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Case Western Reserve University names new dean for undergraduate studies Jeffrey Wolcowitz comes to Case August 1 Jeffrey Wolcowitz, senior lecturer in economics and former associate dean and chief planning officer of Harvard College who also served as associate dean for undergraduate education at Harvard University, has been named dean of undergraduate studies at Case Western Reserve University. He begins his new duties Aug. 1. The dean of undergraduate studies is responsible for the academic advising, activities, progress and performance of undergraduate students. The dean also represents the faculties in communicating, implementing and enforcing academic standards and policies governing undergraduates. In addition, the dean assists students in the realization of their goals by providing information on educational opportunities, special programs and scholarships available at Case and elsewhere. At Case, Wolcowitz also will hold the title of adjunct professor of economics. "Jeff Wolcowitz's extensive experience in undergraduate course development, academic advising and resource planning for undergraduate education makes him an outstanding choice to serve as our dean of undergraduate studies," said John L. Anderson, provost and university vice president at Case. "Jeff has nearly 30 years of experience at Harvard and is a strong leader who also will be a great collaborator with other faculty, students, staff and administrative leadership at the university." While at Harvard, Wolcowitz coordinated the first major review of Harvard College's undergraduate curriculum in 30 years, and drafted in April 2004 "A Report on the Harvard College Curricular Review," outlining a vision that reaffirmed the school's commitment to liberal education, providing each student greater flexibility to shape his or her own education. "My first order of business will be to listen and learn," said Wolcowitz, who has either been a student, faculty member or administrator at Harvard for 30 years. "It is one thing to read about a university and quite another to see its processes and culture in person and begin to participate in them. At a more specific level, I look forward to becoming involved in discussions about SAGES (Seminar Approach to General Education and Scholarship) following the first year of full implementation for an entering class and the relation between SAGES and first-year advising, and to discussions about how to ensure an outstanding, exciting and innovative undergraduate program during a period of resource constraints." He also reinvigorated Harvard College's Freshman Seminar Program, more than tripling seminar offerings and enrollments between 2000-01 and 2004-05, and now enrolling about two-thirds of the entering class. Wolcowitz also expanded and consolidated oversight of the curriculum and helped build an office with responsibility for curricular planning, course development, academic advising and resource planning. In addition, Wolcowitz established the Office of International Programs at Harvard to make international experience a more central part of the undergraduate program. Between 2000-01 and 2004-05, the number of students studying abroad for credit during a term or summer grew by 150% to about one-quarter of a class, including those studying abroad in newly-developed Harvard Summer School courses led by Harvard faculty. Returning to Harvard's economics department full-time in 2005-06, Wolcowitz was responsible for undergraduate advising, heading the sophomore tutorial program and taking a lead role in implementing a pilot program of faculty-led junior seminars, in addition to teaching. Wolcowitz received a bachelor's degree in economics at Princeton University and his master's and doctoral degrees in economics at Harvard University. He has won numerous academic awards and wrote and published the renowned "The First Day of Class" chapter in the book The Art and Craft of Teaching (Harvard University Press, 1982). Wolcowitz is a native of Commack, N.Y., on Long Island. He replaces Margaret Robinson, who retired as dean in 2005. Posted by: Heidi Cool, June 27, 2006 08:58 AM | News Topics: Administration, HeadlinesMain

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When in doubt, reorganise Consultants love to have a stock of memorable phrases and quotes to illustrate the points they make, and if no-one has said the right thing at the right time, then they’ll simply invent one. So the following quote, generally attributed to the Roman Consul Gaius Petronius in AD66, was probably invented by a consultant in the 1950s.“We trained hard, but it seemed that every time we were beginning to form up into teams we would be reorganised. I was to learn later in life that we tend to meet any new situation by reorganising: and a wonderful method it can be for creating the illusion of progress, while producing confusion, inefficiency and demoralisation.”It’s a pity that it wasn’t said that long ago, but nevertheless it has a certain feel to it. Like all the best made-up quotes, it has credibility, which is probably why it appears on the staff notice boards of so many organisations facing reorganisation.The idea that a reorganisation can or will solve the problems of an organisation is nothing new. But for a reorganisation in itself to resolve a problem, the problem usually has to be one caused by the current organisational structure in the first place. And it is rarely the case that the structure is what is causing the problems – they’re usually more, much more, to do with the people in the structure or the processes and policies being followed.It’s in that context that I wonder whether the ‘radical’ solution to Wales’ under-performing education system announced by Leighton Andrews yesterday is really the right one. That we have a problem is indisputable. That there is too much duplication of effort by having 22 education authorities is less certain, but is the subject of widely-held consensus. But I’ve seen no clear evidence that the one is the cause of the other.And if the under-performance isn’t caused by the duplication of effort across 22 authorities, then in what way is it suggested that removing the duplication will rectify the performance? I suspect that the problem is more around the processes, policies, and personnel on the institutional side, and the lack of aspiration and application, resulting from inequality and lack of opportunity, on the part of the pupils. And I don’t immediately see how moving from a structure of 22 LEAs to one of four consortia does anything to address that.It does, though, appear to be decisive and tough, and enable the government to claim to be acting. And it’s something which can be implemented during the term of a single minister, leaving his successor to deal with the unresolved performance issue at some future date.It’s what Petronius never actually called the ‘illusion of progress’. Flawed arguments Peter Hain, with the support of the Western Mail editorial writer, is apparently worried that ‘English votes for English MPs’ would create two different classes of MP, and threaten the future of the Union. I’ll leave aside the way in which the continuance of the Union is perceived to be such a good thing that it can be used as a reason for opposing anything with no further justification; there are enough problems with his argument without bringing that one in.In the first place, only someone completely immersed in, and constrained by, the institution of which he is a member could fail to see that there are already two classes of MP. Being able to vote on every issue that comes before the House of Commons is not the same as being equal; and Welsh and Scottish MPs are already effectively prevented (quite properly) from voting on a whole range of issues affecting their constituents. There are already two (or more precisely, four, given the different settlements) classes of MPs.Secondly, he argues that England can’t have a parliament of her own, because England is too big in relation to the size of Wales or Scotland. I wouldn’t presume to tell England how she should govern herself, let alone that her pattern of government has to be based on units which are of a size closer to that of Wales and Scotland. It’s a sensible argument only for those who see Wales and Scotland as being simply ‘regions’ of the UK, with no ‘national’ dimension.And thirdly, he calls for regional assemblies in England without specifying their powers. I don’t know what he has in mind, but I find it hard to imagine that he is proposing legislative assemblies on the Welsh model, let alone on the Scottish model. And introducing yet another variant on the model actually makes the initial problem (who in Westminster votes on what) worse. I really can’t believe that he’s thought through what he’s saying.Having a UK legislature where all members have equal voting rights on all matters requires as a starting point a symmetrical settlement between the various nations. It is for England to decide whether that symmetry takes the form of an English parliament or the regionalisation of England, but an asymmetrical solution will always leave a difference between MPs as to who can vote on which issues affecting their constituents. Regional transfers Returning to a post of a week or two ago, there is much more to the question of ‘inter-regional’ redistribution than tables of taxes and benefits broken down per capita. The first question is whether we should even attempt to be redistributive. Not everyone would take it as a given.Some of the more extreme free-market thinkers would argue that the distribution of wealth can and should be determined entirely by the operation of the market, and if the result of competition is that jobs and wealth end up in one corner of the ‘country’ then so be it; people can either accept that they will live in relative poverty, improve their position by their own efforts, or else move to where the action is. (There are some serious questions in there as to whether and to what extent the market which has created the imbalance is entirely free of intervention by policy-makers in the first place, but I’ll park that issue.) They don’t go as far as to put it in these terms, but it is close to saying that areas and individuals that are not doing well economically are in some way to blame for that themselves.The alternative political perspective, to which I subscribe, is that it is implicit in the unwritten ‘contract’ which binds us all into a single nation (decide for yourself whether that’s Wales or the UK – it doesn’t really affect the argument) that there is a degree of ‘sharing’ of wealth, both vertically (from rich to poor) and geographically (from high GDP areas to low GDP areas). I think that most people subscribe to that view, although the word ‘degree’ hides a lot of scope for disagreement about the detail. Certainly, it has been implicit in tax and benefits policy for many decades that there is an element of redistribution. It was even implicit in the policies of the Thatcher years, although she and her colleagues never really shouted about that. It would be wrong to characterise the current UK Coalition as being against redistribution in principle, but entirely fair to point out that the implication of much of what they are doing is to lessen that element of redistribution and move closer to the free market position (and Labour’s policy on the deficit would have had much the same effect).It’s an issue which leaves nationalists in a somewhat ambivalent position; sharing wealth more evenly across the whole is an essentially ‘unionist’ position to take, not least because there has to be a ‘whole’ across which to share. Arguing for a bigger share whilst also arguing for no longer being part of the whole can – and often does – sound dissonant. Whilst the circle can be logically squared by arguing that ‘as long as we are part of the whole we should have our fair share’, logic doesn’t always make for the clearest of political arguments.But, and this is back to a point I made earlier, an independent Wales would face exactly the same issue, albeit on a smaller scale, with wealth concentrated in the south and east and other ‘regions’ comparatively worse off. Unless and until we get down to a political unit which is small enough to encompass a single travel to work area, the question of geographical redistribution doesn’t go away (and vertical redistribution doesn’t go away even then).Part of the problem with the UK’s approach has been that any attempts at redistribution are retrospective, i.e. they accept an imbalance in wealth creation, and attempt to redistribute only after the wealth has been created. That in turn leads to a belief that the ‘rich’ are being robbed to help the ‘poor’ (‘England’s taxes subsidising Wales and Scotland’) but it ignores the question of how they became ‘rich’ or ‘poor’ in the fist place. We need to ensure that the wealth is created more evenly across Wales (or the UK) in the first place.The first anonymous comment on the previous post gave some details about German policies in this respect. I haven’t looked into these in any more detail than is included in the comment, but it’s the sort of approach which seems to me to be worth exploring. And it also places the emphasis on the ‘real’ economy rather than on simply moving money around. There’s no single right way to achieve that, but there are plenty of wrong ways. Telling people that they’re complacent, bureaucratic, and under-performing is a pretty good example. Yet that’s the message which the Welsh Government delivered yesterday to the assembled bosses of the WLGA, and Local Government Minister Carl Sergeant was the enthusiastic messenger.My guess is that it’s unlikely to lead to the sort of joined-up collaborative thinking that is needed to implement the sort of scheme which I referred to yesterday. But I’d also guess that that isn’t what the Welsh Government is looking for anyway.The comments seem to be based on a preconception that the current structure of local government is not fit for purpose. Nothing new there – it’s a pretty generally-held view. There’s a lot less consensus, however, about what the ‘purpose’ is, and even less about what structure would be ‘fit’ for that purpose. “Wales doesn’t need 22 Directors of Education (or whatever)” is the easy part; deciding how many we do need is a great deal harder.He also talked about combined units having greater buying power – presumably he’d like them to emulate his Government and use their buying power to drive the cost of laptops up down to £700 each. It’s also a well-proven way of ensuring that contracts get awarded to larger and larger companies from ever further away.Forcing the merger of individual services on an opportunistic case-by-case basis may (although I’d need convincing about that – the devil is in the detail) reduce some costs. But it will also have the effect of further reducing the power and influence of local elected members – probably an intended consequence of a centralising government.I don’t have a firm view about how many councils we need in Wales or their precise functions and responsibilities. I do have a view, though, on the sort of factors which should influence those decisions, such as:· Clarity over lines of responsibility and accountability· Meaningful ability to influence the nature of the services for which they are responsible rather than simply implementing central government policy· Boundaries reflecting natural human and geographical affinities· Joined-up delivery between complementary and overlapping services.An approach for which the main drivers appear to be cost-cutting and being seen to be tough doesn’t seem to be designed to achieve any of those, other than perhaps by accident.It is, once again, skirting around the issue that no-one wants to face up to, namely a proper and thorough review of the governance of Wales in the context of a devolved parliament. Cost-cutting, Mergers, Back-door borrowing Gerry Holtham’s article in today’s Western Mail returns to the subject of a contribution he made to the last issue of the IWA’s Agenda. In essence, he has set out a way in which the Welsh Government can use the existing borrowing powers of local government to significantly expand its capital programme, and suggests a borrowing capability of around £2.6 billion over five years.It’s not only more ambitious than proposals put forward so far by political parties in Wales, but unlike those proposals, it needs no legislative changes or decisions by the UK Government to implement. So why isn’t the idea being seized on?There are some practical difficulties of course. Getting co-operation between local authorities to pool their borrowing, let alone persuading them to share that borrowing with a government which seems to spend a lot of time castigating them, will take a great deal of determination and political will. And, even if that will exists (and I’m not convinced), a cynic might suggest that it’s a great deal easier to complain about the UK Government not doing something than to actually go out and get to grips with the alternative.I don’t agree with all the suggestions put forward for a funding programme – I have a particular concern about the resurrection of the M4 relief road – but deciding which schemes should be funded is a question of determining priorities. And that’s a far better pastime for a government than whingeing about what London isn’t doing. The suggested approach offers an enormous opportunity which any imaginative government would be grasping.As Holtham points out, an expenditure of £2.6 billion over five years would be like adding around 1% to the total GDP of Wales. With a workforce of around 1.5 million, that could equate to perhaps 15,000 extra jobs, quite apart from the infrastructure benefits which would accrue.I wouldn’t suggest that the Welsh Government should desist in its efforts to obtain direct borrowing powers, but there seems to be no reason, other than politics, for not trying to move this idea forward in parallel. Borrowing Powers, Need for long term view I'm sure that I’m far from being the only one who wonders how sincere Carwyn Jones really was in his call for the devolution of power over large energy projects. And his party isn’t the only one which might be more than a little wrong-footed if power actually did get passed to Cardiff. (Wylfa B, anyone?)Trying to make sure that people blame someone else for unpopular decisions is all good fun, and the growth of opposition to the implications of a renewables-based solution is a fact of life to which politicians will naturally respond. Trying to be seen to support those opponents may be an obvious response from those seeking their votes, but it isn’t the right way to make energy policy.And there’s a more general point there, which I’ve touched on before. If it is clear that we need to build renewable generating capacity, then that capacity has to go somewhere; and there will probably be objectors to any and every site suggested. So how do we decide where to put it?Opponents of on-shore wind (who generally, though far from exclusively, live a longish way from the coast) often suggest putting it off-shore. There are certainly some advantages to off-shore installations – and there are disadvantages as well. But they’re every bit as likely to generate opposition, even if it’s from a different group of opponents.There is simply no such thing as generating capacity which has zero environmental impact. And sub-stations will be needed in support of any new capacity, as will pylons to connect it to the grid; both of those apply whether we are talking about wind, hydro-electric, tidal power, or even large arrays of solar collectors. (Some connections might be shorter than others, based on the location of the capacity, of course – but connections there will be.)The real underlying problem is that, whilst people say at one level that they want to be ‘greener’, government and politicians have not really convinced enough of the populace of the need to move to a renewables-based energy economy. Without doing that convincing, individual proposals are not put into a proper context. Actually, it’s worse than that. Many of the politicians know perfectly well what needs to be done, and they know that many of the arguments against harnessing the wind are untrue, but they are afraid to be robust in putting the counter arguments for fear of losing votes.During one hustings meeting last year, I was asked whether I was, on the whole, optimistic or pessimistic about mankind’s reaction to man-made climate change. My response was that I was pessimistic – not because I thought that we couldn’t deal with the issue, but because I thought that we wouldn’t. One of the reasons for that is that politicians taking a long-term view are always likely to be trumped by those prepared to take the opposite view for short-term electoral reasons. Competitive spirals The Welsh Government seems to be a little bit confused as to what it thinks when it comes to devolving Corporation Tax. According to the Business Section in Friday’s Western Mail, it was being ruled out pretty firmly, but Adrian Masters reveals a rather different stance on the issue in Government statements.I’m still convinced that it could and should be devolved, but I have considerable sympathy with Carwyn Jones’ concern about a “competitive spiral to the bottom”. It is a real potential danger.The extent to which we need to worry about it depends though on what we really mean when we talk about ‘creating’ jobs. It’s a word much-loved by politicians, particularly if they can claim that their actions have done the ‘creating’, but far too often what they actually mean is ‘moving’ jobs.If the jobs are genuinely extra ones, then a lower rate of CT in one part of the unitary state can indeed be a significant factor in helping industries to decide where to ‘create’ those jobs. And that makes it a valid approach from a unionist, not just a nationalist, perspective. Holtham’s recommendation for a rate of CT which varied according to the gap between ‘regional’ GVA and the ‘national’ average is a mechanism which anyone could support, regardless of their views on the constituonal position of Wales. (And indeed, it’s something which Wales might even want to consider internally, in order to boost the prospects of places like Ynys Môn, rather than concentrate all new jobs in South-East Wales.) If the jobs are not extra, and are merely being moved from an area of high CT to an area of low CT, then whilst it might have some positive effect by spreading economic prosperity and jobs more evenly (not to be sneezed at as an objective in itself), the net fiscal effect would be an overall loss to the Treasury with no overall total increase in economic prosperity to show for it. But, rather then seeking to oppose the idea as a result of such concerns, surely it would be better if our First Minister applied a little thought to the question of how we combine the power over CT with other actions so as to ensure that we target the genuine creation of new jobs? Corporation Tax, Sharing expenditure around This report in yesterday’s Western Mail covered some research carried out by the SNP which suggested that, on a per capita basis, Wales is ‘losing out’ on billions of pounds of military expenditure each year, compared to other areas of the UK. Military spending is an issue which used to be higher on the nationalist agenda, largely because it was an obvious area where an independent Wales could make sizable cuts, and use the savings either to offset Wales’ deficit, or else spend the money on other things.In recent years, many nationalists have seemed almost afraid of dealing with the question of armed forces and Independence. Indeed, one of my anonymous friends left a comment on another post a couple of weeks back, which coupled a suggestion that any discussion of Welsh Independence needed to consider the question of military forces with a hint perhaps that it was a subject which was being avoided.There’s some truth in that, sadly. For my part, it’s not so much a wish to avoid the subject as a result of spending more time on issues which are more immediate and which interest me more. But I am, and always have been, willing to discuss any aspect of the Independence question; it’s the only way of increasing understanding of, and support for, that option.I’d accept though that many do avoid discussing it at all. Partly it’s because of a strong pacifist tendency running through nationalist thinking; partly it’s down to the same lack of confidence in the case for independence which leads some to avoid the whole subject, never mind its consequences; and partly it’s a fear of appearing to be in some way anti-British, and/or deterring potential voters.But any rounded view of the implications of Welsh Independence has to consider what that means for defence. And given that it has been a long-standing contention amongst nationalists that Wales would spend a great deal less on defence than the UK government spends, it’s also an important element of the economics of independence.On spending, this table of military expenditure is interesting. Whilst the UK spends around 2.7% of GDP on military activity (and has the fourth largest military budget in absolute terms worldwide), a small country such as Ireland spends only 0.6% of its GDP. In parallel with that, of course, Ireland has a much more limited set of objectives (summarised here) for its military.Every country faces different circumstances, and there will always be objections from some to any comparisons, but it seems to me that an independent Wales would have military objectives much more similar in nature to those of the Republic of Ireland than to those of the UK – and that expenditure levels would tend to follow that approach. Why would that not be the case?Debate around ‘defence’ at a UK level seems to broadly accept the status quo as a starting point, with the effect that the UK is trying to behave as though it were still a major power on the world stage. France, another post-imperial power, has a similar outlook, and spends around 2.5% of its GDP on its military. The comparison with Germany – at 1.4% - is instructive; and it’s notable that Germany is the large European country with the least pretension to being a world military power.History (to say nothing of the wars of the past) plays a role in these attitudes of course; but that same history encourages some governments to want to see their role and importance as being greater than it really is. And they then seek the military muscle to back that up. It has long seemed to me that the UK Government’s attitude – regardless of party - has never really adapted to the loss of empire.It was surprising last year to hear some nationalists arguing that Wales should have its ‘fair share’ of military expenditure; it was a complete reversal of positions taken in the past. The superficial logic of that position is clear, since the GDP of those areas where the money is spent benefits from military expenditure. But I’m glad that that has not been the response to yesterday’s story. It’s a fair share of total expenditure which we need, not a fair share of each individual budget line, and simply moving military expenditure to Wales in the interests of ‘fairness’ isn’t the best way either of achieving that aim or of preparing Wales to take more responsibility for her own future. What we really need is not to divert more military expenditure to Wales, but to be able to take advantage of the 2%+ of GDP which would be freed up for other purposes. It’s a not insignificant part of the potential Independence dividend. Budget Deficit, Defence, Regional winners and losers I’m grateful to Jeff Jones, who, in a comment on an earlier post, drew my attention to this report. Jeff pointed me specifically at the table on page 28, which talks about ‘regional’ (in a UK context) winners and losers in terms of taxes and benefits. The table sets out to show whether, and to what extent, taxation and benefits policy in the UK over the past 30 years has been ‘redistributive’ in geographic terms. Now, there are always going to be some estimates and assumptions behind work of this nature, but on the basis of the report’s authors’ best endeavours, they do indeed identify that there was a degree of redistribution implicit in the Thatcherite/Blairite approach.Wales is a net gainer, as one might expect, although the biggest gainer by far is the North East of England. London and the South East are losers – again, as one might expect – but it was interesting to note that Scotland is also a significant loser. I’d be surprised if the SNP didn’t attempt to turn that finding to political advantage!The point which the authors make, however, is that the cuts being implemented by the current coalition are directly undermining that inter-regional redistributive effect, and are doing so largely at the behest of those who run the financial services which did so much damage to the economy in the first place. (And, lest anyone conclude that this supports Labour’s views on the cuts, the scale of cuts proposed by Labour would have had a mighty similar effect – and were being driven by the same people for the same reasons).But there was much more of interest in the report than the table on page 28.The underlying point of the authors is this:“This paper argues that the City of London has power like that of a City State in a country like the UK where financial elites dominate and competition of elites has failed. This is now a serious problem because expenditure cuts after the crisis are undermining the redistributive settlement of benefits and publicly funded jobs which were the life support of the ex-industrial areas under Thatcher and Blair. The only credible response is radical new economic policies which can usefully be launched through local and regional initiative.”That sounds initially a little like the long-standing nationalist argument that the UK Government works in the interests of London and the South East, whilst ignoring the needs of Wales, but the analysis offers far more than that simplistic conclusion. It makes it very clear (as most of us knew already, even though not all are willing to admit it) that this isn’t about England v Wales; most of England’s regions suffer in the same way as Wales looked at in this context. ‘London’ really isn’t synonymous with ‘England’.(And ‘London’ isn’t even synonymous with ‘Londoners’. The very recent relative economic success of London has at least partly been a case of “growth com[ing] from a sweated, casualised workforce providing cheap services for a small group of working rich and their employers and… immigrants claim[ing] most of the jobs at top and bottom.” The point here isn’t about immigration per se, merely an attempt to analyse why the apparent success of London doesn’t necessarily benefit Londoners any more than it benefits the rest of us. And we should never forget either that boundaries are artificial; within London, there are pockets of both poverty and wealth. It isn’t really ‘London’ which is doing well, but some individuals and groups within London.)I’ll admit that it surprised me to learn (although it probably shouldn’t have) that elections to the City of London Corporation still allow ‘business’ votes, rather then simply residential voters – and that the number of ‘business’ votes outnumbers the residential votes. It’s a not insignificant example of the way in which the financial sector influences political decision-making at the heart of the UK.That London’s economy has become dysfunctional, and that those responsible for the financial industries of London have disproportionate influence are surely undeniable conclusions. But it is the effects of that dysfunctionality and disproportionate influence on the rest of the UK which is really the issue which should most concern us here in Wales.Solutions? Well, there are a few suggestions in the paper, some of which I’ll return to in future posts, and some of which they admit need more work. But they won’t come from a continuation of the Labour-Tory economic policies of the past/present. Indeed, the report actually says at one point, “we are for the foreseeable future most probably caught in a world of elite closure where the (Labour) opposition front bench is part of the problem not of the solution”.It goes on to say that “we need a new politics as much as new policies because radical alternatives will get nowhere until they break the metropolitan monopoly of power and knowledge”. Not a message which will be unfamiliar to many of us, but there is also a very clear warning that those who seek to simply build a replica of Westminster in Cardiff, with policy – and particularly economic policy – confined to the straitjacket of convention – are barking up the wrong tree. And it seems to me that we especially need to break free of the misguided notion that because the Conservative-Lib Dem coalition is wrong, then the Labour opposition is right. Looked at from this perspective, there really isn’t that much difference between them. Another familiar message which some seem to have forgotten. Update: I hadn't seen this report when I posted the above. The CRESC report is an interesting piece of work in its totality, as I noted above. There are dangers though - which I hope I avoided - in picking out particular tables and giving them attention out of context, which is what it seems to me has happened in the Western Mail's report today. The purpose of the table in question was not to show which households 'paid more (or less) in taxes than they received in benefits', but to show the extent to which government policy on taxes and benefits is having a redistributive effect in geographical terms, and it seems to me that the narrower meaning being given to the figures is therefore potentially misleading. I don't always agree with spokespersons for the Welsh Government, but in this case, I think they're right to draw a distinction between the issue of fair funding on matters within the devolved areas and a taxation and benefits regime which partly addresses the question of economic imbalances. There is a relationship between the two things, but it isn't the straight line relationship as which it is being portrayed, and I don't really think that the effect identified by CRESC can reasonably or logically be used to argue against a needs-based formula for the block grant. But, as I noted in the original post, neither do I agree with the simplistic response from Jonathan Edwards that 'London' has had an unfair share of the increase in jobs; that's a statement which obscures more than it tells us. Where I do agree with what Jonathan says is that benefits cuts (and I'd extend that to public sector cuts in general) will impact Wales harder than some other parts of the UK, and will, in the process, undermine the geographical redistribution which leads to the figure of £800, therefore undoing the effect which Jeff highlights. In that sense, these figures actually strengthen the argument for Barnett reform at a time of cutbacks. Jeff is right to draw attention to an interesting set of figures; and the implicit suggestion that financing devolved administrations needs to be looked at in totality rather than one piece at a time is something I'd support, but I disagree with his suggestion that these figures undermine the need for Barnett reform. There is, in all this, a danger that people simply pick on the figures which support a particular point of view rather than look at the position as a whole - and that's a point-scoring approach rather than a debate about the future financing of Wales. We really need to look properly at the whole question. Redistribution, Going their own way I confess that I quite enjoyed the sight of Cameron, Clegg, and their film crews being berated and told to leave by an angry doctor during their hospital visit yesterday. There was a certain poetic justice in it, given that their visit was part of their efforts to sell their proposals to give doctors more power over what happens in the NHS in England. ‘Be careful what you wish for…’ might just be ringing in their ears.I’m not convinced that the much-trumpeted changes in the policy are as significant as the presentation of them might suggest. The Conservatives want to present the changes as a result of listening to what people have to say, whilst the Lib Dems seek to present them as a Lib Dem victory within the coalition. Labour of course simply want to be able to describe them as being a U-turn. The result is that all three parties have a vested interest in making out that the changes are significant – whatever the reality. But the key principles – of extending the market approach and letting in more competition – seem to be unchanged. In that sense, the Tories have won. They can always reintroduce a firm timescale later, and extend the degree of competition. The Lib Dems have been bought off by being allowed to claim some sort of victory. And Labour are left shouting on the sidelines, trying to oppose something which they’ve also described as being a U-turn from the original proposals.It doesn’t affect us in Wales directly, of course. But it is the biggest example yet that I can think of where the increasing divergence between NHS structures in Wales and NHS structures in England stems from a change made in England, rather than, as over the previous four years, from changes being made in Wales. It’s a clear case of ‘England going its own way on health’ (and why not, if it’s what they want), but I find it interesting that it doesn’t get presented that way. It certainly would if it were Wales or Scotland introducing such changes. Boardrooms and carbon quotas When newspapers describe a political leader as staging a fightback, it’s usually clear that the newspapers concerned have decided that the leader’s days are numbered. Poor old Ed Miliband – hardly been in the job five minutes and already he’s staging a fightback.He’s leading it with an attack on boardroom pay (coupled with an attack on abuses of the benefits system, just for a nice bit of balance). It’s hard to say how serious he is. It’s the sort of thing that Labour politicians say when in opposition - and sometimes even when in government – but whether they’ll ever actually do anything about it other than mount verbal attacks is another question.I suspect not; the emphasis seemed to be very much on appealing to the highest paid to moderate their behaviour on the basis of some sense of fairness or higher moral values. Somehow, that doesn’t seem likely to work to me.His basic point, though, is a valid one. The level of economic inequality in our society is large and growing (and it grew consistently under Labour as well). I’d agree with him that it needs to be tackled – but he’s whistling in the wind if he believes that it can be tackled by appealing to anyone’s sense of fair play.Traditionally, many have believed that it can be tackled through the tax and welfare systems, as though the government is some sort of Robin Hood writ large, taking from the rich to give to the poor. Government action can indeed be used up to a point to achieve greater equality of access to services and goods, if it’s willing to adopt a highly progressive tax system coupled with an extension of collective purchase of goods and services (which is the way I prefer to describe provision made by the state). The potential effect of that approach is limited though. It depends on people being willing to vote for a high tax government in return for a high level of ‘free’ or ‘subsidised’ provision; and the reality of such an approach is that the ‘rich’ who have to pay the higher taxes are not merely the super-rich – whose votes are too few to be an obstacle in purely electoral terms – but also a very much wider swathe of those on higher than average pay. And whilst very many of us will tell the opinion pollsters that we’re in favour of higher tax for better services, the harsh reality is that most respondents actually mean higher tax for somebody else.Inequality also needs to be tackled at a more fundamental level. But it helps if we understand how inequality arises, and why it is growing, in the first place. Economic inequality largely follows economic power. Or, as Marxists might say, capital, and those who control it, have the power, labour doesn’t. I wouldn’t describe myself as a Marxist; but the mere fact that Marx said it doesn’t make it false either. The fact that the balance of power has shifted even further away from labour towards capital in recent years is not unrelated to the huge and continuing growth in the supply of labour. And most particularly, cheap labour, in places such as India and China. The ability of manufacturers to move their capital to where the labour is cheapest has led directly to the decline of UK manufacturing. And the weakening of the power of labour coupled with a strengthening in the power of capital and those who control it has also – on a global scale, not just a local one – allowed an increase in inequality in society.To believe that curbing boardroom pay in the UK, even were it possible, is going to address this issue of inequality – which seems to be where Miliband is starting – is delusional at best. We actually need a shift in the balance of power. In days gone by, the assumption was that that shift would be the result of collective action. And certainly, there is plenty of scope for more collective and co-operative action on the small scale; but the days of mass unionisation and effective collective action at a larger scale seem to have passed in an age of increasing affluence and individualism.There is, though, one limiting factor which constrains the compound growth of both capital and labour – and that is the finite resources of the planet on which we live. Food production capacity, clean air to breathe, clean water to drink, and most particularly, the capacity of the eco-system to handle our impact on it – all of these things are of necessity limited in a way which a world with a much smaller population didn’t really notice. And we have a choice about how we share those resources out between us; we can either do it competitively or we can do it co-operatively on a basis of equality. Of the two, I am completely convinced that only a co-operative approach will be sustainable for the long term – both within our own Welsh or UK society and on a global scale. And if the extent to which wealth can buy unequal access to resources is limited, wealth itself becomes less valuable. Economic inequality and environmental unsustainability are, in a sense, different sides of the same coin. If Miliband is really serious, he needs to mint a new currency which has sustainability on one side, and equality on the other. Personal, or domestic, carbon quotas woud be a very good place to start. Carbon Quotas, High Pay, Parity is about more than borrowing Betsan Powys notes some extracts from a statement made by Carwyn Jones in response to the announcement of new financial powers for Scotland. The sentence which caught my eye particularly was this one:“I say to him what is good for Scotland is good for Wales and the same responsibilities must now be transferred from Westminster to Cardiff.”I wonder if he’ll live to regret those words – because they can be applied much more widely than simply to borrowing powers. There are many more aspects of the Scottish settlement where one could – and I would – say exactly the same thing. No doubt Carwyn wouldn’t want to see his statement interpreted as having such wide-ranging implications, but there is a problem with trying to cherry-pick.There is no way that the UK Coalition is going to want to give Wales the ‘goodies’ (as defined by C. Jones Esq.) other than as part of a package. And that package will also include some things which he’s already said he doesn’t want, such as powers over taxation.‘Parity with Scotland’ would be a good rallying cry for the next five years if he wanted to go for it – and it would probably be a more devolutionist position than that being put forward by other parties. He might even find himself pushing at an open door in London. I doubt that he'll push very hard though, just in case. Carwyn Jones, Carwyn and Canute In continuing to oppose taxation powers for Wales, Carwyn Jones is at least being consistent with what he and his party said during this year’s elections. Even if it’s only being consistently wrong.He’s not a stupid man, so I half wonder whether he isn’t acting in the true spirit of Canute. He knows that he can’t stop the tide, but has to act as though he can in order to convince a reluctant Labour Party that they really have no choice. The question is how far the tide has to rise before he abandons the position he has taken.I can see how he might even believe that getting half wet in the attempt might, in a roundabout sort of way, be doing Wales a favour. It won’t change anything, but it might carry more of his own tribe with him than embracing the proposal with a little more enthusiasm. But if that is his reasoning, I think that he’d be wrong on that score as well – because it would be, in essence, just another example of the way the devolution process has been managed to suit the internal needs of one fractious party rather than the practical needs of Wales.And in reality, failing to engage with London in a proper debate at an early stage means that the nature of taxation powers to be devolved will be shaped entirely by those following a different agenda. There’s no guarantee, of course, that they’d actually listen to a reasoned case even if Carwyn put it forward; but there’s an absolute guarantee that they won’t listen to a case which isn’t put.The case which the Welsh Government should be putting is for a range of taxation powers which would give them more control over the Welsh economy; more power to adjust the ratio between different taxes, rather than simply power over a proportion of one tax, which could easily turn out to be a double-edged sword.The main argument used by Labour in their successful election campaign was that they would protect Wales from the UK Government. But protecting Wales surely requires a willingness to seek to influence the UK government, not simply reject its proposals. French leave Unless there are extenuating circumstances, I really don’t see any excuse for AMs (or MPs, come to that) from any party to be taking their holidays during the period when the institution is formally sitting. There are enough weeks when it is not sitting for that to be unnecessary. So, unless there are circumstances which have not been made public, criticism of Ieuan Wyn Jones for being absent is not without justification. But he isn’t the only one to have done it, and any fair criticism would acknowledge that as well.The attempt by some, though, to deliberately confuse that issue with the royal visit is utterly without justification. To suggest that Ieuan would deliberately snub the monarch, or absent himself out of some sort of sympathy with the republican cause, is plainly ridiculous to anyone who knows him. Neither are things that he is ever likely to do (and yes, I’m aware that some would see that as part of the problem, but that isn’t the point here).This piece on WalesHome was typical of the Labour approach on this, but I thought that it said more about the author than his target. It’s a case of trying to turn anything and everything into an attack on an individual, with no room to allow facts to get in the way. It’s a poor substitute for proper politics.It’s no surprise to me that Plaid’s “senior sources” are at it again, always prepared to say what they think as long as they think that no-one knows who they are. It’s a problem which all parties suffer from at times, when rivalries are played out in public, but anonymously. The most sensible comment I’ve seen on that was at Syniadau, who rightly questions whether those doing the briefing are in fact pushing personal agendas.Turning the real issues into simply a question of a change of leadership, or, worse, an even less substantial debate about the timing of that change, looks like an avoidance mechanism rather than a strategy. But it is probably what some people want. It's the 'why' which is more important. Ieuan Wyn Fanfares and vol-au-vents I attended my first ever Plaid Cymru annual conference in 1971, at Porthcawl. The event was exciting, if more than a little disorganised. I met many people who have influenced my politics for the first time at the event, including Dr Phil - who needed to borrow my comb as he rushed past on the way from the street to the podium where he was due to speak. That was in the days when he had hair – not that any comb ever made any difference to the appearance of his hair!One of the others whom I met for the first time was Harri Webb. Nationalist, socialist, republican – and, of course, poet. I was not the only nationalist in the class of ’71 who found him an inspiring figure, even if much of what he said was not exactly to the taste of the party establishment of the day.He was one of those characters who were larger than life. Indeed, he was large in more ways than one – ferrying him home to Aberpennar after a ‘Poems and Pints’ evening in Dinas Powys a few years later was when I discovered that the seat belts on an Austin 1100 had never been designed with the not insubstantial girth of someone like Harri in mind.He wasn’t what anyone would ever have called a ‘moderate’ by any means; his talk, like that of others in that era, was of revolution rather than evolution. He was one of those who provided a hard edge to nationalist thinking, but he was never destined to play much of a practical part in building a movement.Some of the excitement died in 1979 – indeed, many of the class of ’71 departed in the lean years which followed. Those of us who did not sought instead to build an effective, organised party which could engage more positively with electoral politics. Much time and energy within Plaid over the years was expended on that task in one way or another, and the result of the efforts of many people over many years has been to create a much more effective political arm for the national movement than ever existed previously.The aim, though, was never to lose that passion which Harri displayed, albeit sometimes to excess. It was, rather, to combine idealism with pragmatism in order to be able to better present the message, not change it. We wanted to be effective, yet remain a democratic party, owned and controlled by the members; to complement rather than replace what had gone before. In seeking to professionalise that party’s activities, it was never any part of my objectives to use ‘professional’ in its tighter meaning, and to put the control of party largely into the hands of the ‘professional’ politicians.Yet somehow that is largely what has happened. Yesterday’s opening of the Assembly stirred more than a few memories, and there are some interesting comparisons which struck me.The class of ’71 regularly railed at the way in which the Government could afford military bands but could not afford to meet more down-to-earth needs. The class of ’11 watches the military bands performing outside the Senedd.The class of ’71 campaigned against low-flying jets disrupting the peace of Wales. The class of ’11 admires them flying past the Senedd.The class of ’71 ridiculed and scorned the ruritanian anachronisms of heraldry, fanfares and pomp. The class of ’11 watches in awe as the Herald of Wales leads the monarch out of the Senedd, and listens to a new fanfare especially commissioned for the event.I could go on. Harri wrote a poem called “Merlin’s Prophecy 1969”, which reads:One day, when Wales is free and prosperousAnd dull, they’ll all be wishing they were us.We’re a long way off prosperity (other than in the relative sense so clumsily referred to by Peter Hain a few years ago); and we’re not exactly free yet; but nationalist politics has become a great deal duller since then. It’s not quite as it was foreseen. But then, somehow, I don’t think that many in the class of ’71 ever expected that the road to independence would be paved with fanfares and vol-au-vents either. Unless, of course, we’ve somehow taken a wrong turning somewhere along the way. Harri Webb, Battenberg and symbolism I’ve met very few politicians over the years who are either able or willing to defend and justify the principle of an hereditary head of state. For sure, there are plenty who will defend the institution on more pragmatic grounds – “it works” or “the people are happy with it” being far and away the most common; but that isn’t the same as supporting the underlying principle.It would be a mistake to underestimate the power of those arguments – particularly the first one, especially for those of us who are happy to argue in other contexts that “if it ain’t broke, don’t fix it”. However, that isn’t the same as saying that anyone would actually propose heredity as the method of choosing the head of state if presented with a blank sheet of paper.Republicanism isn’t limited to the ranks of nationalists in Wales, although one might think that from reading some reports in recent days. Nor is it a particularly ‘Welsh’ issue. In my experience, many, many members of the Labour Party are also natural republicans; and – whisper this quietly - there are more than a few Tories who take a similar view, although they’re the most reluctant to come out and say so.I wouldn't be at all surprised to discover that at least some of those who have chosen to attack the four Plaid AMs who want nothing to do with the royal opening of the Assembly are themselves closet republicans; they have simply chosen to adopt what they assume to be a populist position for a bit of point-scoring. It’s all part of the game, I suppose.At one level, one can argue that much of what the monarch does is more about symbolism than about practical issues; as long as the Queen never actually refuses to sign into law an Act passed by a parliament at any level, then real power lies with the elected bodies, no matter what the constitution says. And the exercise of that real power to bring about change is what practical politics is about.The symbolism is powerful, though. The royal opening – which even some 'nationalists' pushed for in the early days of the Assembly because they saw it as conferring status and legitimacy on the institution – actually symbolises that power devolved is power retained. Such powers as the Assembly possesses are by consent of the monarch-in-parliament. In that sense, it is a symbol not of the power and status of the Assembly, but of the fact that that power and status is only on loan.The oath of allegiance that AMs have to take is another symbol. It’s something that they all have to do to take their seats, but I’m certain that the ranks of those who take it with a complete lack of sincerity are not limited to the Plaid AMs. The idea of swearing loyalty to the head of state (and heirs), rather than to the people represented, is an anachronism from days long gone and should be abolished, and the sooner the better. (The same applies to the UK Parliament – this isn’t a nationalist issue).Failing to attend today’s event is another form of symbolism. It will achieve little, but I’m sure that the four AMs fully realise that. It symbolises the fact that the AMs concerned see their first loyalty as being to the people they represent, and not to someone who only occupies her position by dint of heredity.So, I support the Plaid 4 in the symbolic stance they have taken against the royal symbolism. My only real problem with it is that it draws attention to the fact that only four AMs are prepared to take such a stance. Republicanism, Royalty, Nuclear confusion I didn’t see Question Time last week myself, but MH draws attention to a pretty black-and-white statement by Elfyn Llwyd which clearly is not in line with the wording of the motion passed by Plaid’s members at last year’s annual conference. The amendment proposed by Plaid’s Assembly Group – and therefore, presumably, supported by at least a majority of that group - only called for any benefits of building Wylfa B to go to the local community. It did not support the building of the power station itself. For an allegedly nationalist party, the wording was more than a little wishy washy though. “Conference recognises that the decision as to whether a new nuclear power station is built at Wylfa is a matter for the UK Government”, as though that is excuse enough for taking a more neutral stance on the issue. It’s akin to saying that we can’t influence the decision, we can only deal with the consequences of it. I found it hard to believe that this was coming from the same party which did so much to oppose the Tryweryn proposal half a century ago.As I noted at the time, many of those who spoke in favour of the amendment made it very clear that they were actually supporting the building of Wylfa B. My concern then was that the amendment would be interpreted in precisely the way in which Elfyn interpreted it last week. And I suspected at the time that that was probably the intention of those behind the wording.What is perfectly clear by now – and again, it’s a point to which I’ve alluded before – is that Ieuan Wyn Jones is by no means alone within Plaid in supporting the construction of Wylfa B; there are a significant number of other elected members and candidates who support his stance.There are two separate issues here which are often confused. The first is whether opposing nuclear energy is the right or the wrong thing to do. Personally, I’m opposed; I’ve made that clear, along with the grounds for my opposition, on a number of occasions. It’s not a great issue of principle for me, but a conclusion to which I have come on the basis of the evidence available. Others come to a different conclusion on the basis of the same evidence. That’s a viewpoint which I can respect and debate with.But the second issue is the one of political credibility, and it’s much more general than the simple question of nuclear energy. To what extent can any party claim to take a clear position on a particular policy issue when a significant number of its candidates and elected members will not actually support that policy when it comes to a vote? And how can a party claim that its policy is determined by the membership if the party’s elected members are free to ignore it or even argue the exact opposite?‘Policy’ is supposed to be what a party would implement if in government; it’s pointless having a policy on an issue if that ceases to be true. Reading, 'riting, and 'rithmetic I’ve noted a number of times that those politicians who complain about the ‘spending gap’ in education are barking up the wrong tree. Whilst the amount spent per pupil is not an entirely irrelevant issue, there appears to be little direct correlation between that figure and educational attainment – there’s a far greater correlation between social inequality and educational attainment.It is absolutely key that the new Welsh Government should give proper attention to the poor levels of attainment in Welsh schools, and particularly the failure to ensure that pupils leaving our primary schools have basic numeracy and literacy skills. It is a mistake, though, to imagine or assume that the issue can be dealt with purely within the education system itself – a mistake made by all of the parties in last month’s election.The Druid has some pretty graphs which underline the point. It’s a very effective way of presenting the key link between attainment and inequality, and it’s good to see that even some Tories are able to understand the criticality of the link. He fails, however, to follow that link through to the inescapable conclusion; instead he merely argues that we need to do something to ‘break the link’.In fairness, he’s not the only one to respond in that way. It is the same response that successive governments, both in Cardiff and London, have given to the situation, albeit that some have tried harder than others to implement such an approach. It hasn’t worked, though – and that was part of the problem with recent election promises by parties which said that they would address the issue by changes to the education system or processes.It’s not that schools can’t do better - of course they can – but schools and education policy alone can never get to grips with the underlying causes of under-achievement; they can only address the symptoms. And that means that any programme which seeks to eliminate illiteracy and innumeracy by slow gradual improvement in the education system is essentially managerial, not transformational.Nor is it the case that some of the negative attitudes towards education which also show some correlation with the same underlying social factors are totally resistant to change. More can be done on that front as well.But a truly transformational policy would seek to deal with the underlying social inequality. For many years, I’ve argued that whilst it is important to do what we can to address the consequences of inequality, we will never eliminate the problems by focussing solely on those consequences. Governments and parties have failed to eliminate under-attainment not because they don’t care, nor because they haven’t tried, but because they are only treating the symptoms, not the causes.Politicians who try to argue that such attempts have failed not because they’re only tackling the symptoms but simply because other parties have done it incompetently - and that a different team can somehow succeed where they’ve failed - are falling into the same trap. And in some cases, taking a huge step backwards in understanding. It's easier, of course, to promise to 'fix' the education system than to reduce or eliminate inequality. I truly want to transform Wales and the life chances of our children – I don’t just want to transform the rhetoric.

