students with EnglishJuly 15, 2014FOR IMMEDIATE RELEASE
BLOOMINGTON, Ind. -- A dozen Indiana University students and their supervisors left Sunday for nearly a month in Rwanda as a part of the Books and Beyond project.
The trip is an annual event of the collaborative service-learning project that connects students in IU's Global Village Living-Learning Center, middle and high school students in New Jersey, and African primary-school pupils in Rwanda who collaborate on storytelling, writing and publishing new books. Global Village Living-Learning Center is a residential-academic program affiliated with the School of Global and International Studies in the IU College of Arts and Sciences for students seeking to expand their knowledge of world affairs, foreign languages and cultures.
Every year, students from Global Village work with middle and high school students in the TEAM Schools, part of the KIPP Charter School network, in Newark, N.J., to create the stories that go into the published volume. The partners engage all of the students to author, illustrate, publish and market their own short stories for children.
The participants will deliver the latest published work from the project this week. The most recent edition of “The World Is Our Home” is the sixth volume of stories, containing a “best of” anthology from the project that started in 2009. The books are intended to fall within a range of reading levels to provide accessible texts for all English readers.
"This is the first year that the collection of stories is bilingual in Kinyarwanda and English,” said Beth Samuelson, assistant professor in the Department of Literacy, Culture and Language Education in the IU School of Education and faculty coordinator of the project. “Instead of writing new stories, the best stories from the previous five years were compiled and translated. The resulting volume is visually appealing, with consistently high-quality stories."
Samuelson co-teaches the course for IU students involved in the Books and Beyond project with Jeff Holdeman, director of the Global Village Living-Learning Center, and Vera Marinova, assistant director.
The IU students will help conduct the Kabwende Holiday Camp at Kabwende Primary School in Kinigi, Rwanda. During the three-week camp, they’ll work with 200 primary-school students on English literary skills, facilitating interactive lessons focused on reading, writing and English conversation skills. The camp comes after an eight-week training session in Bloomington. In Rwanda, the IU students will go through on-site training in the Kinyarwanda language, which is spoken by nearly all native Rwandans.
Students from IU Bloomington have traveled to the Kabwende Primary School each summer since 2009. Aside from the work they’ll conduct at the camp, they’ll learn about Rwandan history and culture. Some of the planned excursions include a visit to the cities of Kigali, Butare and Gisenyi, as well as sites such as the Gisozi Genocide Museum, a memorial built on the burial site of a quarter of a million victims of the 1994 Rwandan genocide.
Books and Beyond is the brainchild of IU alumna Nancy Uslan and has been enthusiastically embraced by students and faculty alike. Uslan became interested in starting an education project for Rwanda after visiting the country many years ago.Related LinksGlobal Village Living-Learning CenterBooks & BeyondPrintShareRwandan students hold up copies of a previous edition of "The World Is Our Home" during a Books and Beyond visit in June 2011. | Photo by Books and BeyondPrint-Quality PhotoPrint-Quality PhotoMedia ContactsChuck CarneyIU School of Education Office [email protected]@ IUSchoolofEdDeborah GalyanCollege of Arts and Sciences Office [email protected] IU NewsroomArchiveContactNewslettersRSS Feeds | 教育 |
2016-50/3618/en_head.json.gz/2719 | 10:57 p.m. Fri, Dec. 9th
Across Black America
Malveaux
Hollywood by Choice
Locked in
Cynthia E. Griffin- |
7/2/2008, 5 p.m. It's official. As of July 1, Alaine Locke Leroy High School is no longer under the day-to-day jurisdiction of the Los Angeles Unified School District. Instead the academically struggling institution has become a charter school under the control of Green Dot Public Schools, and life as students have previously known it will change drastically. The transition from district school to charter school has been a long, bumpy road with the turmoil beginning with how the campus became a charter school. The process involved a contested vote by teachers to go charter; the removal of a popular and seemingly effective principal who facilitated the vote; student walk-outs to protest the removal of the principal; as well as a year of planning, meetings and development between community residents, school district officials, students and Green Dot that still have not resolved all the issues. But the future is here. Under Green Dot, Locke has been broken up into a series of small schools that consists of three new ninth grade academies; two previously operating ninth grade academies that have now grown to include a 10th grade; one Launch to College school for students in grades 10 to 12; and a school called Multiple Pathways, which offers intensive catch-up instruction to students who are behind in credits. One of the new ninth grade academies is located off campus as are the two pre-existing schools while the remaining schools will be on the main Locke grounds. "We incubate the ninth grade outside the campus to create a a new culture; a college going culture," explained Marco Petruzzi, Green Dot president and chief operating officer. In addition, Truth High School, a continuation program located on the Locke campus, will continue to operate as an independent LAUSD campus. According to Green Dot officials, the focus of the new school(s) is college preparatory and the simple goal is to insure that every student is prepared to attend a four-year college. Each school also has its own principal, administrative staff and budget. Green Dot said the estimated 