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Log in News Sixth form college staff walk out over pay and conditions Freddie Whittaker | 10:21, Mar 26, 2014 Sixth form college teachers up and down the country have walked out of work as part of a strike by the National Union of Teachers (NUT). The industrial action over changes to pay and conditions has gone ahead today despite a series of meetings with the government, which failed to reach a satisfactory agreement. Rallies have been organised in major cities including London, Bristol, Birmingham, Cardiff, Manchester and Leeds. Schools are also affected. It comes after Education Secretary Michael Gove wrote to unions yesterday in response to talks. He said: “On the substance of what has been discussed so far, I can see the case for a number of the arguments you have put forward. In particular, I am keen to ensure that we tackle any unnecessary bureaucracy, which I know is an aim that you share given your concerns about workload. “I am committed to reducing further the bureaucratic burdens on teachers and am grateful for your views and ideas on how this can be achieved.” But the letter was not well-received by NUT general secretary Christine Blower. She said: “Mr Gove’s letter shows how little he listens to the concerns of teachers and how little progress has been made in the talks process. His letter confirms why we are right to strike. “The Secretary of State has attended none of the talks, nor have other ministers. The talks are with civil servants who are forbidden by Mr Gove from straying into areas of policy. The talks are only allowed to discuss how Mr Gove’s policies are implemented. “Nevertheless, the NUT has participated fully in the talks because we will use any avenue to seek improvements for teachers and thereby to defend education.” Read more on this topicTalks set up in hope of avoiding sixth form college strikesArrests over apprenticeship subcontractorUnions divided by strikes over pay

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haniff.sg Home PostsCommentsYou are here: Home / Long Articles / My Article – Wasatiyyah as Explained by Prof. Muhammad Kamal Hassan: Justice, Excellence and BalanceMy Article – Wasatiyyah as Explained by Prof. Muhammad Kamal Hassan: Justice, Excellence and Balance March 5, 2014 by Muhammad Haniff Hassan Note: I would like to thank bro. Mohammad Hafiz Kusairi for his editing assistance. Muhammad Haniff Hassan, Wasatiyyah as Explained by Prof. Muhammad Kamal Hassan: Justice, Excellence and Balance, (Forthcoming) The post-9/11 era has catapulted the issue of wasatiyyah or moderation in Islam, among others, as an important research subject with two key objectives: (1) to correct the image of Islam that has been tarnished by extremism, and (2) to overcome the spread of extremism among the Muslims of the world. Prof. Kamal Hassan’s research calls to be revisited in this regard as it offers a valuable conceptualization on the meaning of wasatiyyah, especially as presented in his address at the Second International Conference on Terrorist Rehabilitation and Community Resilience in Singapore (26-27 March, 2013). He speaks of justice, excellence, goodness and balance as well as other Islamic values as attributes of wasatiyyah, which is commonly, translated rather simplistically as “moderation.” Introduction Many measures have been taken in various countries for the study and promotion of moderate Islam or wasatiyyah. It is instructive to review some selected noteworthy contributions made in this regard. A book entitled Moderation in Islam in the Context of Muslim Community in Singapore was published in 2004 by the Singapore Islamic Scholars and Religious Teachers Association for the purpose of clarifying the meaning of moderation in Islam and guiding the Muslim community towards it as a result of significant events such as the 9/11 attacks, the arrest of JI elements in Singapore and the consequent non-Muslim reactions to both incidents. Al-Qaradhawi Centre for Islamic Moderation and Renewal was established in Qatar in 2008 under the Qatar Faculty of Islamic Studies with the mission of dedicating itself to research and the promotion of moderation and the renewal of Islamic spirit and intellectualism for the purpose of combating extremism and promoting inter-faith / culture dialogue. The International Centre for Moderation of Kuwait, a government linked institution under the Ministry of Islamic Endowments and Affairs, was established, also for the purpose of research and training for the promotion of moderation and combating extremism. The Moderation Assembly for Thought and Culture was established under the patronage of the King of Jordan and the Royal Academy of Jordan as a result of a conference held in 2004 and 2006. In Malaysia, the Wasatiyyah Institute was established in 2005 and the Global Movement of Moderates was introduced in 2010 by its Prime Minister, Mohamad Najib Abdul Razak for the purpose of promoting moderation at local and international level respectively. In addition to the idea of moderation, these initiatives themselves have become subject of interest and attention of those who are interested in the study. One of the important questions often asked in the study is; What does moderation / wasatiyyah really mean? Like many ideas and concepts, the answer to the question is not monolithic even among Muslim scholars. However, this should not be the reason for one to not explore its meaning in order to provide a coherent understanding that would be useful in guiding the society at large. Prof. Kamal Hassan’s Research on Moderation Prof. Kamal Hassan’s research on the meaning of moderation is very valuable as it seeks to present a complete conceptualization of the meaning of moderation. Prof. Hassan is an eminent intellectual in Islamic Studies in Malaysia, specialising in Contemporary Islamic Thought, particularly pertaining to the Southeast Asia region. He was the rector of the International Islamic University of Malaysia (IIUM) from 1999 to 2006. In 2013, he presented his idea of moderation/ wasatiyyah at the Second International Conference on Terrorist Rehabilitation and Community Resilience in Singapore (26-27 March, 2013). Prof. Hassan explains the concept of moderation using a graphic representation (see Figure 2) which is profound, yet clear to understand, unlike the usually heavy and convoluted academic works on the subject. [Figure 2: Prof. Hassan’s Graphic Representation of the Concept of Wasatiyyah. Image Source: Prof Hassan’s slide presentation during the conference] First and foremost according to Prof. Hassan, moderation as an Islamic concept must be grounded on Islam’s two primary sources; the Quran and the Sunnah (the Prophet’s tradition). Based on these two primary sources, Prof. Hassan premised the concept of wasatiyyah on three key values of Islam; 1) iman (belief), 2) `ilm (knowledge) and 3) taqwa (compliance to divine guidance). Prof. Hassan does not elaborate much on these three values. However, it could be safely deduced that, by iman, he refers to primarily belief in Allah as the only God (monotheism) and Muhammad is His final Messenger. This a standard belief held by every Muslim and there is no reason to believe that Prof. Hassan is different in this regard. It’s also not difficult to understand the reason why he positions knowledge as the foundation for wasatiyyah. The importance of knowledge in Islam and, thus, its position as one of the key foundations for such an important concept in Islam – wasatiyyah – can be easily deduced from the fact that it was mentioned together with the issue of belief in Allah in the first revelation to Muhammad (see 96:1-5). Furthermore, knowledge presupposes everything in Islam. One can never believe in the true God without knowledge; what more to uphold the concept of wasatiyyah. As of taqwa, its importance and centrality in Islam is also an undisputed issue among scholars. Thus, it is understandable if there isn’t elaboration from Prof Hassan too. What is more important, from Prof. Hassan’s illustration, is his conception that wasatiyyah is not the only concept from which everything in Islam is built upon, despite its importance and centrality and this has important implications; to be moderate or to practice wasatiyyah is important but it must not be at the expense of the more important pillars of Islam, a Muslim’s understanding and practice of religion must be shaped by the right understanding of wasatiyyah but that understanding itself is not free from any intellectual and conceptual bindings, wasatiyyah or moderation cannot be pursued at all costs or interpreted without binding parameters. Based on this, it should be deduced that the meaning of the word wasatiyyah itself must be based primarily on what these two sources say about moderation and being moderate and not just by mere philosophical thinking or the perceptions of Muslim laymen. Here, the key reference point from the Quran is the verse, “And thus have We willed you to be a community of the middle way [ummatan wasatan], so that [with your lives] you might bear witness to the truth before all mankind, and that the Apostle might bear witness to it before you…..” (The Quran, 2:143) The key word that becomes the reference for all scholars on this issue is the Quranic expression ummatan wasatan from which the term wasatiyyah emerged. Both, the expression and the term, were generally translated as a moderate nation and moderation respectively. However, Prof Hassan has reservations about the close association between wasatiyyah and moderation. Similarly, he was also not inclined to the interpretation of wasatiyyah as merely wholesale manifestations of non-violence or non-radical or non-militant as often used by political leaders in the West as well as in Muslim countries. To him, wasatiyyah is more than just moderation, non-violence, non-radical and non-militant. Prof. Hassan’s is of the view that, based on his review of the Quran, the Sunnah which speaks of the same topic and the works of Muslim scholars, the meaning of wasatiyyah must encompass three key attributes or pillars that make up this very wasatiyyah building. The three attributes are 1) justice, 2) excellence and 3) balance / moderation. This attribute of justice is based on a Sunnah that was reported by Ahmad on the authority of Abu Sa`id Al-Khudari that the Prophet interpreted the word wasat in 2:143 to mean justice (al-`adl). Although justice connotes “balance”, “equilibirium” or “moderation” that is similar to the third attribute, it appears, according to Prof. Hassan, to mean more than that and thus deserves to be a separate attribute. It requires an objective mind that is not swayed by emotions, biases or prejudice that would favour any of the disputing sides in making judgments, decisions or solving disputes. This is supported by the meaning derived from the word found in another verse of the Quran that has the same root with wasat (2:143), “Said one of them (awsat-u-hum): ‘Did I not say to you, Why not glorify (Allah)?’” The word awsat in the verse, according to Prof Hassan, has been interpreted by many commentators of the Quran to mean “the most just [a`dal] amongst them”. The basis for incorporating excellence into the meaning of wasatiyyah is due its usage in Arabic language and a Sunnah. Prof. Hassan pointed to the fact that Arabs understand the word wasat (from which wasatiyyah is derived from) to mean the best or excellence too. This can be understood from the term Awsat Al-`Arab to describe the Quraisy tribe from which the Prophet belongs. The term means the best or noblest tribe among Arabs. A similar point can be found also in a Sunnah which reports that the Prophet was the wasat among his people which the scholars interpreted it to mean “the noblest among his people genealogically”. The relevance of the third attribute (balance / moderation) is not an issue for such meaning has been widely accepted and used by Arabs in the past and till today. In fact, it is the most explicit meaning that one can derive from the word wasat which explains its popularity and prominence. However, its popular and prominent use also masks the other two attributes that are essential and important to the right understanding and practice of wasatiyyah. Prof. Hassan observes that the qualities of justice and goodness / excellence are being neglected, sidelined or forgotten due to the over-emphasis on moderation. Not only that, he also observes certain skewed understandings of moderation that requires correction for they cannot be said to represent wasatiyyah that incorporates the three attributes. The first misunderstanding and that he warned against which is popular among the political elites is wasatiyyah as “justification for indulgence (tasahul), carelessness or an excuse to be negligent in the performance of religious obligations” or in other words, the non-practicing of Islamic obligations for the sake of being “moderate”. To Prof. Hassan, moderation is not a stand-alone principle or one that needed to be attained at all costs. It is defined by the Quran and Sunnah being the overall underlying basis as illustrated in the graphic. There is no moderation if it there no justice and there is no justice by transgressing the definitive injunctions of the Quran and Sunnah. If not, “moderation could be understood as a license or permission….to be lax in the performance of religious duties”. Moderation is also not about being in the supposed median of everything to the extent that it justifies being average or mediocre as understood by many ordinary Muslims. Prof. Hassan asserts that Islam enjoins the value of excellence and hard work and makes these central to its teachings. Thus, mediocrity and being contented with an average achievement is against the teaching of Islam and is not moderation. Moderation is the assumption of a middle position in between two forbidden extremes often defined by Muslim scholars as the modes of excessiveness (ifrat) and laxity (tafrit). It is in this regard that moderation is a just, excellent and balanced concept. This a far cry from the common understanding of being in the middle of two goods or assuming a middle ground between a worst condition and an excellent one when excellence should be the national choice of a righteous Muslim. Moderation is striving to uphold all that is good and commanded in Islam and to achieve excellence (ihsan) in everything. Prof. Hassan highlights that the Quran in 2:143 relates wasatiyyah with “witnessing unto mankind”. The latter implies divine injunction upon Muslim to be the example and standard for human civilisation as a manifestation of being rahmah li al-`alamin (mercy to the universe) as in 21:107 and khayr ummah (the best nation, as in the verse in the succeeding paragraph). Thus, “to fulfil this key “civilisational witnessing” and leadership mission, the Muslim community has to strive for comprehensive excellence in religious and worldly sciences, in the spirit of absolute and uncompromising monotheism (Tauhid), fulfilling the Divine Trust (Amanah), [and] performance of comprehensive worship of Allah (Ibadah)…”. One important aspect of Prof. Hassan’s conception of wasatiyyah is the twinning of the concept with the concept of khayr ummah as stated in the Quran, “You are indeed the best community that has ever been brought forth for [the good of] mankind: you enjoin the doing of what is right and forbid the doing of what is wrong, and you believe in God. Now if the followers of earlier revelation had attained to [this kind of] faith, it would have been for their own good; [but only few] among them are believers, while most of them are iniquitous.” (The Quran, 3:110) These are two inseparable sides of being Muslim (see image 2). The khayr ummah concept affirms the excellence attribute of wasatiyyah and, in addition, entails its important role to mankind – to enjoin all that is good/right and prohibit all that is bad/wrong. [Figure 3: The Quranic meaning and the connotations of Wasatiyyah. Image Source: Prof Hassan’s slide presentation during the conference.] To Prof. Hassan’s mind, there is no wasatiyyah or “civilisational witnessing” without Muslims playing this role. In fact he warns, “It should be remembered that the Prophet (p.b.u.h) had warned that dire consequence would befall Muslim communities who fail to fulfil or neglect” this obligation. From the above illustration, Prof. Hassan lists down few tangible manifestations of wasatiyyah; Amr bi al-makruf and nahy `an al-munkar (to enjoin all that is good/right and prohibit all that is bad/wrong) as mentioned above, Possession of power and strength because justice cannot be realised without them, Tolerance and peaceful co-existence with other religions and cultures, Dignity as a result of the three attributes of wasatiyyah. By the above, Muslims attain a holistic well-being (al-falah) which qualifies them for blessing (barakah), pleasure (ridwan), mercy (rahmah) and success (taufiq) from Allah. Muhammad Haniff Hassan (Ph.D) is a Fellow at S. Rajaratnam School of International Studies, Nanyang Technological University, Singapore. Filed Under: Long Articles Languages English Acknowledgement My utmost gratitude to all individuals that have contributed to the development of this blog, since it was located at multiply.com till its migration here. My special gratitude goes to E. Ibrahimovic for his financial support and Nur Hafihz for his ideas and design works. I would also like to dedicate this blog to my parents, wife and children for their support and sacrifice. I pray that God Almighty reward them with His best rewards. Blogger Profile My name is Muhammad Haniff Bin Hassan. I am a Fellow at the S. Rajaratnam School of International Studies (RSIS). I hold a Ph.D. in Strategic Studies from RSIS (formerly known as the Institute of Defence and Strategic Studies), Nanyang Technological University (NTU). I received my early education at Aljunied Islamic School. I then pursued higher education at the Faculty of Islamic Studies, Universiti Kebangsaan Malaysia, and graduated with honours in Syar'iah and Civil Law. I am also active in the following capacities > Member, the Syariah Appeal Board under Islamic Religious Council of Singapore > Member, the Islamic Advisory Board for HSBC Insurance (Singapore) from 2000 to 2014 > Member, the Association of Islamic Scholars and Religious Teachers Singapore (PERGAS) > Member, Board of Governance of Madrasah Al-IIrsyad Al-Islamiyah. I have contributed a variety of articles in local newspaper - Berita Harian and The Straits Times. To date, I have published books and small pamphlets entitled: > Islam's General View on Health (Malay) (2001) > Message for Activists (Malay) (2002) > Muslim ... Moderate ... Singaporean (Malay and English)) (2003) > Da'wah in the Quran (Malay) (2004) > Unlicensed to Kill: Countering Imam Samudra's Justification for the Bali bombing (Engslih, Malay and Bahasa Indonesia) (2006) > Questions and Answers on Jihad (English and Malay) (2007) > Don't Be Extreme in Religion (English and Malay) (2008) > Fiqh Muslim Minorities: Perspectives from Two Contemporary Scholars (translation to Malay, 2008), and > Criticism From Within Against Ideology of Al-Qaeda (translation to Malay and Bahasa Indonesia, 2012) I have also helped in the publication of the following two books: > Deviant Teachings In Singapore (Malay) (2001) for the Islamic Religious Council of Singapore, and > Moderation In Islam in the Context of Singapore Muslim Community (English and Malay) (2004) for PERGAS. I have personal blog to counter extremist ideology in http://counterideology2.wordpress.com. Dakwah@Al-Quran (7) Dakwah@Sunnah (5) Long Articles (18) My Books (2) Notices (1) Ramadan Message (2) Religious Query (4) Sharing Others' Materials (14) Short Articles (30) Hadith Resources Onislam.net – an Islamic online news and magazine site in English Online Islamic Books in Arabic in Pdf For Download Online Islamic Library Quran Resource My Counterideology 2 Website Contact Me Via Facebook

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Knowledge Has a New Shape, and It's Not the Book findability, general http://www.toobigtoknow.com/ One of the most interesting chapters in Too Big To Know is David Weinberger's discussion of long and short form content. I found the chapter particularly relevant because just the other day, I published a 3,700 word post and had a reader comment that the length — for a blog post — was heinous. I'm not saying the commenter was out of place to object to such length online, since I too sigh at long posts, but her objection leads into something rather fascinating. In Too Big To Know, Weinberger makes a new claim about the origins and containers of knowledge. Traditionally, we hold up the book format as the ideal container for knowledge. The book excels as a way to produce long-form thought, so why shouldn't we look to books as the ultimate source of wisdom, achievement, intelligence, and knowledge? To this, Weinberger argues, "To think that knowledge itself is shaped like books is to marvel that a rock fits so well in its hole in the ground” (100). In other words, knowledge seems only to fit so well in a book because the book has shaped the way we come to know things. The rock makes the same hole that it fits into. Similarly, the book format influences the way knowledge is produced, so of course the book seems like such as apt container for what it has produced. But knowledge wasn't meant to take the shape of a book. Knowledge is only esteemed in the book format because books were how knowledge has been packaged for so long. Knowledge can take many shapes, and there are plenty reasons why the book shape doesn't suit knowledge very well. Instead of books, Weinberger argues that the network, or the web, is a much better container for knowledge. “Knowledge is now a property of the network,” he writes (xiii). I agree. The network is a much better shape for knowledge. Books are a dying format. I don't lament the demise of books as a container for knowledge. Here are more than 20 reasons, according to Weinberger, why the network works as a better vehicle for knowledge than the book. When Writing Books, You *Imagine* Hypothetical Objections. In the Network, You address Real Objections When you sit down to write a book, you usually do so in isolation. In The Origin of Species, Charles Darwin imagines objections his hypothetical readers will have. Rather than imagining what objections an envisioned reader might have, wouldn't it be better to actually address real reader objections that take place in the form of comments, critical posts linking to your post, and other feedback? In the network, you don't have to play guessing games about counter arguments. You address real counterarguments from real readers. With Books, You Have a Single Voice. In the Network, You Interact with Multiple Voices. The book format doesn't allow readers to comment in visible ways. The reader may make notes in the margins, but these notes are rarely seen by anyone other than the reader who made them. In the network, comments from readers are shared with other readers and the author. The comments offer new perspectives, insights, and other feedback that can increase the value of the original article. Often times, the comments on articles are more interesting than the articles themselves. With Books, the Writer's Influence Is Vague. In the Network, You Can See the Impact an Author Has. When you read a book, it's hard to know what impact the writing has had. If a book is a bestseller or has won an award, it tells you a bit about its influence. But largely you can't tell what others have thought of the book. Online, you can judge whether the book made a splash or an uproar. You can see how many people tweeted or shared a post. You can look at the number of comments and links to the post. You can see whether the author's ideas are celebrated or attacked. This engagement allows you to better evaluate the content. Books Follow a Perhaps Artificially Sequential Order. In Contrast, the Network Better Models the Non-linear Cloud of Ideas. Books force authors to move in a sequential order, writing page 1 and then page 2, page 3, and so on. However, knowledge is messier than this. There are a lot of tangents, side discussions, footnotes, parallels, retrograde motions, related questions, tangents, asides, verticals, and other angles to thought that don't necessarily move in a sequential order. The network allows for all of these related discussions to fire simultaneously. The network is more of a cloud of thought, with a lot of ideas connecting in different ways. This non-linearity better represents the reality of knowledge. In contrast, the book often ignores these side routes as it continues down an artificial sequence of thought. Once Published, Books Are Static. In Contrast, the Network Keeps Pace with Changes. Once you finish and publish a book, you usually don't change it much. You might come out with a new edition every few years, but that's it. In contrast, the network keeps better pace with what's happening now. You can update content that's inaccurate. You can revise online articles if you realize you're mistaken about certain ideas. You can delete or change or write new articles. In agile software environments, creating print versions of manuals is almost a joke, since the software changes monthly. Readers who print guides and store them on their shelves are dooming themselves to outdated instructions. Given how rapidly technology changes, it's hard to see how books can be the ideal container for knowledge. Books are too static, inflexible, and stiff to match the constantly changing nature of technology. Books Can Have a False Sense of Completion, But the Network Keeps the Discussion Open. When you get to the end of a book, the writer needs to wrap the discussion up with a sense of completion or resolution. But that's only because the author can't go on writing forever. There's an expected end, and to force that end, the writer may pull together some thoughts in a seemingly clever way to end the book. But really, the whole path from point A to point Z — the writer's journey to completion — is often carefully constructed by the writer, who may purposely avoid counterarguments and assumptions that would otherwise derail the sense of completion. On the network, you don't have limitations about length, so you don't need to force an artificial conclusion to meet page constraint requirements. And you can't construct an artificial trail from point A to point Z that sidesteps the danger zones and attacks, because readers will point them out and confront you about them. The conversation can continue and often does continue, remaining open and free to go in the direction it wants rather than closing on a last page. Books Rely on Experts to Interpret Facts. The Network Links to the Raw Data for Interpretation. Books constrain the author to filter and summarize the information from reports, studies, and other raw-data sources. We rely on authorities to give us the correct interpretation of information. The expert can't include this raw data in the book due to limitations of paper and cost. The odd thing is, when you start looking at the source data, you often realize that it can be interpreted in a number of ways. Multiple authors may selectively pull from the same study to support different arguments. On the network, you can link directly to the sources and let curious readers gather more information and make their own conclusions. Opening up your argument to raw information provides a more objective, transparent rendering of the information — one that is more accountable to the information rather than reliant on one's authority. While books incline the masses to rely on the interpretations of the intellectual elite who have access to the information, the net usually links to raw data and in so doing allows every one to decide for him or herself whether the facts match the interpretation. In this model, knowledge will probably be more accurate. Books Are Easily Misplaced and Hard to Find. Information on the Network Is a Keystroke Away. Books are easily misplaced. You may have read a book ten years ago and placed it on a shelf, but in what room, what shelf? Do you still even have the book? Books as containers for knowledge are difficult to retrieve, especially when you have not just a few books, but hundreds or thousands of books. Not only are books hard to retrieve, but if you've ever moved, you realize how much space books take up in your home and what a hassle they are to store, display, and organize. In contrast, knowledge online is much faster to retrieve. A simple search immediately brings up the result. And all the information doesn't take up any space at all. Any place you can access the Internet, the information is readily present. Books Supposedly Do Well at Long-Form Thought, But They Trap Writers in Artificial, Self-Built Logical Constructs. The strongest argument for books is that books allow for long-form thought -- unlike the net, which focuses on short-form content. Remember that I mentioned how one reader called my 3,700 blog post heinous. I'd hate to see her reaction to a 37,000 word blog post. If we put knowledge on the net, are we trapped in short-form thought? Weinberger acknowledges Nicholas Carr's arguments in The Shallows about how Google is making us "stupid." Carr laments the move away from long-form thought that books typically encourage. Weinberger's response is that the book-writing process isn't better at getting deep thought than an approach on the net. He says the book format isn't wide enough to allow for deep thought. More specifically, in the this brief video, he says, "Having lots of minds attacking an idea produces a sort of depth that tracing a single thread from page one to page 300, from A to Z, can't match. Long-form thought [book writing] is not wide enough. It just isn't. It's too focused and narrow, and too careful." To put it more plainly, here's the problem in writing a book. To write a book, the author usually removes him or herself from the hustle and bustle around him. Think of Thoreau secluding to his cabin in the woods. There, the writer slips into a solitary interiorizing while he or she thinks deeply about a topic, imagining possible objections, following his or her own path of logic from point A to point Z. Writing alone, the writer can construct reality in a way that accommodates the logical movement to the end the writer desires. The whole experience can be a bit of an artificial and insulated. The writer's logic moves so well in the world the writer constructs for the logic. It's like Weinberger's rock analogy: the rock seems to fit so well in the hole in the ground that it made. On the net, you aren't walled off from others in the same way. You aren't writing in an artificial construct, letting your own thoughts and logic map their way to the end you want. Instead, you're interacting in a bazaar of ideas, responding and debating and countering and re-analyzing. You have to make your arguments to real people, not to a blank page that never talks back. You can't manipulate your environment to more easily move to point Z. You can't easily close the argument with a nifty quotation or reminder of your starting point. Discussions are often open-ended. In sum, Weinberger says books as a vehicle for long-form thought "aren't wide enough for deep thinking." With one author charting the course, the result isn't as good as a group of people battling out an idea. These ideas are more or less what Weinberger argues as far as the limitations of books as a form for knowledge. As he explains the limitations of the book, he has to get around the fact that he's writing in the very format he condemns. What's his excuse? Weinberger says that many of his ideas started out online and proceeded through rigor of the network, with readers commenting and scrutinizing and giving feedback to his ideas. He also mentions that publishers give advances for books, that he is of an older generation, and that a book is still considered an achievement. I want to add about a dozen reasons of my own to Weinberger's argument against the book format, but I'll do so in another post.

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About Arts and Science | Departments and Programs | The Faculty Information|People|Research|Programs|Events Home > Alumni The NYU Physics Department has embarked upon major efforts in what promise to be some of the most exciting areas in physics of the twenty-first century. Two examples: In confirmation of the general idea of understanding complicated systems from their basic building blocks, the development of the universe as a whole can now be understood with the help of the physics of the very large, the general theory of relativity, and the physics of the very small, field theory, which describes the elementary particles of which the universe is composed. Gregory Gabadaze, a young particle theorist currently at CERN, will in the fall be joining our department and in the research effort along these lines of the department's Center for Cosmology and Particle Physics. Soft condensed matter physics studies the properties of solid non-rigid forms of matter. As the systems it studies includes those found in living organisms, in addition to the pure physics problems it deals with, this area also has strong connections with biology, mathematics, and medicine. New York University has committed to providing the resources necessary to build a major effort in this field at our physics department. We have just taken our first step in this direction: David Grier, currently a professor at the University of Chicago and someone who has contributed significantly to this area, will be joining our department at the beginning of the spring semester. Although institutional and funding agency support go a long way, support by alumni can be critical in the success of both experimental and theoretical work. Please feel free to contact me or Henry Stroke, the Chair of our Alumni and External Relations Committee, if you would like to know how you could help us with these efforts. Allen I. Mincer Alumnus Stephen Federman came back to give us an exciting Atomic Physics seminar on Atomic and Molecular Data for Interstellar Studies. He showed how interstellar atomic and molecular sources of radiation can provide a laboratory for studying transition probabilities of species for which down to earth laboratory techniques would not be easily applicable. In turn, such data are of importance to astrophysical studies. Stephen is now a professor at the University of Toledo where he has a large theoretical and experimental program for which he also uses the Hubble Space Telescope and various synchrotron radiation sources. The year came to an end with a great holiday party organized by our Alumni Coordinator, Lorelei DeMesa. We are by now totally spoiled by the level of perfection that she brings to our departmental affairs and all expressed gratitude for her efforts. As an unusual entertainment, Allen Mincer invited a renowned poet, Samuel Menashe, who read some of his works to the delight of those present. His poetry has been published widely, including the New Yorker magazine. Menashe was also written up a while ago in the New York Times. We are happy when alumni participate in these events, and we are looking forward to seeing many of you next year. In the meantime, best wishes from all in the Physics Department for a good new year and happy holidays. Henry Stroke, Henry Stroke, Chair of the Alumni and External Relations Committee Ph.D. Recipients (since 2003) Alumni by Alphabetical Order Update Your Contact Information

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Click to watch video May 11th, 2012 11:05 AM ET Celebrities talk about their most influential teachers by Sarah Springer, CNN (CNN) During Teacher Appreciation week, the ladies of ABC shows “Grey’s Anatomy” and “Scandal” spoke a little bit about the teachers that impacted their lives the most. Chandra Wilson, who plays Dr. Miranda Bailey on “Grey’s Anatomy”, told CNN her favorite teacher taught her to believe in her abilities, while television writer and series creator, Shonda Rhimes, told CNN about a teacher who made her look forward to the future. “Her name is Mrs. Hanks. She taught 5th grade,” said Rhimes. “We watched Luke and Laura’s wedding on ‘General Hospital’ in her classroom one day after school when I had to stay after school waiting for my mom to pick me up. We closed all of the blinds and watched Luke and Laura get married, which was very serious for me.” However, it wasn’t the show that made Rhimes think about her future, it was her teacher’s youthful nature and ability to make her students care. “She was young, she was the first really young teacher that I had ever had – one of the very few non-nuns that I and been taught by and there was something about her that made me feel like growing up was going to be exciting,” said Rhimes, who attended a Catholic school. “I don’t know what it was about her, but she was young enough to make learning fun, but she also made me feel like ‘God, when I turn 18 things are going to get really good.’ And she was really wonderful. I always wondered what happened to her." “Scandal” lead actress Kerry Washington, who sits on the President’s Committee on the Arts and Humanities and is excited about the Turnaround Arts Initiative, which promotes student involvement through the arts, said her favorite teacher was someone she’ll also be appreciating this Sunday on Mother’s Day. “My mom is a retired professor of education, but she was a public school teacher in New York City for decades, transforming the lives of thousands of kids in New York City. Then she became a professor of education in New York and Lehman College and she’s now retired, but sort of consulting. So I always feel like I had the benefit of one of the best minds in education at home on call 24/7.” Posted by Schools of Thought editors Filed under: Teacher Appreciation • Voices Most important, beautiful, forgotten May 14, 2012 at 2:54 pm | marcia Teacher is the most profession of the world... May 14, 2012 at 2:52 pm | « Back to main

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Jesse Rodgers Jesse is the Director of the Creative Destruction Lab at Rotman, a cofounder of TribeHR, and built VeloCity at the University of Waterloo. He has been a key member of the Waterloo startup community hosting StartupCampWaterloo and other events to bring together and engage local entrepreneurs. Follow him on Twitter @jrodgers or WhoYouCallingAJesse.com. Jesse Rodgers in Canada | April 26, 2012 Waterloo’s Next Five Years Following on with Jevon’s original post of Canada’s Next Five Years, I want to discuss Waterloo. Five years ago, I organized the first StartupCampWaterloo. It built on the great community and open space tools from BarCampWaterloo and focused participants around startups. Simon Woodside, Ali Asaria, Mic Berman, and myself felt like we needed to something a little different to get the grass roots high tech startup community moving in Waterloo. It was a year after the Accelerator Centre opened and the community was just finding its feet. Waterloo felt bold and creative with a strong core of startups but it was small. With the aggressive growth of RIM and Open Text, the Waterloo community has spent the last five years building a strong and diverse tech community. In addition to the homegrown companies, the community was fuelled by a few California based companies making some big purchases in Waterloo Region. These three purchases resulted in the parent companies building a larger presence in the Waterloo Region: Google’s acquisition of Reqwireless in 2006 Intel buying RapidMind in 2009 EA buying J2Play in 2009 In the last couple of years Communitech grew beyond simply being a promoter and connector for local tech companies. Communitech has established a home base for startups in downtown Kitchener. They took the bold move to put a vibrant space for startups in an old Tannery complex, which has also attracted the likes of Google and Desire2Learn, each with hundreds of employees based in the building. The Communtech Hub is a strong message to entrepreneurs that the community is there to support you. However, the next five years are where all the attention the Waterloo region has drawn to itself is going to have to transition to results and further momentum growth. This will depend a lot on the companies that have been founded in the last five years and includes some that are now YC-backed. Looking at what Canada needs to do, what role does Waterloo play in that? Waterloo is home to arguably the top Engineering School in the country, the University of Waterloo. With programs like REAP, CBET, and living environments like VeloCity it is committed to educating and supporting students with regards to entrepreneurship. It is also focused on having them experience it through the Co-op program that allows students to work anywhere in the world with many choosing to work at Facebook, Google, Twitter, Apple, and a ton of different startups in the valley. This results in students that have a big head start in terms of building a network as well as learning about problems that could turn into great product ideas. That experience and opportunity is a big win for Canada’s startup community. We can see the rise of Waterloo alum lead startups like Vidyard, Kik, Upverter, Well.ca, TribeHR, LearnHub, Thinking Ape, Pair, and others. And it’s not just UWaterloo, Wilfrid Laurier University and Conestoga college are also doing their part. The MBA program at WLU has a focus on entrepreneurship and they are leveraging the Communitech Hub environment. Conestoga College is educating the work force in the region making it a very important partner in ensuring there is a workforce for growing companies. Community as the Framework The Waterloo Region has a ton of tech oriented events. A lot of folks assume the trick is to find time to attend all the events you want to attend. The real trick is figuring out which events you should attend, and how to make the most of your attendance. Are you attending for education? recruiting? to find funding? to be part of the startup scene? More entrepreneurs need to clearly identify their desired outcomes from each event, and they participate accordingly. What there needs to be, is a greater focus on founders and information sharing. Peer mentorship, breakfasts with friends at Angie’s, or just chatting at the end of the day. We should avoid gossip, we don’t want or need a ValleyWag for Waterloo Region. Building a company is difficult enough that we don’t need to be hindering each other. Entrepreneurs need to be able to establish trusting relationships with each other, to build I see it happening more and more but there isn’t enough peer mentorship going on.There are a large number of entrepreneurs that have been through the ups and downs of a startup. It includes fundraising, business development, channel partner discussions, contract gotchas, etc. We need to help entrepreneurs build connections with each other. There is a huge opportunity for entrepreneurs to build trustworthy relationships and share their experiences. Tighter connections to elsewhere Jevon calls for tighter ties to Silicon Valley. But it’s more broad than that. Canadians need to get out of Canada. We need to build stronger connections in New York, Boston, Los Angeles, Buenos Ares, London, Mumbai, Shanghai, Eastern Europe. We are doing a pretty good job at getting exposure in Silicon Valley. We have companies going to YCombinator (Vidyard, Allerta, Upverter, Pair and others). The C100 has done an amazing job identifying Canadian expatriates and connecting them across the country. The C100 has expanded to NYC and to the UK. Entrepreneurs need to expand to. We have startups raising money from NYC (Kik raised from USV), Boston (TribeHR raised from Matrix Partners). We need to get out of the local ecosystem and build products for global customers. I would be remiss to ignore the need for tighter connections to Toronto as well. Whenever anyone says “Toronto is better than Waterloo for…” or “Waterloo is better than Toronto for…” a kitten dies. Stop it. No one really cares and outside of Ontario people think it is just one big region. Lets build stronger ties and use both cities for everything they have to offer. Beyond establishing the Hub, Communitech has done a lot of work on building connections with all levels of government. They have a big role to play with influencing policy as does Canada’s Technology Triangle Association. Grow Like Hell and Don’t Stop Hootsuite is mentioned but Waterloo is home to tech companies that have taken the long path to growth. RIM, Open Text, and Desire2Learn are examples of rapid growth (over a 10 year period) tech companies. What Waterloo needs is more of that. The challenge is going to be getting the talent that knows how to work sales funnels, marketing, etc to live in the Region in sufficient numbers. What I would guess is going to happen initially is that US VC-backed companies that started in Waterloo will have to find a way to balance having their product teams in Waterloo and marketing/sales teams in major US startup hub cities. That means an office in Waterloo and one of Palo Alto, Mountain View, San Francisco, New York, or Boston. This allows them to hire developer talent outside of the higher salaries zones that is on par (or better) but feed on the energy in those cities. The US market and understanding it quickly is key to many of the current fast moving startups in Waterloo. For the Region of Waterloo to live up to the expectations, in the next five years these companies will need to attract that marketing/sales talent to move here for work or be able to use Toronto for that. Jesse Rodgers Jesse is the Director of the Creative Destruction Lab at Rotman, a cofounder of TribeHR, and built VeloCity at the University of Waterloo. He has been a key member of the Waterloo startup community hosting StartupCampWaterloo and other events to bring together and engage local entrepreneurs. Follow him on Twitter @jrodgers or WhoYouCallingAJesse.com. Shaun April 27, 2012 The last point is spot on “the need for marketing and sales expertise”. Yes, one can have a great product but if it’s not marketed effectively, the company won’t scale. And no amount of tweaking, fiddling and waiting will change that fact. Oldtimer May 4, 2012 Create a great product and you won’t need as much marketing and sales as when you have a product that lacks. The best sales people will find you, because you make selling easier. Magento Development May 19, 2012 This article is showing good representation regarding software overviews. But do you know every steps of developing should be taken carefully by us. We are introducing eCommerce platforms Magento, prestashop and others. It allows users to enable their customers to access their eCommerce sites on mobile platforms. With Magento there is an obvious solution – Multi-Store. This is where you split your inventory up into two or more stores, all being run from a single Magento instance. Comments are closed. Related Content by Tagfuturenext5yearsWaterloo Search