200 special education students who are in the "day program," which consist of pulling the pupils out of class for individualized instruction, will remain under the instructional supervision of the LAUSD for at least the next year, while the charter organization observes and learns how such a program operates. Teachers consist of a mixture of returning Locke veterans and new instructors, and all have gone through an intensive Green Dot interview process that focuses on finding teachers "who really care about students and their well being." The teacher issue has been somewhat sticky because those with a long tenure in the LAUSD may have to make some tough decisions about their future. According to Greg McNair, assistant general counsel with the district, and former head of the Charter School Division, instructors can take a five year leave of absence from the LAUSD to work at a conversion charter school, but at the end of that time have to make a decision to either stay with the charter and give up key benefits or go back to the LAUSD. If they stay with the charter school, teachers will lose their life-time health benefits. If teachers choose to return to the district, they will be in the same position as when they left, and will have to work for LAUSD before they can retire. According to McNair, the vast majority of the classified personnel have left the school. The landscape of Locke will be vastly different for students with many new teachers; a new policy requiring uniforms; and a much tighter discipline procedure. Seventeen year old Joseph Sherlock is looking forward to the change, although he does have concerns. "I've been involved in the LAUSD for the past 11 or 12 years, and it's been social promotion . . . Even though you fail classes, you still go on to the next grade," said the young man, adding that he expects to be the first young African American male in his family to graduate from high school. Sherlock has been involved in the transition, working as part of the House of Representatives that Green Dot created to help students understand the transition. The group of about 20 or so, mostly African Americans, according to Sherlock, organized a fashion show to preview the new uniforms and a number of other activities. But the aspiring music producer is definitely concerned about his fellow African American classmates many of whom told him they are considering checking out because of the transition. He is also concerned about the lack of familiarity Green Dot teachers will have with students. "They're getting rid of the veteran teachers; and getting rid of the campus aids. They've been there a while and have influence with the "so-called bad kids." I think all kids have potential. But there is a certain way you have to reach them . . . When you put in a lot of outsiders, people who are not used to them. . . they don't really know them (the students) You have to gain their trust. They haven't experienced what we've experienced," explained Sherlock, who added that many of the new teachers will be white. He is also concerned about how Green Dot will handle the situation like the "racial melee" that rocked the campus at the end of last semester. Sherlock also pointed to the incident at the Watts swimming pool where gang members took over, and he wonders if Green Dot is prepared for that type of situation. "I already know there are going to be people who are going to test them," added the young student who is part of the campus Black Student Union and a program called Men of Locke Delegation One major concern for Sherlock and many of his fellow students, is whether their favorite teachers are coming back--people like music teacher Reggie Andrews football coach Dwayne Crawford, and many of the others who have influence with students. According to Green Dot Vice President of New School Development Dan Chang, about 40 veteran Locke teachers have been hired by the organization including Crawford. Andrews, the veteran educator who put the Locke music program on the map, has not yet accepted a position. Retention of the programs that are unique to the Locke Saints' mystique, such as the music program, football, basketball and cheerleading, drill team etc., is also a concern. According to Chang, all of these programs will be retained, but access to them may be different, such as through afterschool offerings. Although school does not open until September, Green Dot and its new policies will be put through its paces Monday with the opening of the summer session. And the hopes and dreams of frustrated teachers and long-ignored parents, students and community residents will be riding on the success or failure of this latest reform effort.
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2016-50/3618/en_head.json.gz/2785 | Victoria Stodden
Victoria is a fellow with the Internet and Democracy Project at the Berkman Center at Harvard Law School. She obtained a Master’s in Legal Studies in 2007 from Stanford Law School where she worked with Larry Lessig to create a new license for computational research. Her current research includes understanding how new technologies and open source standards affect societal decision-making and welfare. Victoria completed her PhD in statistics at Stanford University in 2006 with advisor David Donoho, specializing in regression techniques for cases where there are many more variables than observations. She also has a Master’s and a Bachelor’s degree in Economics from the University of British Columbia and the University of Ottawa respectively.
She has taught quantitative methods at Stanford Law School, as well as statistics at Stanford University, the University of California at Berkeley, and San Jose State University.
She also worked as a summer extern at the U.S. Court of Appeals for the Ninth Circuit with Chief Judge Kozinski and served as Managing Editor of the Stanford Law and Policy Review. She has also been a summer intern at PARC.com (formerly Xerox PARC) and IBM’s T. J. Watson Research Labs. | 教育 |