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KidsTeensLibrary InfoOur ServicesPrograms, Events & ExhibitsReference & ResearchVirtual LibraryLocal HistoryDigital Books & DirectoriesGenealogy DatabasesLocal NewspapersLocal History & Genealogy GuideLocal History SpotlightCornell Off CampusElephants Come to IthacaGrace Miller WhiteIthaca Gun CompanyResettlementRichard Feynman: Ithaca PhysicistUFO ManiaTompkins County Research Service Page Tools You are here: Home » Local History » Local History Spotlight » Feynman Volume 6: Richard Feynman: Ithaca Physicist Emerson said, “People only see what they are prepared to see.” This was especially true of a grief-stricken Cornell physicist, who closed his eyes to destiny until one fateful day in a Cornell University cafeteria. Like many Ithacans, Jewish-born Richard Feynman only visited Cornell for a short time, but his work there changed the scientific world forever. Born in New York City on May 11, 1918, Feynman discovered a love of physics early in his college career. He got his first big break in the field while pursuing a PhD in theoretical physics at Princeton University. A group of scientists invited him to Los Alamos to participate on the Manhattan Project, a governmental initiative to build the first atomic bomb in a technological race against the German Nazis. Once detonated, the bomb’s devastating effects, combined with the death of his first wife pushed Feynman into a lengthy depression. Seeking a new start, he left Los Alamos and took a job at Cornell University as a physics professor. The transition to Cornell was not an easy one. Most residents know you can’t get a hotel room in Ithaca the week before classes start, but Feynman did not; he spent his first night in town sleeping on a couch in the physics department. While he quickly adjusted to his new role as a professor, he found himself uncomfortable with the liberal-arts environment at Cornell, and was deeply offended by the anti-Semitic views of some of his fellow professors. The Ithaca dating scene was also a struggle. In spite of these issues, Cornell became a respite for Feynman, allowing him to establish himself as an educator at a time when his grief made it impossible for him to focus on research. Dissatisfied with his outlook on life, Feynman eventually resolved to find a way to renew his love of both life and science. Sitting in the cafeteria at Cornell one day, he observed a student throwing a plate into the air. He noticed that while the plate spun in the air, the red Cornell emblem moved faster than the plate itself. This simple observation served as a catalyst for Feynman’s scientific inquisitiveness, propelling him back into the laboratory. His “Wobbly Plate” research eased his depression and later earned him a Nobel Prize for his contribution to quantum electrodynamics. Unfortunately, the therapeutic effects of his research didn’t last long, as Feynman became increasingly disgusted by Ithaca’s small-town mindset and long, unpredictable winters. While fighting with tire chains in the midst of a frigid snowstorm, he decided it was time to pursue life in a warmer, more sophisticated city. He accepted a job at the California Institute of Technology where he went on to find a new wife and family, and a teaching career that would last the rest of his days. He passed away in 1988 after battling cancer, but left behind a legacy as a brilliant physicist and beloved teacher who made physics accessible and understandable to everyone. Sources Feynman, Richard, et al. Surely You’re Joking, Mr. Feynman! Adventures of a Curious Character. New York: W.W. Norton & Company, 1997. Print. “Natural Scientists: Past and Present Science” T.R. (Joe) Sundaram. Web. 8 March 2011. Sykes, Christoper, edit. No Ordinary Genius: The Illustrated Richard Feynman. New York: W.W. Norton & Company, 1994. Print.

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Home Jeffries Adds Philosophy to Career Services Jeffries Adds Philosophy to Career Services by Tim Tan '14, The Bachelor • August 26, 2011 Share: James Jeffries doesn’t just want you to find a job. The College’s new Assistant Director of Career Services wants instead to get more Wallies to think long and hard about sustaining their passions beyond their college experience and to be able to parlay that into a rewarding career. “What I’m really interested in is how people find fulfillment, and natural work is one important and vital aspect of that,” Jeffries said. Jeffries just finished a doctoral program in philosophy and ethics at the University of Illinois at Urbana-Champaign. And he’s already asking the philosophical question. “How do we facilitate being a gentleman? I’d like Career Services to help answer that question in all senses. From my work as a doctoral student and instructor, I find people have not put a lot of thought into what satisfies them in various spheres of their lives,” Jeffries said. “I want to help Wabash men to lead lives with more confidence and intelligence.” But what does philosophy have to do with career advising? “In a derivative sense it relates to my academic interests,” Jeffries said. “What I value in philosophy is thinking about tough conceptual problems and actually implementing that in real life. I believe Career Services has to appreciate the liberal arts’ specific approach to career finding. I am particularly interested in religion and philosophy majors and drifting students and helping them to calibrate their intents.” Jeffries wants to help students capitalize on their strengths as liberal arts majors. Having done research in the epistemology of creativity, he is well-positioned to transform raw ore into gold. “Conceptual, broad patterns is what students from a college like this are good at,” Jeffries said. “I want to bridge their unique abilities to the communities in which they live and facilitate that exchange. I intend to prompt students to reflect on what they value about what they learn.” “Having grown up in the area and coming out of South Mont., I’ve always had an awareness of Wabash College,” Jeffries said. “After graduating from the University of Chicago, I worked in financial services for a while. But I really wanted to go back to higher education, and this position allowed me to stay close to family and retain my interest in the area of liberal arts.” One of Jeffries’s first projects is to overhaul the externships program. “They’ve really only been in kernel form so far,” he said. “Job shadowing a business owner, even for as brief as a day, really helps students to develop transactional skills.” As for working with the alumni base, Jeffries intends to provide students with more than a handshake. “Building relationships consists of more than just taking down names, exchanging business cards, and so on. Alumni anywhere want to recognize the integrity of their experience reflected in each new generation. That is certainly intensified here at Wabash,” Jeffries said. In his spare time, Jeffries busies himself with brewing, writing, and music. But this father of two can most often be found working on his fixer-upper southwest of Crawfordsville. “Philosophy continues to be an interest. As I matriculate out into the community, I’m finding many similar minds. I’m talking to faculty, and I’m learning about their research, their engagement with students, and why that is so valued here. The staff have been terrific too, and uniformly helpful.” The committed vegetarian looks forward to everything from sharing his passion for environmental concerns to chatting with students about Dostoyevsky. “Vox clamantis in deserto—a voice crying out in the wilderness—that’s what I plan to be in my time here.” More News

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UNESCO » Culture » World Heritage Centre » About World Heritage » The Committee » Committee Decisions Search Decision : CONF 203 VII.A.2.11 SOC: Tasmanian Wilderness (Australia) VII.11 Tasmanian Wilderness (Australia) The Committee recalled that this mixed site was inscribed on the World Heritage List in 1982 and that the Bureau at its eighteenth session in July 1994, discussed reports received on logging operations in areas adjacent to the World Heritage area. It furthermore recalled that two concerns were raised: (a) that there is forested land outside the site which may have World Heritage values, and (b) that logging and roading activities adjacent to the site could have an adverse impact on the existing World Heritage site. The Committee noted that the national authorities have provided information to the effect that negotiations to alleviate possible impacts are still underway. The Committee took note of the action by the State Party to strengthen the protection of the site and that negotiations were still underway, and requested the Centre to contact the state Party to obtain a report on the situation as soon as possible. Themes: Conservation States Parties: Australia Properties: Tasmanian Wilderness Session: 19th session of the Committee (CONF 203) Year: 1995 Decision Code: CONF 203 VII.A.2.11

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Home > WEEKLY eNEWS: Upcoming Events, Awards, Volunteer Opportunity Resources, Your Feedback, and Lagniappe WEEKLY eNEWS: Upcoming Events, Awards, Volunteer Opportunity Resources, Your Feedback, and Lagniappe A Compilation of Environmental Education News from Across Louisiana UPCOMING EVENTS Earth Science Week: October 9-15, 2011 Since its inception in 1998, the American Geological Institute (AGI) has organized Earth Science Week (ESW), an international event to help the public gain a better understanding of and appreciation for the earth sciences and to encourage stewardship of the Earth. The website features: contests, events, and a comprehensive portfolio of geoscience educational materails for K-12 students and teachers. 4-H Youth Wetlands Program – Registration Now Open! The Youth Wetlands Education and Outreach Program is a statewide LSU AgCenter 4-H program sponsored by the Office of Coastal Protection and Restoration (OCPR). The program is a school enrichment program designed to heighten students’ awareness of Louisiana’s wetlands, wetland loss, and wetland conservation. Program materials are provided at no cost to participating educators. The program is celebrated during Youth Wetlands Week (YWW), April 22-27. 2012. The curriculum is tailored to students in grades 4-12 and all lesson plans are designed to follow Louisiana’s Grade Level Expectations (GLEs). In addition to receiving materials, opportunities to participate in wetland restoration projects are available to teacher and students throughout the year in various locations across the state. Students have helped with vegetative plantings and invasive species removal, constructed and installed wood duck boxes, and assisted in trash bashes/beach sweeps. For more information, visit www.lsuagcenter.com/yww or register using the Google form attached below. Upcoming Webinar: School Buildings as Green Teaching Tools (October 19, 7 pm) The National Environmental Education Foundation (www.neefusa.org) in partnership with the National Education Association Foundation (www.neafoundation.org) and Green Schools National Conference (www.greenschoolsnationalconference.org) is launching the first of a series of three webinars, Green Schools Educator Webinar Series, to help educators around the country learn from experts and peers how to green their schools and curriculum. Webinar participants will interact live with national experts and teachers who are transforming their schools for the 21st Century. Registration is free and all educators are invited to join. Please see attached flyer for more information. To register, visit: www.classroomearth.org/gswebinars Nominate the Next Chevrolet GREEN Educator Award Winner Nominate an educator or partner in your community to be the next Chevrolet GREEN Educator Award winner! The Chevrolet GREEN Educator Award recognizes teachers, college professors and non-formal educators who have made a substantial effort to promote environmental engagement among youth. The GM Foundation and Earth Force will award 5 educators each month in the search to find the 20 best “GREEN” educators nationwide. Winners will also be featured on the Earth Force website, along with their teaching tools and ways they get their students involved. We are looking for those truly great at keeping students active in their community, helping young people understand the relationship between civic life and environmental health, and those that are spreading the word. To nominate your favorite “GREEN” educator, visit www.greeneducator.org. Department of Education Announces Green Ribbon Schools Award - Environmental Education Included in Final Criteria The criteria for the Department of Education’s new Green Ribbon Schools Award was recently announced. In accordance with comments submitted by Congressman John Sarbanes, the No Child Left Inside Coalition, and other proponents of environmental education, the final criteria encourages schools to put in place programs that, among other things, “promote environmental education that supports students’ strong civic skills, environmental stewardship and workforce preparedness.” To read the Congressman’s full press release, click here. Nominations for the Green Ribbon Schools Award will be accepted through the fall and awards will be announced on Earth Day 2012. For more information on Environmental Literacy and Green Ribbon Schools Federal Program please see attached document. Volunteers Needed- Beach Restoration on Elmer’s Island (October 19 & 20) The Coalition to Restore Coastal Louisiana and Bayou Land RC&D Council invite volunteers to participate in a wetland restoration project that will create sand dunes along the shoreline of Elmer’s Island in Grand Isle. Volunteers will install 2,000 feet of sand fencing on October 19th and plant dune grass on October 20th (10:00 am to no later than 4:00 pm for both days). These projects will assist in stabilizing and capturing sand in the hopes of building dunes. In addition, the project will also create wildlife habitat and increase species diversity. This project is being completed through a partnership with the Gulf of Mexico Foundation, the Louisiana Department of Wildlife and Fisheries, NOAA Community-based Restoration Program, Restore America's Estuaries, the Coypu Foundation and New Orleans City Park. All equipment (shovels, gloves, hammers, etc.) will be provided. Lunch and drinks will be provided to all volunteers. Please register (for one or both days) at the www.crcl.org or call the Coalition to Restore Coastal Louisiana at 1-(888)-LACOAST for more information. RESOURCES ScienceCasts: Online Video Series NASA ScienceCasts are short online videos about fun, interesting, and unusual science topics encountered by NASA's science missions. The video series, created by astrophysicists and a team of agency narrators and videographers, offers the public a fast and fun way to learn about scientific discoveries and facts about Earth, the solar system, and beyond. New videos are posted online every Thursday. http://science.nasa.gov/science-news/sciencecasts Gulf Coast Task Force Releases Ecosystem Restoration Strategy for Public Review The Gulf Coast Ecosystem Restoration Task Force, chaired by U.S. Environmental Protection Agency Administrator Lisa P. Jackson, released for public review and feedback its comprehensive preliminary strategy for long term ecosystem restoration. The strategy represents an historic opportunity for addressing long-standing issues contributing to the decline of the Gulf’s critical ecosystem. The preliminary strategy is the first effort of its kind to be developed with the involvement of parties throughout the region, including the states, tribes, federal agencies, local governments and thousands of interested citizens and organizations. The strategy was developed following more than 40 public meetings throughout the Gulf to listen to the concerns of the public. It is available to the public for review and feedback at www.epa.gov/gulfcoasttaskforce, until 11:59 p.m. EST October 26, 2011. The Task Force will release the final version in December 2011. Senate to Mark up Draft Education Bill—Help Secure Support for the Inclusion of Environmental Education Senator Harkin, Chair of the Senate Committee on Health, Education, Labor and Pensions (HELP) has announced that the committee will mark up a draft of the Elementary and Secondary Education Act (ESEA) on October 18. Congressional support for the NCLI Act is critical to ensuring that the HELP Committee includes environmental literacy in the draft legislation. Please help add additional co-sponsors to Senate Bill 1372 (the NCLI Act) by contacting your Senator today. Please let your Senator know that s/he can support this goal by cosponsoring the NCLI Act today. An ESEA that includes the provisions of the NCLI Act would support outdoor learning activities both at school and in non-formal environmental education centers, teacher professional development, and the implementation of state environmental literacy plans. By offering states increased flexibility to infuse environmental education into the preK-12 curriculum, the No Child Left Inside Act will give our nation’s students the knowledge they need to advance American competitiveness in a clean energy economy, help boost academic achievement, and offer a pipeline to success in STEM subjects. For more information: www.nclicoalition.org Find out about wetland outreach activities including symposiums, conferences, meetings, educational opportunities, volunteer opportunities, and related support material at the Louisiana Unified Coastal Community Calendar at http://lacoast.gov/calendar/ Venise Ortego, Environmental Education Coordinator, 337-948-0255, [email protected] Juliet Raffray, Environmental Education Assistant Coordinator, 225-765-0124, [email protected] Louisiana Department of Wildlife & Fisheries – www.wlf.louisiana.gov/eec School Buildings as Green Teaching Tools Youth Wetlands Program Flyer Environmental Literacy and Green Ribbon Schools Federal Program Contact Us Source URL: http://www.wlf.louisiana.gov/newsletter-issue/weekly-enews-upcoming-events-awards-volunteer-opportunity-resources-your-feedback-a

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WMU News Advertising team places third in district competition by Valorie JuergensApril 26, 2012 | WMU News WMU's presentation team, from left: O'Neil, Corrigan, Trout, faculty advisor Lancendorfer, Weger, Klok, Bacon and WoofterKALAMAZOO--A team of 20 advertising and promotion students from Western Michigan University's Haworth College of Business took home third place in their division in the District 6 American Advertising Federation's National Student Advertising Competition April 12-13 in Southfield, Mich. Each year, a corporate sponsor provides a case study reflecting a real world situation, with global automotive manufacturer Nissan North America doing the honors this year. Students must create an integrated advertising campaign for the client that is pitched to a panel of judges comprised of professionals in the advertising industry and client representatives. Teams are judged on both presentation and original advertising collateral in the form of a plans book and creative executions. The WMU team developed an advertising campaign for Nissan with the goal of enticing multicultural millennials--18- to 29-year-old African Americans, Hispanics and Chinese Americans--to consider Nissan vehicles. Using a variety of traditional and non-traditional consumer touch points and carrying the taglines "Where's Your Drive Taking You?" and "Drive Your Story," the WMU team presented a three-phase campaign. "The judges' feedback was very positive for our team's submission," says Dr. Karen Lancendorfer, associate professor of marketing and advisor to the team. "They noted we did a great job with our campaign and that the research and media were very strong and tied well to the creative executions and overall integrated strategy. They especially liked the rollout of the three phases and the focus on consumer-generated content." The WMU team was among 20 teams from universities across the region and placed higher than teams from Augustana College, Ferris State University, Marian University, Northwood University, University of Southern Indiana, University of Notre Dame and Wayne State University. Grand Valley State University was the winner of the competition, with Purdue University Calumet coming in second in the division. Members of the WMU presentation team were Kendal Corrigan of Newaygo, Mich.; Michael Klok of Mattawan, Mich.; Scott O'Neil of Canton, Mich.; Megan Trout of White Lake, Mich.; and Amelia Weger of Belding, Mich. Team alternates were Ross Bacon of Adrian, Mich., and Samantha Woofter of Stanwood, Mich. "The competition is an excellent way for students to learn about the advertising campaign process," Lancendorfer says. "It mirrors what they will do for a real client when they enter the advertising and promotion industry." Lancendorfer uses the competition as the advertising and promotion major student's capstone project in the Integrated Marketing Communications Campaigns course. "I'm so proud of this year's team," Lancendorfer says. "With the automotive market in the U.S. just beginning its recovery, the case was difficult, but the students more than rose to the challenge." Established in 1962, WMU's Advertising and Promotion program is part of the Haworth College of Business' Department of Marketing, with approximately 200 students in the major. HomeArts and Entertainment

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James Buchanan from the 1911 Encyclopedia Britannica The 1911 Encyclopedia Britannica is according to Wikipedia," perhaps the most famous edition of the Encyclopædia Britannica. Some of its articles were written by the best-known scholars of the day." The entire work is now entirely in the public domain. I have found the biography of James Buchanan from the 1911 edition via Project Gutenberg. I am reproducing it here. Has this article stood up well over the last 95 years?---------------------------------------------------------BUCHANAN, JAMES (1791-1868), fifteenth president of the United States, was born near Foltz, Franklin county, Pennsylvania, on the 23rd of April 1791. Both parents were of Scottish-Irish Presbyterian descent. He graduated at Dickinson College, Carlisle, Pennsylvania, in 1809, studied law at Lancaster in 1809-1812, and was admitted to the bar in 1812. He served in the lower house of the state legislature in 1814-1816, and as a representative in Congress from 1821 to 1831. As chairman of the judiciary committee he conducted the impeachment trial (1830) of Judge James H. Peck, led an unsuccessful movement to increase the number of Supreme Court judges and to relieve them of their circuit duties, and succeeded in defeating an attempt to repeal the twenty-fifth section of the Judiciary Act of 1789, which gave the Supreme Court appellate jurisdiction by writ of error to the state courts in cases where federal laws and treaties are in question. After the dissolution of the Federalist party, of which he had been a member, he supported the Jackson-Van Buren faction, and soon came to be definitely associated with the Democrats. He represented the United States at the court of St Petersburg in 1832-1833, and there negotiated an important commercial treaty. He was a Democratic member of the United States Senate from December 1834 until March 1845, ardently supporting President Jackson, and was secretary of state in the cabinet of President Polk from 1845 to 1849—a period marked by the annexation of Texas, the Mexican War, and negotiations with Great Britain relative to the Oregon question. After four years of retirement spent in the practice of his profession, he was appointed by President Pierce minister to Great Britain in 1853.Up to this time Buchanan's attitude on the slavery question had been that held by the conservative element among Northern Democrats. He felt that the institution was morally wrong, but held that Congress could not interfere with it in the states in which it existed, and ought not to hinder the natural tendency toward territorial expansion through a fear that the evil would spread. He voted for the bill to exclude anti-slavery literature from the mails, approved of the annexation of Texas, the war with Mexico, and the Compromise of 1850, and disapproved of the Wilmot Proviso. Fortunately for his career he was abroad during the Kansas-Nebraska debates, and hence did not share in the unpopularity which attached to Stephen A. Douglas as the author of the bill, and to President Pierce as the executive who was called upon to enforce it. At the same time, by joining with J.Y. Mason and Pierre Soule in issuing the Ostend Manifesto in 1854, he retained the good-will of the South.[1] Accordingly on his return from England in 1856 he was nominated by the Democrats as a compromise candidate for president, and was elected, receiving 174 electoral votes to 114 for John C. Frémont, Republican, and 8 for Millard Fillmore, American or "Know-Nothing."His high moral character, the breadth of his legal knowledge, and his experience as congressman, cabinet member and diplomat, would have made Buchanan an excellent president in ordinary times; but he lacked the soundness of judgment, the self-reliance and the moral courage needed to face a crisis. At the beginning of his administration he appointed Robert J. Walker of Mississippi, territorial governor of Kansas, and Frederick P. Stanton of Tennessee, secretary, and assured them of his determination to adhere to the popular sovereignty principle. He soon began to use his influence, however, to force the admission of Kansas into the Union under the pro-slavery Lecompton Constitution, contrary to the wishes of the majority of the settlers. Stanton was removed from office for opposing the scheme, and Walker resigned in disgust. This change of policy was doubtless the result of timidity rather than of a desire to secure re-election by gaining the favour of the Southern Democracy. Under the influence of Howell Cobb of Georgia, secretary of the treasury, and Jacob Thompson of Mississippi, secretary of the interior, the president was convinced that it was the only way to avoid civil war. Federal patronage was freely used to advance the Lecompton measure and the compromise English Bill, and to prevent Douglas's election to the Senate in 1858. Some of these facts were brought out in the famous Covode Investigation conducted by a committee of the House of Representatives in 1860. The investigations, however, were very partisan in character, and there is reason to doubt the constitutional power of the House to make it, except as the basis for an impeachment trial.The call issued by the South Carolina legislature just after the election of Lincoln for a state convention to decide upon the advisability of secession brought forward the most serious question of Buchanan's administration. The part of his annual message of the 4th of December 1860 dealing with it is based upon a report prepared by Attorney-General Jeremiah S. Black of Pennsylvania. He argued that a state had no legal right to secede, but denied that the federal government had any power forcibly to prevent it. At the same time it was the duty of the president to call out the army and navy of the United States to protect federal property or to enforce federal laws. Soon after the secession movement began the Southern members of the cabinet resigned, and the president gradually came under the influence of Black, Stanton, Dix, and other Northern leaders. He continued, however, to work for a peaceful settlement, supporting the Crittenden Compromise and the work of the Peace Congress. He disapproved of Major Anderson's removal of his troops from Fort Moultrie to Fort Sumter in December 1860; but there is probably no basis for the charge made by Southern writers that the removal itself was in violation of a pledge given by the president to preserve the status quo in Charleston harbour until the arrival of the South Carolina commissioners in Washington. Equally unfounded is the assertion first made by Thurlow Weed in the London Observer (9th of February 1862) that the president was prevented from ordering Anderson back to Fort Moultrie only by the threat of four members of the cabinet to resign.On the expiration of his term of office (March 4, 1861) Buchanan retired to his home at Wheatland, near Lancaster, Pennsylvania, where he died on the 1st of June 1868. His mistakes as president have been so emphasized as to obscure the fact that he was a man of unimpeachable honesty, of the highest patriotism, and of considerable ability. He never married.See George Ticknor Curtis, The Life of James Buchanan (2 vols., New York, 1883), the standard biography; Curtis, however, was a close personal and political friend, and his work is too eulogistic. More trustworthy, but at times unduly severe, is the account given by James Ford Rhodes in the first two volumes of his History of the United States since the Compromise of 1850 (New York, new edition, 1902-1907). John Bassett Moore has edited The Works of James Buchanan, comprising his Speeches, State Papers, and Private Correspondence (Philadelphia, 1908-1910).Footnote:[1] This "manifesto," which was bitterly attacked in the North, was agreed upon (October 18, 1854) by the three ministers after several meetings at Ostend and at Aix-la-Chapelle, arranged in pursuance of instructions to them from President Pierce to "compare opinions, and to adopt measures for perfect concert of action in aid of the negotiations at Madrid" on the subject of reparations demanded from Spain by the United States for alleged injuries to American commerce with Cuba. In the manifesto the three ministers asserted that "from the peculiarity of its geographical position, and the considerations attendant upon it, Cuba is as necessary to the North American republic as any of its present members"; spoke of the danger to the United States of an insurrection in Cuba; asserted that "we should be recreant to our duty, be unworthy of our gallant forefathers, and commit base treason against our posterity, should we permit Cuba to be Africanized and become a second Santo Domingo, with all its attendant horrors to the white race, and suffer the flames to extend to our own neighboring shores, seriously to endanger or actually destroy the fair fabric of our Union"; and recommended that "the United States ought, if practicable, to purchase Cuba as soon as possible." To Spain, they argued, the sale of the island would be a great advantage. The most startling declaration of the manifesto was that if Spain should refuse to sell "after we shall have offered a price for Cuba far beyond its present value," and if Cuba, in the possession of Spain, should seriously endanger "our internal peace and the existence of our cherished Union," then "by every law, human and divine, we shall be justified in wresting it from Spain if we have the power." I honestly think that this is a good quality piece. While a piece written today would focus on different topics, I think that this is an even-handed assessment and fairly "just the facts." It does needs some new sources:)

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Ensemble to present season+s first concerta Ensemble to present season's first concert By Alisha Robins Lariat Reporter The Wind Ensemble will present its first concert of the 1996-97 school year at 8 p.m. Thursday in Jones Concert Hall under the direction of Michael Haithcock, professor of conducting and director of bands. Two of the seven works to be performed are by Baylor graduate Steven Stucky, a former Composer-In-Residence of the Los Angeles Philharmonic Orchestra and currently professor of composition at Cornell University in Ithaca, N. Y. One of his works entitled 'Threnos' was written in 1988 on a commission from Marice Stith and the Cornell University Wind Ensemble, in tribute of Stucky's colleague and friend, composer Brian Israel, who died of leukemia at age 35. 'Fanfares and Arias,' Stucky's work dating back from 1994, was commissioned by the Big Eight Band Directors Association and premiered last year by the University of Colorado Wind Ensemble. The program will also feature Jack Stamp's 'Aubrey Fanfare,' which is dedicated to Waco native Fisher Aubrey Tull, who taught at Sam Houston State University until his death two years ago. 'Terpsichore' by German composer Michael Praetorius and an arrangement by Bob Margolis will also be performed. Margaret Robinson, visiting professor of horn and two of her students, Janet Boyce and Eric Overholt, will perform Franz Krommer's 'Concerto for Two Horns and Octet,' omitting the first movement. A piece from Jules Massenet's opera 'Cinderella' entitled 'March of the Princesses' will be played in an arrangement for winds by Fred Junkin. The performance will conclude with 'Irish Tune from County Derry' and Shepherd's Hey,' folk song arrangements by Percy Grainger. The Wind Ensemble concert is free and open to the public. For more information contact the School of Music. Copyright © 1996 The Lariat Comments or Questions can be sent to The Lariat

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Home Perspectives Opinions Truth, strength and love: remembering David Hartman Truth, strength and love: remembering David Hartman By The CJN - March 11, 2013 286 0 SHARE In a lecture in Jerusalem some four years ago, Rabbi David Hartman, who died last month, sounded uncharacteristically despondent. I decided not to argue with him in public, but wrote him a letter. Part of its concluding paragraph reads: “Though the Hartman line hasn’t conquered the world, or even Israel, its influence has been enormous. You have helped your generation of rabbis and the next to think outside the denominational box. I am always happy to describe you as the father of contemporary post-denominational Judaism.” At that time, one of his disciples had become the president of the (Reform) Central Conference of American Rabbis. Another, who spoke at the funeral that was attended by hundreds of people – from black hats to bare heads – is Rabbi Rick Jacobs, the president of the Union for Reform Judaism. He said that he would have never become who he is today without the inspiration and mentoring he had received from Rabbi Hartman. Though not a Reform Jew by any stretch of the imagination, Rabbi Hartman was a proud recipient of an honorary doctorate from Hebrew Union College, where most Reform rabbis in the world are trained. Many of its graduates have been touched by his teachings. Rabbi David Hartman was also Prof. David Hartman, one of the most significant thinkers in contemporary Judaism. His innovative writings that sought to reflect the new reality of Jewish sovereignty in Israel will influence generations to come. The institute he created and named after his late father, Shalom, now in the capable hands of his son Rabbi Donniel Hartman, has become a centre for new and creative thinking in contemporary Judaism. In his eulogy, Prof. Israel Knohl, distinguished Bible scholar and one of the senior fellows of the institute, illustrated Rabbi David Hartman’s greatness by showing how he constantly modified his thinking in the light of new realities, insights and experiences. As an example, he reported that only recently, Rabbi Hartman declared that he had erred in understating the true significance and impact of the Holocaust for contemporary Jewish life and thought. The two most distinguished Jewish philosophers to make aliyah from Canada were Rabbi Hartman, who left his thriving congregation in Montreal in the 1970s, and the late Prof. Emil Fackenheim, the world-famous thinker, who came a decade later when he retired from the University of Toronto. They were neighbours in Jerusalem, yet could have inhabited different planets. What divided them was their understanding of the Holocaust. Should they now meet in the next world, they’ll at last be at one. The many moving words spoken at the funeral by his children and colleagues praised Rabbi Hartman not only as teacher and philosopher, but also as a warm and complex human being. Knohl used three Hebrew words to describe him, each beginning with the letter aleph, albeit vocalized differently: emet (truth), ometz (strength) and ahavah (love). Rabbi David Hartman was the quintessential seeker of truth, always eager to learn from everybody, yet arguing with all, including the teachers he admired and who had inspired him, notably Rabbi Joseph Soloveitchik. Rabbi Hartman possessed great strength and determination, reflected in the magnificent institution he built and the impact it continues to have on countless women and men across the entire spectrum of Jewish life, both in Israel and, particularly, abroad. He was a courageous man whose commitment to truth made all whose lives he touched to admire and respect him. But above all, Rabbi David Hartman was a man who loved not only his family, as nobly expressed by three of his five children who spoke at the funeral, but also Torah in all its manifestations and the Jewish People in all its diversity. That was the secret of his charisma. He attracted disciples by the strength of his personality no less than through the power of his writings. Rabbi Hartman never ceased to struggle with God and tradition: his latest book is called, The God Who Hates Lies. But he never abandoned either. He remained a passionately faithful and consistently observant Jew to his last day. He taught his students and his readers how never to compromise with the quest for truth and, at the same time, never to give up on the strength that Judaism bestows on those who practise it.

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Sustainable DesignWhitney Ladzick (E'11) is sitting inside a Blackhawk helicopter on display at a Monterey, Calif., airfield. From there, she has a clear view of her future. She plans to contribute to the safety of her fellow citizens, like her father who serves in the U.S. Army. A recipient of the Department of Defense's SMART Scholarship, Ladzick plans to use her education to model dams, bridges, highways and pipelines across the United States. Her focus? To decrease the vulnerability of our nation's infrastructure to acts of terrorism. At the same time, she hopes to make civil engineering practices overall more sustainable. Carnegie Mellon University Professor Larry Cartwright describes Ladzick as very bright, articulate and highly motivated. He says she's destined to be a leader. "There are a multitude of different career paths I can take with a civil engineering degree," acknowledges Ladzick. "But outside of my career, I would really like to inspire young women to take an interest in technical fields like engineering." She added, "I don't think it is a career considered by many girls, which is unfortunate for our society because women can often bring a fresh perspective to the male-dominated field." Ladzick will work in water resources engineering after graduation. There she will have the opportunity to work with water-related infrastructure. She hopes to make the use of long-lasting materials that have very little environmental impact a more common practice. Ladzick is inspired and motivated by CMU professors like Cartwright. In her senior design course, the students were asked to build a zip-line using any materials they wanted. Her project team developed an off-the-wall-idea: building an ice structure to support the zip-line. Instead of questioning the design's feasibility, Cartwright immediately jumped on board. He set the team up with some of his connections in Pittsburgh. "He was incredibly supportive throughout the process and provided valuable feedback and new ideas," she said. "Projects like these have made me realize that there is more to engineering than just math and science. More importantly, I've learned engineering can be fun, which has inspired me to continue my studies as a graduate student in civil engineering." In pursuit of her graduate degree, she also credits Prof. Greg Lowry — her advisor — for his encouragement. And she points to Prof. Necia Werner for her "genuine interest in each student's strength and success." "The professors here are incredible," said Ladzick. "I truly don't think I could have gotten the same value out of an education anywhere else." The two-year Science, Mathematics & Research for Transformation (SMART) Scholarship supports undergrad and grad students pursuing degrees in science, technology, engineering and mathematics disciplines. The program aims to increase the number of civilian scientists and engineers working at Department of Defense laboratories. Related Links: Civil & Environmental Engineering | College of Engineering | Environment at CMUHomepage Story Archives

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A 'break-out' child in Bombay Robert Marquand Staff writer of The Christian Science Monitor — Shraddha Patil wakes up at 5:30 a.m. She rolls up her floor-pad bed, eats fruit or porridge, puts on a spotless uniform, ties ribbons in her hair, and starts to study.For decades the Patil family, now eight members, has lived in one room in this Bombay "chowl structure," a moldy three-story built in the 1940s as a male dormitory for mill workers from the village. By Indian standards, the Patils are solidly lower-middle class: Shraddha's father respools yarn in a textile mill. Her mother tapes labels on boxes in a factory. Neither parent went past seventh grade.But already their promising daughter, who likes Chinese food and dancing to Hindi film songs, is poised to pass the crucial 10th-grade exam in March. That exam holds both the key to higher study in the Indian school system, and what is increasingly difficult for the average Indian to find: a better job. For the Patils, Shraddha may be a "break-out" child. She attends the best of a dozen schools in this working-class neighborhood known as Lal Bagh. She speaks of being a naval officer. Such a career normally would be far beyond the expectation of Lal Bagh's sons, and especially its daughters. What's changed in India in the 1990s is that such a career is no longer impossible for a 15-year-old female who applies herself. For the first time, on a large scale and for many reasons, Indian society is breaking tradition and sanctioning the upward movement of its working-class females. They, in turn, are proving to be the top-scoring students.The India best known today in the West is the India of Bombay neon and dotcom startups. It is largely an upper-middle-class India, whose offspring circulate successfully in Silicon Valley and Ivy League schools; who in India read smart English-language magazines like "Outlook" and jet comfortably between Delhi and New York.But this India represents barely 5 percent of the world's second-most-populous country.Shraddha Patil comes from a vast and often invisible working-class segment of India that is still struggling to enjoy the fruits of modern India. In social terms, this large class, hundreds of millions strong, is poised to make the largest strides in coming years - or to be the most disappointed.Whether or not this working class makes progress in coming years will be a real test of the government, which has abandoned the socialist ideals of Indian founder Jahawarlal Nehru for a "globalizing" future. Metaphors like "India Rising" and "India Unbound" pepper the phrases of Indian officials today who see India as an untapped resource for Western investment and human capital.For Shraddha, the drama is whether she can tap her own potential, while facing the ruggedly competitive conditions in a country whose population has risen from 300 million in 1960 to 1 billion today.In her immediate world, that means scoring high on the 10th-grade exam in two months."I have to score well," says Shraddha. "How else can I get out of this?" she says, stretching her arms out to the walls of the small flat."In the whole spectrum of India, it is the working-class urban kids who are going to bring the broadest changes," says Sudipta Dhruva, a leading Bombay educational consultant who works with adolescent girls and street children. "Girls like Shraddha will make the biggest impact. They have the potential and the possibility of making something of themselves."Certainly the Patil family is putting its entire support and hopes behind the daughter. They have gone into debt to give Shraddha after-school coaching classes. They allow her to forgo her chores at home in order to study. They will let her wait as late as age 25 to marry (her mother was married at 16). She is fortunate to have four strong women - mom, two unmarried aunts, and maternal grandmother - urging her on.Its OK now to marry at age 25Shraddha also benefits from the development of new attitudes about females in India. Partly, this shift is due to a calculation that an educated girl is a better match for a more financially secure groom. Partly it is due to trying to survive in an economy in which both husband and wife must work to make ends meet.But the change in India is also due to a still-permeating awareness that old attitudes of male "ownership" of women, or a sanctioning of the neglect of girls, is no longer quite right or acceptable, experts say. In the 1990s, world forums like the UN Population Summit in Cairo, the UN Copenhagen Declaration of 1995, which used a vocabulary of "empowerment" for women, and the Fourth World Conference on Women in Beijing in 1995 laid down public rhetorical markers for female equality. Small women's advocacy groups in India, often pooh-poohed by local and even national politicians, have proven tough beyond their numbers in using such international declarations to prick the conscience of the majority."Things are not as they were," says Shraddha's grandmother, who grew up in British-ruled Karnataka state, and who never went to school, since it required a two-hour walk over a mountain. "Girls are now fearless; they are able to go out alone. About 15 years ago, most girls would only go out with a chaperone. Shraddha's mother was always accompanied," she says, nodding at her daughter.Still, those familiar with Shraddha's situation say it is quite touch and go as to whether she can escape the gravitational pull of her world.English, the official language of government, is still a foreign tongue in this neighborhood. Few in Lal Bagh can afford cable TV. Their children have little access to the new cultural idioms, ideas, and styles that have been so quickly adopted by upper-middle-class Indian students. Few of the popular new Indian TV sitcoms, dramas, and soap operas, for that matter, are set in one-room apartments. Shraddha knows who Ricky Martin is, and she can identify various continents on a map. But there is little "picture" in her mind of the India beyond Bombay. She has no disposable income; she cannot swap or buy pirated CDs, or even dream of saving for a laptop computer. Her parents have no connections, and little idea how to direct her studies or what questions to ask about pushing a naval career.Moreover, Shraddha's grades average about 68 percent, and she needs to score well above 70 to enter a class that will prepare her for a future in civil service. If her studies slump, if she is distracted even for a month, or if she does not find good guidance - she could easily settle down into a marriage and a life that is more familiar to previous generations of Indian women. She could become, like many in Lal Bagh, someone who has been exposed to physics and trigonometry, but who today drives a bus or sells fabric.Still, India is a "land of extremes," to quote an old cliche. And Shraddha's case dramatizes its truth. The Patils live in a single room, but their standard of living is better than probably 70 percent of the Indian populace. The Patil family could "sell" their room for 150,000 rupees (about $3,400). They are not scraping by, like millions of other Bombayites, in a tent, or on illegal land.Their Lal Bagh neighborhood has a history of strong unionism and family loyalty. The kids from the five chowl structures in this area all play cricket in a lighted field out front. There are four sources of income for the Patils pulling in about 8,000 rupees a month. With a grandmother in the house - who is invariably frying fish, chopping garlic, or grating coconut on the floor - they eat well.Educationally, Shraddha (who on a recent afternoon was studying how to identify phosphorus gas) is also far beyond more than half of India's children who, according to World Bank studies, never make it to first grade. Nor is Shraddha enrolled in a "municipal school" as her father was. Such schools are largely dysfunctional - lacking books, teachers, discipline, attendance, and often electricity.Yet if India is a land of extremes, it is also famously a land of contradictions. The hard truth in Indian working-class life today is that just as the chains are coming off for females, the jobs seem more difficult to find. "Working-class girls struggle harder because they are more realistic about their prospects," says Dr. Anil Sadgopal, dean of Delhi University School of Education."In the 1980s when we were in college, no one ever worried about getting a job," says Shraddha's math teacher. "Today when we advertise for a teacher, we get hundreds of applicants."Where's the high tech?Given India's enthusiastic embrace of high tech, and the expectations about jobs for students in the computer industry, it is notable that no serious computer training is offered at Sridokhar School, where Shraddha studies. She is not sure how to make an Internet connection. A computer room holds about a dozen machines, which one teacher confides were donated as a political favor after several low-scoring kids with connections were admitted to the school.More tellingly, perhaps, are the number of Sridokhar students who go on to study at Indian IITs (Indian Institutes of Technology) - the much-touted seedbed schools for India's high-tech future. When asked how many students have gone from Sridokhar to an IIT, Principal S.S. Pathak seemed a little stunned by the question, as if he were being asked about the geography of Neptune. "No," he finally said. "We've never had a graduate like that."At the end of a long day of school and coaching class, Shraddha returns to the Patils' apartment. The lights on the cricket field glow warmly outside. Shraddha's grandmother, and her mother - just back from the factory job she took to support her daughter - welcome her. They all smile. Her aunt gazes with pride as Shraddha describes how to calculate the volume of various shapes. Goldfish in a tiny window aquarium circle languidly. Later, Shraddha might catch a little TV; a Hindi film is showing.Tomorrow will be soon enough to think about the obstacles between her and a life as an Indian naval officer.Shraddha's schedule5:30 a.m. Rise and shine7 to 1 p.m. School, and then home for the afternoon1 to 4 p.m. Review the day's classwork4 to 5 p.m. An hour for relaxing5 to 6:30 Head to coaching classes for math study6:30 to 9:00 p.m. Go to study hall9 p.m. Head homeCramming for the big examThe latest educational phenomenon at all levels of society, coaching classes are seen as indispensable for passing the 10th-grade exam. The test is so important that during the past four years Shraddha's family has borrowed some 25,000 rupees, or three months' salary, to pay for it.The Patils are well aware of an open secret: About 20 percent of the math and science questions on the test will not be answerable without outside study. Technically, the material is part of the national curriculum. But many students, parents, and teachers confide that higher-level questions are either not in the books, or not covered in the course of the normal school day.After coaching class, Shraddha walks to a study hall provided by the city that costs 75 rupees ($1.60) a month. Here she can work without the distractions of home. In some parts of Bombay, before exam time, the city sets up tables where barefoot students study under streetlights. Shraddha is more fortunate. By 9 p.m. the study hall closes and Shraddha walks home.(c) Copyright 2001. The Christian Science Publishing Society India's former finance minister wins presidency How's business in India? Watch Bangalore Indian artist jailed for anticorruption cartoons

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- Bluff Country News New teacher looking forward to impacting students through music By Gretchen Mensink Lovejoy Barbara Ahl Barbara Ahl is teaching impact realization in her music classroom at Chatfield this year. "If I can help one student realize the impact music can have in their life, I will consider myself a successful teacher," she said. "It is my goal to share my love for music with all my students and show them how music can fill their lives in ways nothing else can. As a music educator, I have the opportunity to teach a student to think, to feel, to communicate." Ahl has joined the Chatfield faculty this fall and teaches sixth grade general and vocal music, seventh and eighth grade vocal, seventh grade general music and ninth through 12th grade vocal music. Ahl graduated from Hector High School in Hector, Minn., "many years ago" and from Augsburg College in Minneapolis in 2002. "I returned to earn my bachelor's degree in music education," Ahl explained. "I chose music education as a profession because I believe music is a very powerful influence in a person's life. I love music and believe that everyone should have the opportunity to learn about and experience music. I have always wanted to be a music teacher. I started out wanting to be a band director, but because of the experiences I've had as an adult, my focus changed to vocal music."Before coming to Chatfield, Ahl held positions in two other districts. "I taught in Evansville, Minn., for three years, then Menahga, Minn., for four years - I have taught all grade levels, including kindergarten through sixth grade general music, second through 12th grade vocal music, and fifth through 12th grade instrumental music. I have also taught music theory, music history and guitar classes. I was looking for a vocal music position, and thought Chatfield would be a good fit. The area is beautiful and the town seemed to be friendly and a great place to live."She also shared she is excited to be a member of a staff that is student-centered and puts the students first, which she has felt since being at Chatfield. "I have heard wonderful things about the students here at Chatfield - that they are great kids, eager to learn, and I am looking forward to working with them and helping them grow as individuals and as musicians," she continued. "School is an important place to learn to be a productive citizen, a respectable person, and a positive role model for others. Students should learn how to learn, as learning is a life-long process." Ahl continued that she is excited to see what levels the students are at musically and looks forward to helping them progress and grow as musicians. "I find contest time to be an exciting and very rewarding time of the year for the students and for myself," she added. "And I believe that teaching is a challenge in itself - challenges exist when dealing with an individual, but when you get a lot of people working together towards a common goal, it can be a greater challenge to see that each individual has an important and integral part of reaching that goal." She has her own goals for her first year at Chatfield, including raising voices before the sun rises. "I am hoping to start a women's group and a men's group - both vocal ensembles that will meet before school once a week. I am also excited to see what kind of interest there is in the seventh and eighth grade vocal groups to possibly start an extra-curricular vocal ensemble that meets once a week before school."Ahl currently resides in Chatfield and has three adult children. Her oldest daughter is living and working in Kansas City, Kansas, and has recently returned to college. She is studying human resources. Her middle daughter is living in New York Mills, Minn., and has returned to college at MSCTC in Wadena. She is studying massage therapy. Her son, the youngest, is in his fourth year at the University of Minnesota -Morris. Ahl shared he will be continuing his education next year at the U of M - Twin Cities Campus and studying astrophysics. "I also have a dog, Brinkley, who is a 5-year-old peek-a-poo," Ahl concluded. "I enjoy walking my dog, reading, going to movies, playing the piano and spending time with my family."

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PROCEEDINGS OF THE HARVARD CELTIC COLLOQUIUMProceedings of the Harvard Celtic Colloquium, 20/21: 2000 and 2001 Edited by Hugh Fogarty Diana Luft Charlene Shipman Benjamin Bruch Kathryn Izzo Katharine Olson Add to Cart Product Details Publication: September 2007Short 6-1/8 x 9-1/4 inches Proceedings of the Harvard Celtic ColloquiumWorld Related Subjects LITERARY CRITICISM: European: English, Irish, Scottish, Welsh About This BookAbout the AuthorsTable of ContentsSee all: Proceedings of the Harvard Celtic Colloquium The Harvard Celtic Colloquium was established in 1980 by two graduate students in the Harvard University Department of Celtic Languages and Literatures as a forum in which graduate students could share their work and gain experience in professional academia. Since then, it has been organized annually by a team of students in the department, grown in size, and gained an international reputation which annually draws a diverse mix of scholars from around the world to present papers on all facets of Celtic Studies. The Harvard Celtic Colloquium is the only conference in the field of Celtic Studies to be wholly organized and run by graduate students. Since its inception, established and internationally-renowned scholars in Celtic as well as graduate students, junior academics, and unaffiliated scholars have been drawn to this dynamic setting, presenting papers on ancient, medieval, and modern topics in the many disciplines relating to Celtic Studies; including literature, linguistics, art, archeology, government, economics, music, and history. Papers given at the Colloquium may be submitted for review to the organizers of the conference, who become the editors for those papers selected for publication in the Proceedings of the Harvard Celtic Colloquium. Only papers presented at the annual conference are considered for publication. Harvard University Press is proud to announce that we will distribute the Proceedings of the Harvard Celtic Colloquium. Two new issues are available this Fall: Volume 18/19 (1998 and 1999) and Volume 20/21 (2000 and 2001). Back issues are also available.

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Join for free Master Program in Drawing in the West Sussex United Kingdom Best Masters Programs in Drawing in the West Sussex United Kingdom A masters is earned after students complete an undergraduate degree program. To obtain a masters, you usually need to complete 12 to 18 college courses that often involve completing comprehensive tests and/or a thesis.In a Master in Illustration program, artists and image professionals will learn to develop their own voices when creating imagery and illustrations. The Master in Illustration degree leads you towards the use of your visual thinking by providing theoretical grounds to be able to develop original artistic expressions.The United Kingdom of Great Britain and Northern Ireland, commonly known as the United Kingdom and Britain, is a sovereign state located off the north-western coast of continental Europe.The two most famous (and oldest) universities are Oxford and Cambridge (often referred to as Oxbridge by many Britons) England also has several other world-class institutions, including several in London (notably Imperial College, the London School of Economics, University College London and King's College London, all are part of London University)Best Master Degree in Drawing in the West Sussex in the United Kingdom 1 Results inDrawing, West Sussex Read more about studying United Kingdom United Kingdom, West Sussex Master of Visual Arts West Dean College West Dean During the successful completion of a Postgraduate Diploma students can extend their studies to a calendar year to gain an MA in Visual Arts. Through Master Degrees in Drawing in the West Sussex United Kingdom. MA Degree (one calendar year) All Postgraduate Diplomas at West Dean can be transferred into the MA Degree programmes, subject to the negotiation of an appropriate project proposal. This involves additional MA units of study and an extension of study from one academic year to a full calendar year. Students on Postgraduate Diploma programmes start MA units mid-way through the academic year in February, in addition to the remainder of the Postgraduate Diploma. On successful completion of the full academic year in July, students will have finished their Postgraduate Diploma and completed a significant amount of MA introductory study. In July students start their major projects for the MA degree which involve a further 10-weeks of study with a final assessment towards the end of September. Entry requirements An Honours degree or equivalent qualification in Visual Arts or a related discipline. Relevant work experience in an arts-related field demonstrating your ability to study at postgraduate level Portfolio including evidence of current practical work, sketchbooks and evidence of critical writing. An appropriate level of engagement with current debates in contemporary arts and making. English language, CEFR (Common European Framework of Reference for Languages) Level B2 or equivalent. Link to and share "Master Degrees in Drawing in the West Sussex United Kingdom"

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College Seniors Network to Land Jobs Subject: Message: Colleges Week feature from Feb. 12 issue: Many seniors and recent graduates of Catholic colleges have gotten a boost into the workforce from networks of graduates — or from satisfied employers impressed by their predecessors. BY STEVE WEATHERBE As Kayla Kermode began her senior year at Thomas Aquinas College in Santa Paula, Calif., last fall, she planned to put off serious job hunting until her second semester. Then recruiters from Wellpoint, a health insurer, were sent to campus by an alumnus. Now Kermode has a job waiting for her at Wellpoint.Classmate Nathan Dunlap has a similar story. He’ll be working for Pixomondo, a computer-animation firm. He was hired by the friend of his brother, a TAC alumnus who has been mentoring him for several years.These students are typical of many seniors and recent graduates of Catholic colleges who have gotten a boost into the workforce from networks of graduates — or from satisfied employers impressed by their predecessors.“They were looking for someone analytic, with problem-solving skills,” Kermode said. “They’d already interviewed at several business schools, and this alumnus said, ‘Okay. Why don’t we try Thomas Aquinas? After all, you are pleased with my work, aren’t you?’” They were and did. “Apparently, they want people who don’t just look at the numbers, but who can step back and see the big picture,” Kermode explained.This is precisely what is taught at Thomas Aquinas and other schools devoted to the Great Books approach. Students study classical writings, and then they explain and critique the works.Dunlap is confident the program will serve him well: “Studying the philosophers — and watching movies — makes me think that the best stories are based on a good understanding of what it is to be a human being.” Thomas Aquinas spokeswoman Anne Forsyth says the college’s learning approach “gives our students an edge. They aren’t prepared for any particular job, but their reasoning has been honed by four years being challenged to analyze and defend ideas. That’s good training for any job, and prospective employers know that.”About 10% of the school’s grads go into the priesthood or religious life. Others go into the military, attend architecture or law schools, or pursue teaching, journalism, public-policy work and, lately, medicine.John Paul the Great University in San Diego, which opened in 2004 with the mission to “Impact the Culture for Christ,” is preparing students for the film industry and new media. The school offers undergrad specializations like video gaming, screenwriting and producing, as well as theology and New Evangelization; internships are procured with film companies such as Metanoia Films (maker of Bella). The school also offers master’s degrees in business and biblical theology (see related stories in this section). School spokeswoman Colleen Monroe, herself a recent grad, hopes for a career in costume design but expects she may have to create her own job. John Paul the Great stresses entrepreneurship. A film professor at the school has set an example by starting Yellow Line Studio, which produced a feature thriller, Red Line, in which many students, including Monroe, contributed. Last year’s graduating class includes a sister and a postulant with the Sisters of the Vineyard Chaldean Convent, who are helping to run an online TV station for Catholics in the Middle East; the owner of a start-up wedding videography company; a graphic artist making TV commercials; a Catholic blogger; a writer and story developer at Yellow Line Studio; the owner of a start-up brewery; and a “biomimicrist” who works at the San Diego Zoo studying animal behavior that could solve engineering problems. Matt Salisbury started a motion-graphics company when he graduated in 2009. “We were inspired by An Inconvenient Truth and some of the spots being done for the Obama campaign, but we wanted to work for pro-life and Catholic organizations,” Salisbury said. Now, seven JP the Great students and graduates work part time for Creative Rhetoric. “I was always entrepreneurial,” Salisbury said. “But I’d probably be working for others if JP the Great hadn’t forced me to take accounting and business planning.” At Franciscan University of Steubenville, Ohio, a survey of 2010 grads revealed only 4% are jobless, with 85% employed full time, in religious life or attending graduate school. Nancy Ronevich, the director of career services at Franciscan, said its students have a reputation for being good thinkers with a well-rounded education. Many teach or nurse in Catholic institutions and join diocesan or parish staffs. Others go into the armed forces or work for such government agencies as the FBI. Many also go on to law or medical school.Informal networks of alumni provide job tips and mentor current students. Franciscan also offers a fraternity-like group of “households” that not only live and worship together when on campus, but provide an ongoing link between the school and alumni in the workplace. The University of Dallas has educated five of Patrick Fagan’s children. Fagan, the director of the Washington, D.C.-based Family Research Council, said that the university “provides preparation for life. If you come away with a good grade-point average, employers know you are bright and can work hard.”Fagan’s son Thomas, UD ’07, a stockbroker, says the largest grouping of Dallas grads outside of Texas is in the Washington, D.C., area, as he is; most work in government or public-policy jobs. He found his job through a friend.His sister Margaret, ’05, also found her teaching job at a Maryland Catholic school through a friend. Though UD has an education program, which she did not enter, what she did study “gave me a very structured perspective with the subjects all interwoven. It gave me a love of poetry and eye for beauty and a love of ideas.”Register correspondent Steve Weatherbe writes from Victoria, British Columbia. http://www.ncregister.com/daily-news/college-seniors-network-to-land-jobs1

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Avoid college roommate conflict Posted: 10:40 PM, August 29, 2013 Updated: 10:40 PM, August 29, 2013 College kids are packing up and heading to campus. Many will have roommates and often where there's roommates, there's conflict. Dr. Mike McKee is a psychologist at Cleveland Clinic. He says it's a good idea to learn as much as you can about your roommate before you move in."All of a sudden here's somebody else and they've left their toothbrush out or whatever bugs you, you know. Then a little conflict starts and it grows and grows so you want to find out what you can about the person so you know what to expect from them," he said.McKee says skills like conflict resolution, tolerance, kindness and courtesy are all important when living with someone else. He recommends open communication and says it doesn't hurt to set up some house rules right off the bat."When you get there, try to set up a schedule, who showers when, who cooks if there's a kitchen involved, who does the dishes, who takes out the trash," advised McKee.Whether you're an incoming freshman or an upperclassman, McKee says living with a roommate is a four-year major in getting along with other people."We all have to get along with people in jobs, in living arrangements, and a lot of us haven't had a lot of practice in that, no matter what you study this is going to be a harder course for a lot of people," said McKee.The Cleveland Clinic psychologist also recommends looking into different types of peer mediation or conflict resolution programs that may be offered on campus, just in case things get out of hand. Copyright 2013 by News4Jax.com. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

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Release of PRSA Chair Fiske Omits Key Element By Jack O'Dwyer Rosanna Fiske, associate PR professor at Florida Int’l University and chair of the PR Society of America, has put out a release on the first meeting of the board of the Society that fails to mention it was by teleconference. Rosanna FiskeThe Feb. 14 release says that the PRSA board “conducted its first meeting of 2011” two weeks ago but does not point out that this was the first organizational meeting of a new Society board that was not conducted in person. Failure to state that fact violates the Society code that calls for the “highest standards of accuracy and truth” in communications. Until the PRSA bylaws were amended in 2009, they called on the board to have an in-person meeting “as soon as practicable” after the start of the year. The new bylaws do not require any in-person meetings of the board. All of the meetings could be by teleconference. There was no in-person board meeting last April, the first time an in-person board meeting was skipped in many years. A phone and e-mail have been sent to Fiske but neither has yet been returned. New Strategic Plan Is Cited The Fiske report on the board meeting says that “what was different” about the first meeting was that the board is “now working from a new Strategic Plan.” The report talks about the advocacy program of the Society; its “Business Case for PR”; new partnerships with New York University, the Institute for PR and the Int’l Assn. for Measurement and Evaluation of Communications; chapter support including a new Leadership Tools page; diversity efforts including an expansion of its affiliation with the Hispanic PR Assn., and expansion of the diversity committee’s presence in the social media realm, and issuance of an advisory by its Board of Ethics on legal, ethical and practical guidance on the use of PR for communications interns.

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Home>Mythology>ReligionReligion the Church of the Holy Sepulcher in Jerusalem Term Paper Length: 6 pagesSubject: Mythology - ReligionType: Term PaperPaper: #73627186 Excerpt from Term Paper:Church of the Holy Sepulcher & the Crucifixion of Christ Church of the Holy Sepulcher is the most important archeological site in Jerusalem and the importance of this building lies in Christian belief that this could be the place where Christ was crucified and buried. The building is being controlled by Christians of different denominations today and the keys to the Church remained with the Muslims for eights centuries. this demonstrates the power of one place to unite people of different backgrounds and faith. Church of Holy Sepulcher has witnessed many conflicts and has undergone many destructions and restorations, but it still is the one of those holy places in the world, which has become object of intense human devotion. Jerusalem has always been the center of attention as an important religious lace for the followers of all three primary religions. It is because of this that Jerusalem boasts of a history, which no other place in the word has witnessed. It has religious significance for the all three faiths and many religious wars have been fought over the city in the past. Jerusalem also houses some of the oldest and holiest buildings including the Church of Holy Sepulcher. This church is of immense importance to Christians, as it is believed to be the place where Jesus Christ is buried. Though no one knows for sure if this place is indeed the ace of his crucifixion but many would love to believe that this is Jesus' resting place. THE CHURCH OF THE HOLY SEPULCHER The church was specifically built after it was identified as the crucifixion site by hints given in the Bible. It was after years of controversies surrounding Jesus' burial place that Constantine the great in the 326 A.D. called important religious figures from all over the Roman Empire. His purpose was to look for hints in the Bible and find out where Jesus could possibly be buried. The mother of Emperor, Queen Helena, already converted to Jerusalem and when she heard of the neglected sites in Jerusalem, she decided to visit the place and invest in the restoration of some sites. It was there that she identified the place as the crucifixion site of Jesus and the emperor decided to mark the importance of this site by building a shrine there. This shrine became the holiest religious place for Christians and was named the church of the holy Sepulcher. John L. Lyons (1997) writes, "In the vicinity, directly under the temple of Venus erected by Hadrian, Empress Helena claimed to have found the cross upon which Jesus died. Constantine had the Church of the Holy Sepulcher built over the proposed site of the Crucifixion, burial, and resurrection. Various Christian groups, including Greek, Latin, Coptic, Jacobite, Armenian, and Ethiopian ones, have tended to the church over the centuries, and each controls some aspect of its present form." But this religious site has not been revered by all, as over the period of time, it was destroyed and rebuilt quite a few times as rulers of Jerusalem changed. The church was of immense importance to the Christians but with the Persians taking over the city in 614, it was destroyed but within few years some parts of the church were restored. Reconstruction of the church was needed again in 1048 when in 1010; it was demolished by the Caliph Hakim of Egypt. The Byzantine emperor Constantine Monomachus undertook the reconstruction work. The reconstruction history of this Church is available from the historical documents dating back to the days of Byzantine era. For example Persian traveler Nasir-i-Khusrau in 1047 described the church as: most spacious building... capable of containing eight thousand persons built with the utmost skill, of coloured marbles, with ornamentation and sculptures, inside everywhere adorned with Byzantine brocade, worked in gold with pictures.... There are also pictures [i.e. mosaics] of the prophets." (Biddle, 1999) The Crusaders fully rebuilt the site again a century later but since then the site has become victim of neglect. The repair is rarely ever undertake and even when this site is considered holy by all Christians, Jesus' tomb is not being taken care of in the appropriate manner. The real reason why the place is in ruins is because for several centuries, Protestants and Catholics had separate places as Jesus tomb. When during an interview in 1995 Archaeologist Hershal Shank named the church of Holy sepulcher as the most important archeological site in Jerusalem. He said, "the most important is the site of Jesus' tomb, and I think that here, archaeology has made an enormous contribution, because until recently, you had two sites, one favored by Protestants and the other favored by Catholics. One is called the Garden Tomb, and it has a beautiful setting. It is just what you would imagine the tomb looked like if you read the New Testament, and the other is this Church of the Holy Sepulcher, which is dark and dank and the thing that makes it so unlikely is that it's in the middle of the city, and we know that Jesus was not buried in the city. Buildings are crowding up around the Church of the Holy Sepulcher. You really can't get a good view of it because of that. Well, it turns out that that really is the site, because now archaeologists have shown that at the time of Jesus' crucifixion, that site was not in the walled city, and moreover, underneath it, we now have located first century tombs, so it's pretty certain that the Church of the Holy Sepulcher really is the site where Jesus was buried." (Morning Edition (NPR), 1995) The church today is surrounded by so many shops and buildings that if someone does not really know its exact location, he can easily walk past it without spotting it. The place is not the kind of place someone would associate with Jesus as he holds such an important place in the history of Jerusalem and three faiths. The site is an ordinary mediocre building with nothing fascinating on the exterior but it is a large huge building, which has only one entrance, and interior is beautiful and magnificent. It is unfortunate that the location of this church is not such that it would make the site very prominent and the only entrance of the church is a side door. The one door entrance is what caused a major disaster in the church in the year 1840 when dozens of visitors were trampled and stampeded to death. The building is currently in its Crusade days form, and the stone decorations and impressive work done on the facade are also date from the times of the First Crusade. The most interesting thing about the church is that its keys remained in the control of two Muslim families for eight centuries. This is something truly awe inspiring and shows that sometimes even in the midst of worst religious crisis, people can learn to trust those who do not hold the same beliefs or follow the same religion. While Jerusalem has been fought over and the church has been destroyed and rebuilt many times, no one really raised a voice against the idea of Muslim families retaining the keys to the doors of the holiest Christian site. In the 12th century A.D Christians from various sections were fighting over the control of keys and it was then that the Muslim ruler Saladin decided to hand over the keys to two Muslims families of Nuseibeh and Joudeh. The building is huge and is not controlled by one community and neither does the control of keys by Muslims follow that they have any power over the place. Different communities simultaneously control the building. Florida Today reported on June 1999, "Muslim control of the key, however, does not mean Muslim control of the Church. Greek Orthodox, Roman Catholic and Armenian Orthodox groups share the main control of the church, while the Ethiopian, Egyptian Copt and Syrian churches still maintain a presence. Christian sects have, for centuries, guarded their corners of the shrine." It is because of the significance of the city itself that the importance of this church has increased manifold. We must understand that Jerusalem occupies a pivotal place in all three faiths and while the church may hold attraction for Christians only, it is believed to be a holy site of importance by other faiths too. When one studies the history of the Church, it becomes clear that it has been crowd puller for centuries and has been able to bring the people of three religions together from time to time. Religious conflicts of the past have only added to the significance of this site. While wars have been fought in the name of religion and Muslims and Christians have been in major religious conflicts in the past, still Muslims showed respect for the place when during the reign of Caliph Umer, he visited the Church but refused to pray on the site knowing that…[continue] Download Term Paper "Religion The Church Of The Holy Sepulcher In Jerusalem" (2002, March 05) Retrieved December 10, 2016, from http://www.paperdue.com/essay/religion-the-church-of-holy-sepulcher-127839"Religion The Church Of The Holy Sepulcher In Jerusalem" 05 March 2002. Web.10 December. 2016. <http://www.paperdue.com/essay/religion-the-church-of-holy-sepulcher-127839>"Religion The Church Of The Holy Sepulcher In Jerusalem", 05 March 2002, Accessed.10 December. 2016, http://www.paperdue.com/essay/religion-the-church-of-holy-sepulcher-127839 Constantine the Great Flavius Valerius Aurelius Constantinus, born February 27, 272, is commonly known as Constantine I or Constantine the Great. He was proclaimed Augustus by his troops on July 25, 306, and ruled an ever-growing portion of the Roman Empire to his death. Constantine is famous for his rebuilding of Byzantium as "Nova Roma" (New Rome), which was always popularly called "Constantine's City" (Constantinopolis, Constantinople). With the Edict of Milan in 313, Words: 2030Pages: 7 Constantine and Eusebus Influence on the Enculturation of Christianity... Constantine and Eusebius There are many great rulers in history, among them men and women of great fortitude, power, allegiance, wealth and intrigue. Yet, there are few who ring more interesting to a modern reader than Constantine I, who is widely held as the first Roman emperor to convert to Christianity and spread its favor across the then known world. This work will briefly discuss Constantine I (27 February 272 -- Words: 1951Pages: 5 Dome of the Rock the According to the author, the elements of architecture found within the Dome, such as the interior double colonnades and the wooden dome are echoed in the Cathedral. Gray concedes that one might argue for the Islamic nature of the mosaic decorations. However, even this element adheres more to the Hellenistic tradition before the Islamic synthesis than to Islam itself. Elements of Islam that are included are the fact that there Words: 2457Pages: 7 Justo L Gonzalez the Story Christianity 1 Volume Justo L.Gonzalez, The Story Christianity, 1 volume (preferably 2010 edition) ii. The Crusades -- interpretation and history There is much controversy regarding Crusades, their purpose, and the general effect that they left on society. Largely accepted as conflicts that started with the purpose of protecting the Byzantine Empire and Christianity as a whole, Crusades have taken place over the course of several centuries and have had a strong influence on religious Words: 2527Pages: 9 Camp David Negotiations Between Israel 208). Begin could tell the Israeli community that the Egyptian made extreme demands and the Americans didn't handle the negotiations very well. Begin's more "militant supporters" in Israel would back him up no matter the outcome, Quandt explains (p. 208). A for Sadat, he believed that he and Carter already had a preliminary agreement that would "force the Israelis to make significant concessions"; hence, Sadat would put "all his cards Words: 3090Pages: 9 America and the Ottoman Empire The Crusades would shape Islamic attitudes toward the West for centuries, so much so that it was noted that George Bush should never have used the term with reference to the War on Terror because of the bad feelings involved. In the eleventh century, much of the Moslem world was under siege from the Seljuk Turks. The Moslems were in control of the Holy Lands, the seat of Christianity, Words: 5100Pages: 17 Knights Templar Were What Their Not all the Knights perished, however. Some, still in the Holy Land, never returned to Europe. Others escaped, and some even joined other Holy Orders. The Order did mount a powerful defense, and in fear the men might gain public sympathy, the French government executed 54 of them by publicly burning them at the stake. A few were found innocent, and these men received pensions. Some were punished by remaining Words: 1850Pages: 6 Read Full Term Paper

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Why Palm Beach Atlantic About PBA PBA At A Glance SACSCOC Reaffirmation About Our Students About our Graduates Consumer Guide PDF NSSE Interdisciplinary Research Conference Interdisciplinary Research Conference Videos Office of Institutional Research and Effectiveness Prospective Employee FAQ Faculty and Academic Administration Positions Adjunct Positions Procurement Payment Terms Graduate, Online & Adult Undergraduate Quick Links University Calendar PBA At A Glance Warren Library Workship Student Accounts & Mail PBA SITES PBA.edu Why Palm Beach Atlantic University MY PBA PBA SITES PBA.edu About PBA Timothy Worley Named Executive Assistant to PBA President Palm Beach Atlantic University President William M.B. Fleming, Jr. has appointed Timothy Worley as Executive Assistant to the President, effective Read: Vicki Pugh named PBA's Vice President A 1994 Palm Beach Atlantic Supper Honors graduate, Worley has served in several management and leadership positions with the United States Department of Justice in Washington, D.C. for the past nine years. Presently, he is Assistant Director for the Operations Services Staff in the Office of the Deputy Chief Information Officer for Operations, where he administers 270 contracts valued at more than $20 million. Worley oversees the development of the $190 million Operations Services Staff Fiscal Year Operating Plan. He supervises a staff of five who manage 30 federal employees and 15 contractors. In his new role at PBA as Executive Assistant to the President, Worley will provide general support to the President’s Office for a variety of administrative functions, including, institutional strategic planning and special project coordination. In addition, Worley will serve as a liaison to University committees and represent the President with select internal and external groups. “Tim’s work experience in streamlining processes and increasing efficiencies are assets to the continued growth of Palm Beach Atlantic,” President Fleming said. “He has a keen understanding of complex systems and organizations. As a loyal alumnus, Tim understands the special role of a Christian university in today’s society.” Prior to joining the Justice Department, Worley served as Assistant to Palm Beach Atlantic University President Paul R. Corts for two years and as a research consultant to the Georgia Baptist Convention. Worley holds a master’s degree in business administration from the University of South Florida. His bachelor’s degree from Palm Beach Atlantic is in biology with a minor in chemistry. He lives in Stafford, Va. with his wife, Lisa, and children Gracie, age 9; Jackson, age 7; and Blake, 4. They are members at Mt. Ararat Baptist Church, where Worley serves as a deacon and a member of the finance committee. Palm Beach Atlantic University is a private, independent university offering undergraduate, graduate and professional degrees, with campuses in West Palm Beach, Orlando and Wellington. The University is dedicated to the integration of Christian principles to prepare students for learning, leadership and service. Category Tag(s): General News 06/2012 Previous Page Graduate Adult & Online 901 S. Flagler Drive 888-GO-TO-PBA | 888-468-6722 MapContact Us Download the PBA app PBA is a Christ-First University Committed to Learning, Leadership and Service Copyright © 2016 PBAU

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After just one year, ASU junked its scholarship program for illegal immigrants. Sarah Fenske wonders who will step up for them now Matt Mignanelli Last year, when Proposition 300 went into effect and undocumented students were barred from getting in-state tuition rates at Arizona universities, Arizona State University did a brave thing: It enlisted private donors to do what taxpayers would not.If students graduated from an Arizona high school but couldn't prove they were in this country legally, ASU awarded them a privately funded $12,000 grant called the "Sunburst Scholarship." The goal was to bridge the gap between in-state and out-of-state tuition — and keep a few hundred kids from dropping out of school.Naturally, the plan drew fierce criticism from the usual suspects, not to mention threats of an audit from legislators who wanted to ensure that not one dime of taxpayer dough was going to Mexican-born kids. immigrant students in Arizona Well, the legislators can stop worrying. Last week, ASU officials confirmed to me that they're discontinuing the scholarships. Upcoming Events The funding ran out, they said. Then they declined my request for specifics.I suppose we should just be grateful that they did the right thing for a year. It cost an estimated $3 million to provide scholarships to 207 undocumented students, after all, and that doesn't factor in the blowback from the angry xenophobes who may have decided to take their bequests elsewhere.In any normal universe, the Sunburst Scholarship would hardly be controversial. The students in question have done nothing wrong: Surely, Lou Dobbs wouldn't suggest that they should have defied Mom and Dad as 3-year-olds, or even third-graders, and vowed to stay in Mexico unless their parents obtained valid visas. (Well, okay, maybe Lou Dobbs would suggest that. Sigh.) In the loony anti-Mexican climate in Arizona today, though, the scholarships were truly an act of courage, and ASU President Michael Crow should be applauded for them.But the demise of the Sunburst Scholarship raises real questions.For one: When ASU realized the funding had run dry, why did it not contact leaders in the Hispanic community to come up with a transition plan? The activists I've talked to said they'd heard that the scholarships were being terminated only after getting calls from frightened students. Turns out the students learned they were being cut off in a letter from the school telling them to look for alternate financing for next fall. Clearly, this could have been handled with a bit more grace.Here's another question: Just how hard did ASU work on getting donations for this scholarship? I haven't heard any direct requests for support. Granted, I'm not rich and not an ASU alum; I wouldn't blame anyone for leaving me off their fundraising list. But with an issue like this, you'd think a public plea would be in order — if nothing else, a story in the newspaper urging people to give. I can't find any evidence that ever happened. When we last heard about this issue, President Crow made it sound as though the matter was taken care of. ASU had found private funds. Period.Which makes me wonder this.Did ASU really run out of money? Or was it just easier not to raise it?With legislators breathing hot air and an angry mob at the gate, it surely would be easier for ASU to cut 207 Mexican-born students adrift than to keep fighting."The fact that they're stopping these scholarships makes me feel like the pressure was greater than they could take," says Luis Avila, a local Latino activist and recent ASU grad.I hope Avila is wrong about that. But I have to admit he may be on to something. For seven years now, Congress has debated doing something about the students who come here, illegally, as little kids. Just about everybody agrees there should be a way for those kids to earn citizenship. Just about everybody agrees that society benefits if they're able to afford college.The bipartisan plan to make it happen is called the Development, Relief, and Education for Alien Minors Act, or DREAM Act. It's been discussed, it's been filibustered, and it was even slipped into the immigration reform bills of 2006 and 2007. It just can't seem to get approved.So the kids are stuck in limbo. Born in Mexico but educated through high school in the United States, they're in No Man's Land.These days in Arizona, their situation is even more tenuous. They can't get tuition breaks to go to any state-funded university, but they also can't get hired for any job without their employer's risking his business license. But they can't just pack up their bags for Mexico, either — for many of them, this country is all they know.Congress has screwed these kids because of its inability to do something, and Arizona voters have done their best to twist the knife. I guess we shouldn't be surprised that ASU, despite a noble $3 million investment, is dropping the ball.But as easy as it is to blame ASU, and blame the government, there's another side to this story. And it has to do with individual responsibility.Conservatives like me have always argued that if the public sector were forced to shrink, the private sector would step up. Before Social Security, for example, people took in elderly relatives. Today, we complain instead about the poor quality of government-financed nursing homes.Before the welfare state, if you knew someone who was out of work, you'd slip them some cash. Today, we think jealously about them sitting on the couch watching TV and collecting government checks while we slave away at the office.We need to admit it: In Arizona, at least, the anti-immigration crew is winning, bigtime. Mexicans without the right papers can't hold jobs. They can't post bail. They can't get payouts from a lawsuit. They can't get the in-state tuition reduction.And what are we in the private sector doing about it?I grouse because ASU never bothered to ask for donations for undocumented students. But there's no reason I should have waited for an invitation; ASU President Michael Crow was quoted in the newspaper talking about the scholarship plan four months ago. I could have written my check then.The good news is this: As lazy as I've been about kicking in money, it's not too late. Alfredo Gutierrez, the former state senator and political consultant, tells me that a plan is under way to channel donations through Chicanos Por La Causa. That nonprofit already has the staff in place to funnel money to students without taking a penny for overhead. They'll call it the "American Dream Fund.""We want to get at least 100 Hispanic individuals to give $1,000 to the fund," Gutierrez says. "Step two will be talking to the corporate and philanthropic community."Step three, I hope, will be enlisting the rest of us — those of us who don't have $1,000 but who are dismayed that voters denied a bunch of good kids the opportunity to pay for their education. It's time we stop grousing and start pulling out our checkbooks.Gutierrez admits he wishes ASU would have given community leaders a little more warning. But that's in the past. Now, he says, it's time to step up."This really lit a fire under us," he says. "There's hundreds of these youngsters that we've got some obligation and responsibility to. This really triggered a lot of energy."Now that ASU is out of the picture, the American Dream Fund is these students' last hope. I don't want to believe that we, too, are going to let them down. Arizona Governor Doug Ducey Fires State DES Director Tim Jeffries Q&A with Sierra Club's Sandy Bahr: What Trump's Pick for...

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School Board approves expansion contract Posted: Wednesday, Apr 10th, 2013 BY: SEAN M.X. KELLEY HURON — The Huron School board met Monday night in the conference room at Huron Arena and approved the contract for what they hope are three expansions of elementary schools in Huron. On Monday night they approved the contract with Tellinghuisen Construction Inc. of Willow Lake to construct eight classrooms and a set of bathrooms on the north end of Madison Elementary School. The addition amounts to 10,700 square feet. The contract sets the cost at $1,475,000. “This is not connected to the bond issue we have been talking about,” said the district‘s Business Manager Kelly Christopherson. “This is being funded through the Capital Outlay Fund through the current tax levy.” He said the district has already had a pre-construction meeting with the architect, Koch Hazard, along with the general contractors and sub-contractors. Some work is already under way. “We are going to see fencing at the site which is already installed,” said Christopherson. “We are going to see relocation of the gas lines, and relocation of the water and the electricity, removal of some trees and concrete as they begin to clear the site in anticipation of digging and (starting) the next phase.” During the discussion of the contractual agreement Christopherson also answered a question on what the penalties are. It has a completion date of Friday, Aug. 2, and Christopherson explained the penalties. “The penalties in the contract are $1,000 per calender day if that new addition is not turned over to us,” said Christopherson. “In addition to that there is a $10,000 bonus in contract for having it done on Aug. 2.” The contract was approved unanimously. In new business the board voted to approve an item for next year’s budget early regarding the K-8 Reading and Language Arts program. The reason for premature approval for the program is to get some of the materials early so teachers can get familiar with them. “Professional development is going to be one of the key pieces of this program,” said the district’s director of instruction and federal programs, Darci Love. She said June 3-6 is the training for elementary teachers and May 22 is for the middle school teachers. “That is part of the reason I am here today is one, to get your approval and to move forward with this adoption for our K-8 reading and language art program, but the second piece of that is in order for us to get those materials at the end of May, we have to get those purchased as quickly as possible.” She said the budget is typically submitted May 1, but she asked the board and it later approved adopting the program as presented Monday night for K-8 at a cost of $159,000 with the maximum appropriation for the entire program being 230,000. The remainder of the money will be spent on the high school program needs which have not been set. “We are still working on the selection of (the high school) series at this point,” said Love. “It is a little more complex when you get to high school and talk about the different classes that are offered and credits and all of those things.” She said the group has looked through a variety of programs already and have some of them coming back to go deeper into their presentation. Among the reports given to the board was a fantastic presentation by three students and their oral interpretation performances. The three students were Ben Halbkat, Maddy Klein and Maddy Gohn. The KIDS First committee also gave a report on its efforts to pass the $22 million bond for the elementary schools in today’s election. Committee members Shari Pyle, Bush Fullerton, Chris Studer and the group’s chairman, Garret Bischoff, all took turns speaking. Pyle reported that the committee has had more than 30 demonstrations to the public, including community service organizations, businesses and also at three parent-teacher conferences at elementary schools. “I would like to thank Mr. Nebelsick,” said Pyle. “He probably attended 80 to 90 percent of these presentations. It was great for us as committee members in the event that a question came up that we were unable to answer.” Fullerton then gave an update on the fundraising committee. The group raised just under $15,000 and they have spent around $11,500, all locally. “At this point we have a positive balance. We have some more bills coming up,” said Fullerton. “We are probably going to spend in the neighborhood of $13,700 officially before this thing is over, which will give us a little bit of a balance at the end. Bear in mind this committee is not just this cause — it is our primary cause right now — but KIDS First is a political action committee that could very well be back in the forefront for other issues that would benefit the school district.” Studer spoke about the marketing committee. He listed the materials that the committee got out to the public, whether it be informational mailings or advertising in the Plainsman, on four different local radio stations and even the social interactive Internet site, Facebook. He said the committee targeted around 4,000 homes, which amounted to 6,000 voters that are most likely to vote in elections. “We inserted one into the Huron Plainsman and that was about 7,500 or so,” said Studer. “On radio we did 112 ads per station, on four stations, so well over 400 radio ads over the last two or three weeks.” Bischoff wrapped up the presentation with a few statements. “This bond issue is an economic development tool for Huron,” said Bischoff. “If you want future business and future families to come here — we need to have this. We need modern schools.” He did say that if the voter’s delay the bond issue it could cost $4 million for every 1 percent change in bond rates and another $1.1 million in construction costs. “One thing is for certain; we need to upgrade our schools,” said Bischoff. “We do it now, today, or we pay more for it later.” He finished with this thought. “Our school district, our school board, our school’s teachers have done the best job they can with what they have,” said Bischoff. “It’s time to do something for them. Tomorrow (today) it’s time to go out and vote. We need a 60 percent “yes” vote to build elementary schools that are 21st century learning environments.” For the complete article see the 04-09-2013 issue.Click here to purchase an electronic version of the 04-09-2013 paper. Share on Facebook

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EmailA to ZContactsSite MapNewsMultimediaSearch Topics and PeopleShortcuts Other News Emergency Info Media Central Event Streaming Public Events Calendar Faculty News Student Publications The Daily Princetonian Campus Media Local News World News About PrincetonAcademicsAdmission & AidArtsInternationalLibraryResearch Administration & ServicesCampus LifeVisiting CampusStudentsFaculty & StaffAlumniParents & FamiliesUndergraduate ApplicantsGraduate School ApplicantsMobile Princeton Web AppMobile Princeton App for AndroidMobile Princeton App for iOSConnect & SubscribeHome » News » Archive » Christie: New Jersey must sustain fiscal disciplineNews at PrincetonFriday, Dec. 09, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive New Jersey Gov. Chris Christie greets Princeton President Shirley M. Tilghman after her introduction of the governor. Princeton students and other members of the audience posed questions to Christie on topics including economic development, teacher performance and his potential presidential aspirations. Web StoriesTo News Archive|« Previous by Date|Next by Date »Christie: New Jersey must sustain fiscal discipline Posted May 20, 2011; 10:30 p.m.by Nick DiUlioTweet e-mail New Jersey Gov. Chris Christie, in an address at Princeton University on Friday, May 20, championed the need for continued fiscal discipline and tough leadership choices in order to bring the state back to strong financial footing. "We had a decade under both political parties where there was no sense of responsibility for what was being passed in the legislature, so there was no sense of how we were going to pay for it," Christie said. "The overriding sentiment in state government was that if it's a good idea we'll pass it and figure out how to pay for it later." Christie speaks at Princeton University on Friday, May 20, stressing the need for the state to maintain strict fiscal discipline and difficult leadership choices.The address, which was sponsored by Princeton's Woodrow Wilson School of Public and International Affairs and Center for Economic Policy Studies, drew an audience of Princeton students, scholars and other campus community members, as well as members of the public. In introducing Christie, Princeton President Shirley M. Tilghman cited his swift rise into the national political limelight since his inauguration in January 2010 as the 55th governor of New Jersey. "The New York Times has described him as 'one of the most intriguing political figures in America,' and Time has named him one of the 100 'most influential people in the world,'" Tilghman said. "New Jerseyans have called him many things as well, depending on their point of view, but whether Governor Christie is perceived as a breath of fresh air or a gale force wind, the depth of his attachment to our state and his commitment to reforming its public sector is indisputable." Princeton students and other members of the audience listen to Christie's speech.Christie spoke passionately when addressing New Jersey's high tax rates, stating that more than $70 billion in wealth left the state between 2004 and 2008, fleeing to states such as Florida, North Carolina, Virginia and Pennsylvania, all of which "have lower taxes than the state of New Jersey." "Money was not being treated well in the state of New Jersey," Christie said. "And so money left." The governor also referenced his 2 percent property tax cap, his rejection of the "millionaire's tax" and his cutbacks in every state department in his most recent budget. Measures such as these, Christie said, have contributed to the last four months of private sector job growth and a reduction of public sector jobs. "It's not robust growth," said Christie, "but it's growth in the right direction." Referencing a recent New York magazine article titled "The Answer is No," Christie took pride in both his record of difficult fiscal decisions and his tough reputation. "The people want a governor who says no," Christie said. "We will have safety nets for those who need them … but we will no longer put up with every program that every legislator dreams up being funded by all of you at a time when you are struggling to make ends meet. We need to be disciplined again." Christie added, "If you want sunshine and candy grams, there are plenty of candidates willing to give them to you. But they come at an enormous cost. The cost may not be paid by you, but it will certainly be paid by our children." Christie praised the legacy of former Gov. Brendan Byrne (second from left), who listens to the talk along with (from left) his wife Ruthi, Woodrow Wilson School Dean Christina Paxson and Tilghman.Citing a recent New York Times Magazine article that referred to him as "The Disrupter," Christie urged attendees to consider how we "can all be disrupters," stressing that, "We won't always agree on what we choose to disrupt or how we choose to do it, but this is a moment in our history that calls for American activism again at home, to try and preserve our way of life for the next generations. That's why I'm disrupting New Jersey the way I am, and I think the early results show that we are making progress." Noting the presence of former Gov. Brendan Byrne in the audience, on several occasions Christie compared himself to Byrne and the fiscal difficulties the former governor faced after being elected in 1973. Christie addresses a member from the audience alongside Paxson, who moderated the question-and-answer session following the lecture.Today, Christie said, "New Jersey finds itself in a very similar place, adrift with a lack of leadership, questioning the ethics and wisdom of its public officials continually going on a spending spree." While his lecture focused on the state's economic challenges, Christie -- who like all sitting New Jersey governors serves as a member of Princeton's Board of Trustees -- also expressed a show of support for the University's arts and transit project. The plan calls for building a new arts complex and associated buildings near the southern end of campus, reducing traffic congestion and relocating the terminus of the Dinky commuter train. Christie said jokingly, "I not only am willing to walk the extra 460 feet to pick up the Dinky, but everyone else is going to be willing to walk the 460 feet so that we can get the type of continued expansion and growth on this campus -- both intellectual growth and actual physical growth -- that needs to be done to continue to keep this campus and this community a vital and growing part of the state of New Jersey." Christie engages with audience members in response to a question about educational reform.After his speech, Christie took questions from Princeton students and other audience members on subjects including collective bargaining in the public sector, bringing businesses back to the state and educational reform, particularly as it relates to teacher accountability and student performance. Christie called the education issue "the fight of my governorship," outlining his vision for a new system of teacher accountability that would be based on student achievement and teacher practices. This new system, Christie said, would allow for a more comprehensive basis in determining teacher compensation, tenure and accountability. "I am willing to stake my governorship on this issue," Christie said. Upon arriving on campus, Christie is greeted by Tilghman (center) and Princeton economist Alan Blinder.One audience member alluded to recent speculation that Christie may run for president in 2012, saying, "Governor Christie, we love you in New Jersey and we'd love you even more in the White House." Characteristic of his many recent denials that he has any intention of running for President, Christie said he currently has no interest in the post. "While I'm flattered by the questions and comments about running for president of the United States, I know who I am and I know that I was meant for this job at this time," he said. "This is the job I asked for, and I'm not going to leave this job until it's finished." The event will be archived for viewing on the Wilson School's Webmedia site.

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SMU Mourns the Loss of a Great Friend, Colleague and Advisor; Mary Robinson Honored for her Commitment and Dedication Samuel Merritt University community is mourning the loss of a dear friend and colleague, Mary Robinson, Director of Financial Aid. The sprite mother of two and grandmother of one recently began treatment for lung cancer and was anticipating a full recovery when she died suddenly at her Concord home the morning of October 27. "Mary was a treasured friend to many, including the students who benefited from the guidance and care she offered through both her financial aid work and through other involvements on campus," said President Sharon Diaz. "She touched more lives than most any other staff member through her commitment to helping students secure loans and scholarships, all the while serving as a counselor and mother-figure to many. A culinary aficionado and an all-around great person, she will be deeply missed." For nearly 30 years Mary assisted students in filling out applications and securing financial aid, but she credited the students as being the real heroes in this process. "Our programs are so intense it's sometimes difficult for our students to work, and they need financial aid to help them through that," said Mary in a 2008 interview. "Some of them are single parents with children. They know they have to have financial aid or they won't be able to get through the program. It really amazes me what our students give up and go through to get through our programs." Mary began her career at Samuel Merritt in 1981 when at the time there were only 189 undergraduate students, one nursing diploma program and financial aid consisted of Federal Nursing Loan, Federal Stafford Loan and Cal and Pell Grant. Twenty-nine years later, we now have 1,400 students, several undergraduate and graduate degree programs in five disciplines, and more than two dozen financial aid programs. "It's been quite an experience," she said. "We probably were processing $80,000 worth of financial aid back then, now it's nearly $60 million, mostly from student loans." "That speaks to who Mary was," adds Tanya Grigg, Associate Director at Financial Aid. Grigg worked alongside Mary for 11 years. "She had magical financial aid powers and she made it work for many students." Throughout the years Mary received several recognition honors, including awards from the California Association of Student Financial Aid Administrators (CASFAA), which demonstrates her commitment for helping students. "It makes me feel so good when I see a student graduate after they have been here a few years and know that we in the Financial Aid Office had a hand at helping them get there. I think if it wasn't for financial aid they wouldn't be where they are today," said Mary in the 2008 interview. Mary's commitment to the University and its students remained intense and enthusiastic. She often credited not only the different options of state and government financial aid that were available, but her staff in the Financial Aid Office for the success of seeing everyone in the SMU community prosper. COPING WITH THE DEATH OF A CO-WORKER When a co-worker dies, it can have a significant impact on those in the workplace. There is an element of "family" in most work units. People get to know one another as they work side by side and share work and personal experiences. Sometimes co-workers become close friends and spend time together outside of work. Others keep their relationship at work but develop a deep connection from working together. Some people do not develop close ties at work and reserve their intimate relationships to outside family and The effects of the loss of a co-worker will be determined by many factors including but not limited to: the number of years worked together, the nature of the relationship, the age of the deceased, the suddenness of the death, and other challenges that may be facing the work group and its staff and/or faculty at the time of the loss. Read more (pdf) » "Mary made everyone feel special and welcomed, especially in our office. We were a family," said Grigg. "She was not only our supervisor, but to many of us she was a mentor and a mother-figure. When we each had something going on in our lives, we all looked forward to talking to her about it and she would listen and support us. We feel the loss." John Garten-Shuman, Vice President of Enrollment Student Services and close friend to Mary, says, "we'll all remember Mary as a positive person who always wanted to help others. She had a knack for remembering people, be it faculty, staff, student, or alum. Mary leaves a legacy at SMU that everyone who values higher education should honor." With over 90 percent of all students at SMU receiving some form of financial aid, the University has created the Mary E. Robinson Endowed Scholarship fund. "Mary felt true compassion for students in need of financial support to fulfill their dreams of becoming healthcare professionals. Her tireless quest to help relieve the economic stress felt by students was truly remarkable," said Sue Valencia, Executive Director of Development and Alumni Affairs. "Mary's legacy will live on through the many future SMU students who will benefit from the Mary E. Robinson Endowed Scholarship Fund. I am certain she would be pleased and honored that a fund bearing her name has been created to further assist SMU students." Mary was born in Sedro-Woolley, Washington. Prior to working at Samuel Merritt University Mary worked as an executive secretary at Merritt and Peralta Hospitals. She is survived by her daughter and grandson, Stacy and Amayas Gradin, son Terry Robinson, and her two brothers, Al and Jim Bingham. For more information about the scholarship please contact the Office of Development and Alumni Affairs at (510)869-8628. Back to front page » Office of the President eNews is published by Samuel Merritt University, Office of the President. Stephanie Bangert, Executive Director Office of the President / Editor. Elizabeth Valente, Associate Director of Publications and Media Relations / Editor / Writer. Michael Tam, Technical Consultant. Send ideas or submissions to: [email protected]. Samuel Merritt University · 450 30th Street · Suite 2840 · Oakland, CA 94609 General: 800.607.6377 · Office of the President: 510.869.6243 © 2010 Samuel Merritt University. All rights reserved.

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Taylor Swift Taught Zac Efron How To Play Guitar Zac Efron can now add guitar player to his resume after receiving lessons from country star Taylor Swift. The High School Musical hunk bonded with Swift after they both loaned their voices to new animated movie The Lorax, and the Love Story hit-maker was more than happy to pass on her best musical tips. Efron tells the Los Angeles Times, "She's a great teacher. In the past, everyone who has tried to teach me guitar starts with music theory and stuff like that. I tend to just doze off after a little while. She went straight into songs." "She taught me, like, four chords, and I'm already playing all the good campfire songs." Efron showed off his skills by playing guitar and singing with his mentor Swift during a taping of The Ellen DeGeneres Show, which airs on Tuesday. zac efron ellen degeneres show the lorax taylor swift high school musical Show Comments ()

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Music Students Participate in Finalist Recital 10/28/2013Three University of St. Thomas students performed in the Greater Houston Chapter of the National Association of Teachers of singing finalist recital last Saturday, which was hosted by Houston Baptist University. The singing competition of GHNATS is held every spring and the winners are invited to sing a special recital in the fall. The winners in the GHNATS competition last spring were three UST singers who won the first place. Alexandra Summerour won first in the sophomore women’s division, Christian Mondragon won first in the senior men’s division and Kaci Timmons won first place in the graduate division. “Our student performers were excellent, prepared and represented UST very well,” said Dr. Brady Knapp, professor of music at University of St. Thomas. “The GHNATS competition includes universities competing from all over the Houston area and as far away as Lamar in Beaumont and Sam Houston State in Huntsville. The National Association of Teachers of Singing is one of the largest professional singing organizations in the country and its members teach voice in dozens of local universities. The recital is held in conjunction with an annual National Association of Teachers of Singing college vocal fair to recruit local high school students who are interested in becoming music majors in college. Singing teachers and music professionals from major universities were in the audience. “There were universities from all over Texas, as far as Dallas and Waco; also schools from Oklahoma and Louisiana were present,” Knapp said. << Return

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Welcome to the future.Photo: AFP “Xiangjiao (香蕉)! Banana!” says Fu Huijuan, beaming as she waves the fruit in front of her three-year-old pupil, Leon, at a Madrid nursery school.He and his four classmates have barely learned to speak even in their native Spanish, but already they are absorbing Mandarin Chinese — as are many adult Spaniards concerned for their job prospects.“Xiangjiao,” Leon replies in a tiny voice, grinning as he is rewarded with a bite of banana and a sticker. “Xiexie (謝謝). Thank you.”Fu’s class — offered free for the first month — is the newest after-hours activity for children at the TEO private nursery, whose parents hope it will pay off later in life.Numerous schools and language centers here have started holding such lessons as Spaniards look to China’s fast-growing economy for opportunities after five years of on-off recession in Spain.“Chinese seems to me an essential language in today’s world, and the best way to learn it is from an early age. Learning it as an adult seems much more difficult,” says Leon’s mother, Sara Vergara.Job prospects“It is a long-term strategy, for his job prospects in the future,” adds Vergara, a 33-year-old housewife, arriving to pick Leon up from the class. “And I think he is enjoying himself.”Pilar Alvarez, director of TEO, said the nursery launched the after-hours Chinese lessons after seeing that many other schools in Madrid were doing so.“After the second or third class, the kids start really getting into it,” she says. “We are considering introducing it bit by bit for all the children during normal school time.”Regional governments in Spain are also expanding Chinese courses in their subsidized language centers, while some public schools are offering them as an after-school activity. A program of free classes jointly funded by the Andalucia government and the Chinese state has seen enrolments nearly double since it started two years ago, to 1,200 for this school year, the regional education ministry says.It estimates that 30,000 people are currently studying Chinese as a foreign language in Spain. No such figure was available from the national education ministry.“China is expected to be the leading world power in a few decades,” the Andalucia ministry said in a statement. “This is driving a boom in the number of people studying its language and culture.”Madrid’s network of official language schools has taught Chinese since the 1960s but demand has surged recently, said Maria Jose Garcia-Patron, head of secondary education and professional training in the regional education ministry.“Demand for these lessons was stable for 40 years, with about 80 or 90 students enrolled, but over the past 10 years the number has grown markedly and has reached about 300,” she told AFP in an e-mail.The recent crop of students in Chinese seem undeterred by its alien systems of intonation and writing that many see as challenging for Western learners.“It is a bit hard to write, but I think it is easy to teach children to talk,” said Fu. “Children have good memories.”Fu, 25, came to Spain six months ago and applied for the teaching job with Bambu Idiomas, a private company that organizes classes for schools and individuals of all ages.“There are lots of opportunities in Spain. Lots of families are looking for Chinese teachers, and now lots of nurseries too,” she said.

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Top 10 universities for getting a job (Oxbridge doesn't make the grade) University is a fun ride, but eventually all students have to come crashing back down to earth and venture out into the working world. Our top 10 takes you through the universities which had the highest proportion of 2013/14 graduates entering employment and/or further study within six months. It's worth noting that many have a strong specialism and/or industry connections, meaning places such as Oxford and Cambridge do not feature. Of course, all factors should be taken into consideration when choosing a university, and what you get out entirely depends upon what you put in, but these universities could give your employment prospects a significant boost. The universities in this list have been ranked using new data from the Higher Education Statistics Agency. All institutions with fewer than 500 respondents have been excluded. Download the Telegraph's Clearing app for iPhone and Android Gary Roebuck /Alamy

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Jeb Bush: Follow through on Common Core standards ERIK SCHELZIGAssociated Press Published: March 19, 2014 7:51 PM 1 of 4 Photos | View More PhotosNASHVILLE, Tenn. (AP) -- Former Florida Gov. Jeb Bush on Wednesday urged state officials to follow through on Common Core education standards despite what he called an "avalanche" of criticism from those who oppose them.Bush said at an education forum with Tennessee Gov. Bill Haslam and U.S. Sen. Lamar Alexander, R-Tenn., that the standards are key to improving educational achievement around the country."This is a real-world, grown-up approach to a real crisis that we have," said Bush, who later brushed off reporters' questions about his presidential aspirations. "And it's been mired in politics."Trust me I know," he said. "There are not a whole lot of people who are standing up to this avalanche."Bush ascribed the opposition to Common Core to what he called "myths" about the standards being part of a federal takeover of local classrooms.[Article continues below] Common Core standards spell out what math and reading skills students should have in each grade. They are designed to make students think and reason more than they do with traditional classroom work.Tennessee is among the vast majority of states that have adopted the standards developed by the National Governors Association and the Council of Chief State School Officers with help from teachers, parents and experts.But Tennessee is also among the states grappling with a backlash against Common Core, especially by conservative groups.Haslam on Tuesday embarked on a hastily arranged statewide tour to try to drum up support for Common Core amid moves by state lawmakers seeking to delay the standards and related testing by two years.Alexander, a former two-term governor and U.S. education secretary, is running for a third term in the Senate this year. He has voiced support for education initiatives originating with the states, but has introduced legislation seeking to keep federal waiver decisions from being based on participation in programs like Common Core.[Article continues below]"Washington, D.C., should keep its sticky fingers off state education standards," Alexander said.Alexander's primary opponent Joe Carr, a state representative from Murfreesboro, criticized Alexander for not doing more to oppose Common Core."The tide is beginning to turn against Common Core in Tennessee and it was my hope that Senator Alexander would join conservatives and help us work to defeat it," Carr said. "Instead, it appears Senator Alexander is once again joining with the political establishment, this time fighting to save Common Core."Haslam has cited the tougher standards when noting Tennessee's rapid improvement in national test scores, and officials have expressed surprise that those achievements have failed to take the air out of Common Core critics.At Wednesday's forum, Bush appealed to lawmakers in attendance to stand firm."I know it's hard when you go back to your districts when you hear these things," he said. "You've got to stay the course on higher standards and higher expectations."Bush's visit to Tennessee is part of a tour that will take him to other politically important states, including New Mexico, Nevada -- and Texas, where Bush will cross paths with a potential opponent in 2016, Hillary Rodham Clinton.Bush on Tuesday met privately with Republican state lawmakers in House Speaker Beth Harwell's office. Harwell said she was excited about a potential Bush presidential bid, and said she doesn't expect his vocal support for Common Core to become a political liability."I don't think anyone is opposed to higher standards," the Nashville Republican said. "How we get there is the question, but everyone knows that evaluating the system and holding teachers accountable produces good results."

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| DREAM Act march draws Penn students, Philadelphia residents DREAM Act march draws Penn students, Philadelphia residents Around 50 people marched from the Liberty Bell to the United States Courthouse By Breanne Medford 10/20/11 11:56pm DreamActivist Pa., a youth organization in support of the DREAM Act, marched from the Liberty Bell to the United States Courthouse nearby. Photo: Raven Willis “People are people no matter where they are born!” This was just one of the few chants heard on Market Street Thursday evening as members and supporters of DreamActivist Pa., a youth group in support of the DREAM Act, marched in solidarity with the undocumented community. Around 50 people marched from the Liberty Bell at 5th and Market streets to the United States Courthouse, four blocks away. Students from Penn as well as Temple and Eastern universities attended the rally alongside Philadelphia residents. Among them were Penn students who are undocumented, including Engineering freshman Alfredo Muniz and Wharton sophomore Tania Chairez. Chairez, who publicly declared her undocumented status in a Daily Pennsylvanian guest column on Oct. 12, shared personal stories and racism encounters with the crowd. Other undocumented youth shared stories of families being torn apart, evoking emotion from the crowd and Muniz. Tania Chairez: Undocumented and unapologetic DREAM Act march “I’m undocumented, so the stories aren’t that exhilarating for me but there were a couple of ones that almost made me cry,” he said. GALLERY: DREAM Act march Rep. Tony Payton (D-Phila.) of the 179th Legislative District who introduced the Pennsylvania DREAM Act — which would offer undocumented high-school graduates in-state tuition for Pennsylvania state colleges under specific conditions — also made an appearance at the event. “We organized this event to call out President Obama for not owning up to his word and continuing to deport individuals who are supposed to be of low priority,” DreamActivist Pa. Media Contact Pamela Linares said. Since President Barack Obama took office, the government has deported more than one million people — a number that exceeds that of the Bush administration, according to Jessica Lee, a speaker at the event and a student at Bryn Mawr College. One protester held a sign, mimicking a tweet, that read, “1 million plus Deportations, Obama = #DeporterinChief.” The U.S. Immigration and Customs Enforcement deported 396,906 people last year, according to Adam Goodman, a history doctoral candidate from Penn who spoke at the rally. “Despite the importance of statistics and informing ourselves, we have to move beyond that, we have to humanize the issue,” said Goodman, who studies the history of deportation. “This is not an issue without a face or a name.” There is no legal consequence for coming out as an undocumented youth at rallies like this, Linares said. “They are doing nothing wrong by coming out at a rally that we have permits for and organized in the right way,” she said, adding that there is no reason for undocumented individuals to be afraid and no reason to be in the shadows. However, run-ins with the police through minor criminal offenses such as traffic violations and immigration checks can put undocumented individuals at risk for deportation, Goodman said. Payton said he proposed the Pennsylvania DREAM Act partly because immigrants are hard-working people who have created strong communities in the United States. “A lot of my colleagues are wasting our time sweating for legislation that would demonize people rather than voting for the DREAM Act,” he said. During the march, shouts of “education not deportation” and “undocumented, unafraid” echoed through the streets. “Everybody deserves a chance, especially students who are trying to get a better life and a better education. They have worked hard to get where they are,” College junior Luis Aguilar said. College freshman Brendan Van Gorder joined Aguilar and other Penn students at the rally. “I know that people don’t decide where they’re born,” Van Gorder said. “Those of us who teach know that every school depends on the energy, the intelligence and courage of its students — all of its students,” Penn History professor Ann Farnsworth-Alvear told the crowd. She added that students who have gone on to college have “already contributed to communities where they have lived and studied.” Chairez urged students to be knowledgeable of both sides of the argument on immigration and hopes to educate her peers on the issue. “I want Penn students to get involved,” she said.

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Ballou, Maude L. b. 1926 Maude Ballou served as Dr. King’s personal secretary from 1955 to 1960. Born and raised in Alabama, Ballou graduated from Southern University in Baton Rouge, Louisiana in 1947, earning a bachelor of science in business administration. She and her husband Leonard Ballou moved to Montgomery in 1952. Ballou assisted Dr. King and the Montgomery Improvement Association throughout the Montgomery Bus Boycott. She often wrote letters on King’s behalf and played a critical role in responding to letters while King was recovering from his near-fatal stabbing. She moved with King to Atlanta in 1960 but soon after accompanied her husband to his new position at Virginia State College in Petersburg, Virginia. Title "A Knock At Midnight" Sermons This is a draft of the sermon Dr. King wrote comparing a story from the Bible in St. Luke to the struggle to obtain equality and civil rights.

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VIDEO: Pupils get a taste of life in Shakespeare’s time at Elizabethan Day Primary pupils watch jousting as part of an Elizabethan day at Bingley Grammar School JOUSTING knights, birds of prey and romantic misunderstandings made up a school day with a difference for Bingley pupils. Bingley Grammar School welcomed 300 students from local primary schools as it held an Elizabethan Day as part of the school's Royal Shakespeare Company partnership. The day started with a performance of one of the first ever rom-coms Much Ado About Nothing from Year 8 and Year 9 Bingley Grammar School students, which was directed by Year 13 student Jake Mackley. The rest of the day was then split between Archery, Falconry, Fencing, with staff from the school also leading workshops linked to the play Macbeth, with students exploring the themes of greed, jealousy and ambition. The end of the day provided a spectacle not seen every day in Bingley, with the Year 5's joining forces with the school's year 7s watching the "Knights of Middle England" take part in a jousting tournament and men at arms display. Aimee Barret, Drama teacher at BGS said: "It was great for the students to see the context in which Shakespeare wrote his plays, therefore giving them a deeper understanding of the themes and issues."

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Recent graduate celebrates multiple publications UMW News Bureau As she plans for a new journey after graduating from the University of Montana Western, Rebecca Davis is also celebrating the recent publications of two poems in an online journal. Davis’ poems “Palms” and “Hayfire” were accepted for publishing in the online journal ScissorTale Review’s winter 2011 issue. The journal, which exclusively accepts student-based work, is sponsored by the The University of Central Oklahoma’s English Department and is published each academic semester. “I totally didn't expect it,” Davis happily remembered. “It feels great when a journal or magazine appreciates your work enough to publish it.” For Davis the journey towards becoming a published writer began in North Carolina as a young girl. “I've been writing since I was really young and I had a dream that one day I'd walk into a book store and see one of my books on the shelf,” Davis reminisced. “I eventually realized I would never know how true this could be unless I got a better education and put myself out there. Now I'm closer than ever.” Davis’ family moved to Plains, Mont. from Fort Bragg, N.C. Although she missed the view of the ocean and fresh seafood, she gained an appreciation for Montana’s wide open landscape. That appreciation led her to stay in Montana rather than head elsewhere for her college years. As a result she discovered Montana Western and the unique Experience One (X1) program in which students take one class at a time, three hours per day, over a period of 18 days. “I chose Montana Western for a few reasons, some personal, but mostly because of the standard class size, the X1 system, and cost of tuition,” Davis explained. “Being a student at Montana Western has given me possibilities I might not have gained had I attended another university. It has given me a unique college experience and a quality education.” Davis said the only setback to the X1 system is that she often does not want her creative writing classes to end because she becomes so immersed in them. The X1 system has also been influential in the development of her writing. “My writing practice is composed of a few different elements,” Davis reflected. “One comes from the act of practice itself. I try to write every day. The block system helps in this case, because in writing classes, like most block classes, you are challenged to write on a day-to-day basis. This has always helped in the development of my writing. Another key element to my practice is exposure. I read as much as I can for both enjoyment and influence. You can learn a lot from the work of others.” Despite its small size Montana Western has aided in Davis’ exposure to other authors by means of classroom texts and the professors themselves. “I've really enjoyed working with the professors I've studied under,” Davis added. “Montana Western, in some respects, is a melting pot of diversity, especially when it comes to students and professors. Having exposure to diversity is healthy for all students.” The acceptance of “Palms” and “Hayfire” further encouraged Davis’ deep-seated love of writing. “I constantly submit and encourage others to submit despite the feeling we often have that our work isn’t going to be accepted by someone else,” Davis explained. “We must remember that our words matter and to keep trying no matter what.” Davis plans to move to Eugene, Ore. after graduation to pursue a master’s in poetry and creative writing at the University of Oregon While the view of the North Pacific Ocean may be a little different from the memories of her childhood adventures alongside the Atlantic Ocean, Davis remains excited about her recent publications and her ongoing journey as a developing writer.

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Expanding the Wolverines’ territoryBy . on September 30, 2013No Comment Byline: Ryan Muir, Opinions Writer, [email protected] 2010 Utah Valley University purchased 100 acres of land where Geneva Steel once stood. The $20 million sale took a while to complete but has since been finalized. Part of the land was donated to the university, and the rest was either paid for by a donor or the school.This land is reportedly going to be used for intramural fields and 900 parking stalls with the left-over land used for future buildings. Currently there is an option for an additional 125 acres which may be purchased at some future date.Utah Valley University rests on roughly 185 acres at present and is quickly running out of space to expand. The construction of buildings on new campus land provides an interesting look into the growth of the university.A simple drive around the campus will show the university has been and is continuing to expand. With expansion of buildings taking up former parking spaces, the need for more land is obvious. The school should vigorously pursue the purchase of the additional acreage.The construction of new buildings is said to be a secondary objective of this new expansion. I feel this would be for the best. Don’t get me wrong, the school is in need of more classrooms and faculty facilities, but the new land may not be the place for these buildings. Buildings used for academics would be better placed closer to the main campus.The construction of new buildings is obviously needed, but the proximity to the primary campus is questionable. This newly acquired area of campus sits almost two and a half miles away from the main section of campus.While the bus and other transportation options are going to be available to the students, this may prove to be impractical for class changes. Many students prefer to schedule their classes as close together as possible, and a distance of over two miles might make even the university’s best track star late for class.While the new academic buildings going up around campus are needed, the few wide-open green spaces the school used to have are quickly disappearing. Academics are the principal function of a good university, but patrons have always appreciated these green spaces. Perhaps one reason for the purchase of new land is to give students room to stretch.UVU has excellent facilities for learning and progressing, but there is not a lot of room to run around. As previously explained, some of the newly purchased grounds are to be used as fields for the university’s intramural sports teams. The construction of fields in particular will provide a wonderful opportunity for students to form a unique connection to their university and to each other.With such a massive purchase of land and the talk of placing intramural fields, sharp perspective is placed on what the university does not have, namely a football stadium and football team.While there is nothing to suggest a stadium will be built, there is no doubt a stadium would bring exciting new prospects to the state, Utah Valley and the school.A football team, much like intramural sports, would without a doubt unite the student body. Besides, football games are just good fun for all who attend. The school also stands to profit from years of revenue from games and other events held at such a stadium.The university is not the only entity that could profit from a stadium; surrounding businesses would also receive substantial benefits from events. UVU would be doing the local community an enormous service. Those who attend events at a stadium would clearly take advantage of restaurants and other nearby services.The school will undoubtedly come up with a use for all of the land. I for one would like to see a great school start an amazing football program. The new expansion provides an excellent opportunity to do just that. Regardless, I think most residents and more particularly those with ties to Utah Valley University will eagerly watch the development of this land.Expanding the Wolverines’ territory added by . on September 30, 2013View all posts by . →Related

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University | Zen Buddhist monk claps hands at Davenport Tea Christine Hung Zen Buddhist monk claps hands at Davenport Tea Christine Hung Sep 13, 2002 Wearing a wry half-smile, the Zen Buddhist monk in the simple gray robes paused to consider the mild, momentary havoc he had just wreaked on a room full of attentive Yale students. With just a single sharp clap of his hands in the middle of a calmly intoned sentence, he had succeeded in startling his audience at yesterday’s Davenport College Master’s Tea — as well as in illustrating part of the meaning of the often-misunderstood word “Zen.” “At the moment I hit my hands together,” said Chong Hae Sunim to the now-laughing students, “everyone in this room had the same exact mind. That was the moment at which all your thinking was cut off.” One meaning of Zen, as he had explained earlier, is “to be awake in this moment,” the cut-off moment before thought and judgment. And it is the importance of the present moment that he chose to stress to the audience, whose life plans undoubtedly extend years into the future. Chong Hae Sunim has been an ordained-for-life monk in the Kwan Um School of Zen since 1996 — Sunim is the Korean title for a monk or nun. The tea, organized by Davenport’s Yoonseok Lee ’05 and the New Haven Zen Center — represented another opportunity for Chong Hae Sunim to further awareness of Zen Buddhism among a group of students from diverse backgrounds. In addition to his responsibilities as abbot of the Providence Zen Center in Cumberland, R.I., Chong Hae Sunim is also a guiding teacher of the Zen communities at Brown University and Wheaton College. Born a Catholic, he became a Buddhist in his late teens and trained in the Japanese and Vietnamese Zen traditions before joining Kwan Um, which follows the Korean Zen tradition. Chong Hae Sunim said that when he trains in South Korea, he encounters some Koreans who think it is unusual for an American to become a Buddhist monk. “I walk by the subway and there are always people who are very surprised by me,” he said. Questions asked by students at the tea covered topics ranging from the reasons behind the self-immolation of Buddhist monks during the Vietnam War, to basic Buddhist precepts and the meaning of enlightenment. Students said they were glad to learn more about a meaningful topic. “I was an atheist before, but I started to get interested in religion after I had three or four near-death experiences,” said Jay Yu ’06, who was among a group of students that went with Chong Hae Sunim to the New Haven Zen Center for dinner and a brief orientation. “My impressions [of Zen] had mostly come from media representations — like soaps and bath products,” said Meg Reuland ’03. “[It was rewarding] just to get the basic definition of Zen from a practitioner versus The Body Shop.” In our modern world, according to Chong Hae Sunim, Zen offers an important chance to seize one’s life in the present moment. “The first part of Zen is [the question] ‘What are you?'” he said at the conclusion of his talk. “And if that’s so, then what do you do with it?” “That’s not a Buddhist question, a Catholic question, a Christian question, a Jewish question, a Muslim question,” he added. “That’s actually a human question. I will give you as a gift that question: ‘What do you do?'”

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Former religion professor Robert Esbjornson. Former Interim President of the College Dennis Johnson. Dennis Johnson and Robert Esbjornson, both longstanding members of the Gustavus Adolphus College community, have collaborated to produce a book titled, Esbj! The Heart and Mind of a Professor. The book will be released on Oct. 13 during homecoming festivities at Gustavus where both contributors will be present for a book signing. The book is described as the memoirs of Esbjornson’s 33-year career as a religion professor at Gustavus as well as a collection of his writings. Johnson provides the narrative that puts Esbjornson’s writings in context. “My role was also that of an editor who took the wealth of material available to me and selected samples of the wide range of topics addressed by Esbj [pronounced Es-be],” Johnson said. “It is my hope to open the reader to the heart and mind of a professor who had an extraordinary influence on students during his 33-year teaching career.” Esbjornson graduated from Gustavus in 1941 and was a fixture in the College’s religion department from 1950 to 1983. Johnson graduated from Gustavus in 1960 and has served the College in many administrative roles including class agent, alumni board member, trustee, vice president for church relations, vice president for college relations, acting vice president for development, and interim president. The book signing, hosted by the Book Mark, will take place from 10:30 a.m. to 12 p.m. The Book Mark is located on the lower level of the C. Charles Jackson Campus Center. Categories: UncategorizedTags: 1941, 1960, Book, Esbjornson, Johnson, Religion

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PeerJ Computer Science Academic Editors The following people constitute the Editorial Board of Academic Editors for PeerJ. These active academics are the Editors who seek peer reviewers, evaluate their responses, and make editorial decisions on each submission to the journal. We will continue to add to the board of Academic Editors and are seeking qualified and diverse academics who share our vision. Browse by subject area View Advisory Board Isabel Bäurle University of Potsdam Isabel Bäurle is an Assistant Professor at the University of Potsdam, Germany. Her current interests range from transcriptional memory in response to environmental stress to transposon and RNA silencing. Having previously worked on plant stem cells and flowering time, she has a background in plant developmental genetics, molecular biology and epigenetics. Edward A. Bayer The Weizmann Institute of Science, Rehovot Professor, Wishner Chair of Bio-organic Chemistry. Early development of avidin-biotin technology. Co-discoverer of the cellulosome concept. Editor/Editoral Board: Biotechnology Advances, Biotechnology for Biofuels, Current Opinion in Biotechnology, Industrial Biotechnology. Member of Scientific Advisory Board, US-DOE BioEnergy Science Center (BESC). Sarstedt Research Award, The Ulitzky Prize, Fellowship of the American Academy of Microbiology and European Academy of Microgiology. Andrea Becchetti University of Milano-Bicocca Andrea Becchetti received his academic degrees at the University of Milan. He then spent research sojourns at the University of Florence, the Emory University (USA), the University of Newcastle upon Tyne (UK) and the International School for Advanced Studies, in Trieste (IT). His research concerns the cholinergic and orexin modulation of synaptic transmission in the prefrontal cortex, the pathogenesis of sleep-related epilepsy and the role of ion channels in cell adhesion and differentiation. Cristina Becchio University of Turin Cristina is Associate Professor at the Psychology Department, University of Turin, and Senior Researcher at the Robotics, Brain and Cognitive Sciences Department, Italian Institute of Technology, Genova. After studying philosophy at the University of Turin, in 2001 she joined a PhD Program in Cognitive Science. She became researcher at the University of Turin in 2006. She is interested in the cognitive and neural mechanisms underlying motor cognition. Evolutionary Studies Jürgen C Becker Medical University of Graz Jürgen C. Becker is Professor of Dermatology at the Meduni Graz, Austria. He received his MD from the Medical School Hanover and his PhD in Immunology from the Open University, London. His research interests include the characterisation of cellular und humoral immune responses in the setting of neoplastic diseases; genetic and epigenetic aberrations in cancer; as well as therapeutic interventions to treat cancer. Gerrit T.S. Beemster Professor of Biology at the University of Antwerp. Member of the Flemish Science Foundation review board. Editor of the journals Journal of Plant Research, Frontiers in Plant Science and PLOS ONE Peter Beerli Professor in Scientific Computing; Training as an evolutionary biologist working with water frogs in the Mediterranean Sea; Distributor of the Bayesian population genetics inference program MIGRATE. Interested in computational biology, in particular in computational population genetics and phylogenetics Yehezkel Ben-Ari INSERM (National Institute of Health and Medical Research Professor of Neurobiology and Founder of INMED (Institut de Neurobiologie de la Méditerranée), INSERM U901, Marseille, France. Recepient of many awards inlcuding the European and American Epilepsy awards, the French Biomedical research award and the Gagna van Heck Belgian Award. Giovanni Benelli University of Pisa, Italy My research focuses on behavioral ecology and biological control. I have published more than 200 papers in international journals with impact factor. I cooperate with more than 80 researchers on various research projects, including FP7 Collective Cognitive Robots and H2020 subCULTron. I serve as Academic Editor/Executive Editorial Board Member for PeerJ, Parasitology Research, Journal of Cluster Science, Frontiers in Ecology and Evolution, Current Organic Chemistry, BioMed Research International, Asia Pacific Journal of Tropical Biomedicine and many others. Drugs & Devices Ecosystem Science Food Science & Technology Marina Bentivoglio University of Verona, Verona, Italy Marina Bentivoglio is Professor of Histology at the University of Verona, Italy. She graduated in Medicine at the Catholic University of Rome, Italy, where she also did her residency in Neurology. After her training in clinical neurology and in neuropathology, she has focused on experimental approaches to the neurobiology of disease. Her research focuses on neural-immune interactions in neuroinflammatory and neurodegenerative conditions, aging, sleep disorders. She has published over 185 scientific articles and 50 chapters in books. She served as Secretary General of the International Brain Research Organization (IBRO) and as President of the Italian Society of Neuroscience (SINS) and in Committees of the Federation of the European Neuroscience Societies (FENS). She serves in the Council of the Rita Levi-Montalcini Foundation for the education of African women, and in the “Neurobiology Educational Task Force” of the International League against Epilepsy (ILAE). She is a member of the Academia Europaea, foreign member of the Academy of Medical Sciences of Argentina, and other scientific academies. She is actively engaged in the training of young investigators and in activities to foster international cooperation in the neurological sciences, with special reference to countries with limited resources. She has participated as lecturer/instructor in numerous courses and schools in neuroscience in Europe, Africa, Latin America. George E Bentley Professor of Integrative Biology and Neuroscience. Director, UC Berkeley Field Station for the Study of Behavior, Ecology and Reproduction. Editorial Board of Domestic Animal Endocrinology, Frontiers in Systems and Integrative Pharmacology, Frontiers in Endocrinology Søren M Bentzen University of Maryland - Baltimore Professor, Director of the Division of Biostatistics & Medical Informatics, Department of Epidemiology and Public Health, University of Maryland - Baltimore. Adjunct professor University of Copenhagen, Denmark. 20+ awards and honors incl. ESTRO Gold Medal, MD Anderson Distinguished Alumnus Award, Honorary Life member Assoc. of Radiation Oncologists of India & Belgian Soc. for Therapeutic Radiology and Oncology. 370+ publications, H-index 62 Web of Science. It's Free. Enter your email or learn more.

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Home | News | Tamara Good ’12 chooses a summer of service Tamara Good ’12 chooses a summer of service Tamara Good '12 with son, Rhys, and daughter, Madeleine. Tamara Good is no stranger to hard work. She was born in Nigeria, grew up in Cameroon, and eventually earned her undergraduate degree from Penn State Harrisburg while managing a UPS Store. Good is now working her way towards a dual degree in law and international affairs, and earned a scholarship to help finance her way through Penn State Law. She’s doing all of this while raising her 5-year-old daughter, Madeleine, and her 3-year-old son, Rhys. Good was a Cherie Millage Summer Fellow in 2010 and used the grant to serve the Pennsylvania Immigrant Resource Center (PIRC), which provides counsel and educational resources to secure defense for immigrants in danger of deportation from the United States. She took on central tasks such as research on asylum, U visas, derivative citizenship, and citizenship access through service in the military. She educated immigrants and clients whose only option may be to appear pro se before an immigration judge. Good has also developed a document submission and declaration for a case, transferred a case to another state, and even represented a client before an immigration judge during a hearing. “The Cherie M. Millage Fellowship provides not only a lifeline to students who want to obtain public interest expertise but also to the nonprofit organizations that would otherwise not be able to hire summer help," said Kate Cramer Lawrence, who directs public interest programming at the Law School. "This program is key to connecting law students with satisfying, challenging work and professional networking opportunities." Balancing act a challenge With this fellowship, her school work, and raising two young children, Good struggled to find a balance between home and law school. For her, finding this balance has been the most challenging part of the entire experience. “It has been a challenge for me to balance all that I want to fit into my internship with my time off that I spend with my two preschool children. I am grateful, however, for the willingness of the supervising attorneys to allow me to balance as I need to.” While the time challenge was a crunch, Good focused on her reasons for choosing to spend her summer serving others. “Into my adulthood, I have remained on the lookout for ways to make myself available to refugees and immigrants, particularly from French-speaking Africa, to help with any cross-cultural or adjustment issues as well as language barriers as they settle into the area. I pursued law school so that I could find a more formal means of assisting immigrants and refugees. Without the Fellowship, I would not have been able to pursue the opportunity at PIRC.” While most law students do not have the added pressure of raising two children, Good says that there are also benefits, for her family as well as herself. “I think it is a great thing to show my kids by example that people all over the world are important and that we can constantly look for ways to serve others and to be a friend and a help to those around us.” More Summer Work Share this story

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PPA - Publishing and Printing Arts ProgramSearch this site HomeOverviewCoursesThe Book and SocietyThe Art of the BookPublishing ProceduresElective CoursesFacultyElliott PressAlumniPublishing Resources For more information, contact:Dr. Solveig Robinson e-mail: [email protected] Elliott Press The Elliott Press is a small private press located in the PLU arts building, Ingram Hall. The Press provides a hands-on workshop for students in the Publishing & Printing Arts program. Founded in 1982, the Elliott Press marked its 30th Anniversary in 2012.The Elliott Press features two platen letterpresses from the early 1900s and a Vandercook proof press from the early 1960s. New as of Fall 2012 is a small, portable parlor press, currently dubbed Baby Elliott. The Press also houses more than 300 different drawers of type, each offering unique design and printing possibilities. In addition to a rich variety of fonts, book arts students will find intricately carved ornaments, stamps depicting everything from dental charts to 1920s roadsters, and an entire set of ancient medical symbols. To see a brief video of typesetting and printing at the Elliott Press, click here. To read an interview with Elliott Press alumnus David Johnstone, proprietor of Sharp Teeth Press, click here.In March 2014, the Elliott Press hosted the National Guild of Book Workers for a one-day symposium. Accompanying this event was a month-long special exhibit at the University Gallery in Ingram Hall, The Art of Wayzgoose. For more information about these events, follow this link. In 2013, students in the Elliott Press created a multi-piece artist's book, A Strange Case of Alchemical Munificence, using many of the mysterious medical symbols. This work is currently featured on the Vamp & Tramp, Booksellers website.Each year the Book Club of Washington recognizes outstanding achievement at the Elliott Press through the Robert D. Monroe Award. Recipients are guests of honor at the Club's annual meeting and receive a generous cash gift, as well as having their work added to the Club's archives in the University of Washington Library.In celebration of the 30th Anniversary of the Press, a special exhibit, Pressing On: 30 Years at the Elliott Press, was held at PLU's Mortvedt Library from November 29, 2012 to February 27, 2013. The exhibit featured broadsides, artist's books, and printing ephemera, all created by students and instructors at the Press.If you are interested in the a history of the early years of the Elliott Press, as well as other small regional presses, you may wish to read A Decade of Fine Printing in the Pacific Northwest (1992).

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CEC's Policy Insider Learn about the special and gifted education issues Congress and the administration are considering by reading CEC's Policy Insider. Sign up today to receive weekly e-mail updates! CEC is also pleased to offer up-to-date news about federal special and gifted education policy through the Policy Insider Blog. A complement to the weekly e-mail service, CEC’s Policy Insider Blog features regular posts throughout the week, providing you with real-time special ed policy news. Questions or comments? Send an e-mail to CEC's Policy and Advocacy Services team. CEC Policy Insider CEC's source for special education policy news Ending Corporal Punishment Thu, 08 Dec 2016 12:53:39 -0500 Secretary King sent a letter to governors and Chief State School Officers urging them to end the use of corporal punishment in schools, a practice linked to harmful short-term and long-term outcomes for students. “Our schools are bound by a sacred trust to safeguard the well-being, safety, and extraordinary potential of the children and youth within the communities they serve,” he said. “While some may argue corporal punishment is a tradition in some school communities, society has evolved, and past practice alone is no justification. No school can be considered safe or supportive if its students are fearful of being... Congress Poised to Vote on Long-Term Continuing Resolution Wed, 07 Dec 2016 15:28:21 -0500 As you know, the current continuing resolution (CR) is due to expire this Friday. Tuesday night House Republicans published a CR that freezes most government funding at 2016 levels through April 28, 2017. The House Rules Committee posted the text of the Further Continuing and Security Assistance Appropriations Act, 2017 (PDF). For different takes on the legislation, summaries are available from House Appropriations Committee Republicans and Democrats. The House plans to take up the bill Thursday and the Senate on Friday, but Democrats do not support all parts of the legislation. The bill has an across-the-board cut of 0.19% to... ED Releases Final ESSA Regulations on Accountability Wed, 07 Dec 2016 10:51:53 -0500 On November 28, the Department announced final regulations to implement the accountability, data reporting, and consolidated state plan provisions of the Every Student Succeeds Act (ESSA) -- with a focus on supporting states in using their flexibility to provide a high-quality, well-rounded education and ensure equity remains at the core of implementation. Read the press release with highlights of key changes from the draft regulations, fact sheet with a summary of major provisions, chart on requirements and timeline for identification of schools for support and improvement, and audio recording of press call. In a subsequent letter to Chief State School... Facts About the Presidential Transition Wed, 07 Dec 2016 10:26:53 -0500 The presidential transition process can begin as early as six months prior to Election Day and continue through the first 100 days of the new presidency. What are some of the key steps in this process? In recent years, new laws have formalized the transition process. The Pre-Election Process Transition Act of 2010 and the Presidential Transitions Improvements Act (2015) have made this presidential transition unique; for the first time the opposing transition teams (Trump/Clinton) worked out of the same government-appointed office building. The goal of these two laws is to have an efficient transfer of executive power. The transition... Foxx Selected as Chairwoman of the House Committee on Education and the Workforce With approval of the full Republican conference, the House Republican Steering Committee has selected Rep. Virginia Foxx (R-NC) as the chairwoman of the House Committee on Education and the Workforce in the 115th Congress. Foxx will fill the chair left by retiring Representative John Kline (R-MN). Representative Kline will retire at the end of the 114th Congress. John Kline was first elected to the House in 2002. CEC thanks Representative Kline for his service and wishes him well. “My colleagues have entrusted me with a significant responsibility, and I look forward to building on the foundation established by leaders such... White House Recognizes International Day of Persons with Disabilities Tue, 06 Dec 2016 11:25:14 -0500 President Obama issued a proclamation declaring December 3, 2016 as International Day of Persons with Disabilities. He emphasized the importance of this day by explaining that this day is to “celebrate how far we have come in protecting the rights of those who live with disabilities, and recommit to shaping a future in which all members of this community can enjoy their full rights and freedoms." He also said that “as long as anyone succumbs to casual discrimination or fear of the unfamiliar, we have more work to do to honor the many people with disabilities who have shared their... Trump to Nominate Betsy DeVos for Education Secretary Tue, 29 Nov 2016 16:13:29 -0500 Last week, President-elect Donald Trump announced his nomination of Betsy DeVos for the position of U.S. Secretary of Education. DeVos, a former Michigan Republican Party chairwoman, serves as the current chairman of The American Federation for Children, an education advocacy group that pushes for school choice policies. The mission statement of the organization reads “The American Federation for Children and the American Federation for Children Growth Fund seek to improve our nation’s K-12 education by advancing systemic and sustainable public policy that empowers parents, particularly those in low-income families, to choose the education they determine is best for their children.” What Happens Now? Countdown to Inauguration Day Tue, 29 Nov 2016 16:06:17 -0500 Now that the election has concluded, what can we expect from the President-elect before the inauguration? Cabinet appointments and White House personnel are currently being considered by President-elect Trump and his transition team. The lame duck session of Congress began after the election. In early January the newly elected members of Congress will be sworn into office, and the 115th session of Congress will begin on January 3rd, and run until January 3rd 2019. President-elect Trump will be officially sworn into office Friday, January 20th, 2017. CEC Celebrates U.N. International Day of Persons with Disabilities On December 3, CEC will be celebrating the U.N. International Day of Persons with Disabilities (IDPD). With over one billion people, or 15% of the world’s population living with a disability, this day commemorates continued efforts across the world to ensure an inclusive and accessible society for all. The celebration of this day provides the opportunity to bring to the forefront issues of inclusion and to celebrate contributions to society made by persons with disabilities. U.N. Enable has declared this year’s theme as “Achieving 17 Goals for the Future We Want.” This theme notes the recent adaptation of the 17... CEC Celebrates IDEA’s 41st Anniversary On November 29, 1975 President Gerald Ford signed into law the Education for All Handicapped Children Act (Public Law 94-142), landmark legislation that forever changed how American’s view children and youth with disabilities. Now known as the Individuals with Disabilities Education Act (IDEA), this law raised expectations for millions of children and youth with disabilities who were previously excluded from public school. Today, more than 6 million children and youth with disabilities receive services provided by IDEA. Over the past 41 years we have had the opportunity to witness countless successes as children and youth with disabilities learn to develop...

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« Back to News Print This Research Methods 'Beyond Google' When "Google" has become a synonym for "research," how should faculty respond? And if the answer doesn't lie in musty books and stacks of journals, are libraries still part of the answer? By Andy Guess June 17, 2008 Comments When "Google" has become a synonym for "research," how should faculty respond? And if the answer doesn't lie in musty books and stacks of journals, are libraries still part of the answer?The problem is near-universal for professors who discover, upon assigning research projects, that superficial searches on the Internet and facts gleaned from Wikipedia are the extent -- or a significant portion -- of far too many of their students' investigations. It's not necessarily an issue of laziness, perhaps, but one of exposure to a set of research practices and a mindset that encourages critical thinking about competing online sources. Just because students walk in the door as "digital natives," the common observation goes, doesn't mean they're equipped to handle the heavy lifting of digital databases and proprietary search engines that comprise the bulk of modern, online research techniques.Yet the gap between students' research competence and what's required of a modern college graduate can't easily be solved without a framework that encompasses faculty members, librarians, technicians and those who study teaching methods. After all, faculty control their syllabuses, librarians are often confined to the reference desk and IT staff are there for when the network crashes. So instead of expecting students to wander into the library themselves, some professors are bringing the stacks into the classroom. In an effort to nudge curriculums in the direction of incorporating research methodology into the fabric of courses themselves, two universities are experimenting with voluntary programs that encourage cooperation between faculty and research specialists to develop assignments that will serve as a hands-on and collaborative introduction to the relevant skills and practices.Kathy Lee Berggren, a professor at Cornell University, teaches oral communication with a "heavy research component." Still, she pointed out, "a lot of my students really [only] scratch the surface with the type of research they're doing.""Research isn't a Google search," she said.That sentiment was echoed by several others involved with the Cornell Undergraduate Information Competency Initiative, a program that kicked off on Monday with a week-long summer institute aimed at understanding how students perceive university research, how to guide their habits and how to merge existing course goals with instruction in research methods. Those practices, of course, can apply whether inside a brick-and-mortar research facility or logged on from home. The goal is to "really learn how to use a library whether they're in it or not," Berggren said.Each of nine faculty fellows, including Berggren, will join an "implementation team" consisting of a librarian, someone from the information technology staff and a representative from Cornell's Center for Learning and Teaching with the "objective of infusing information competency skills into the coursework," said Thomas Mills, a co-chairman of the program who teaches online legal research at the Cornell Law School. Those teams will continue to meet over the next semester to monitor how the course is progressing and evaluate research-based assignments."It's certainly one way to encourage faculty who probably were taught in a very lecture-style format and have grown up in a largely lecture-style format -- maybe augmented by PowerPoint -- to share with undergraduates the genuine excitement of what learning in a university is all about, and that does involve research," said Tracy Mitrano, the director of Cornell's Computer Policy and Law Program and, like, Berggren, both a faculty fellow and an institute facilitator. "It might also involve service...."Mitrano incorporated what she calls "active learning" techniques into her course on the culture, law and politics of the Internet, an experience one of her former students, now a teaching assistant, will discuss this week at the institute, she said. When she brought up the music recording industry's anti-piracy tactic of sending "pre-litigation letters" to colleges, "the room erupted," she remembers. To bring in real-world concepts and to encourage collaborative research, she broke the class into groups, each of which was assigned a different project: on the history of piracy, on current issues, on new business models for music, protest movements and other topics."Man, they woke right up," Mitrano recalled. "I didn't see any more yawns."An instructor "winds up learning so much that it's an enormous benefit to them, and moreover, it reminds them of why they wanted to be in higher education in the first place, because it's all about this process, and it's exciting."The germ of the Cornell initiative started with a visit to the University of California at Berkeley last spring, where faculty and librarians learned about the Mellon Library/Faculty Fellowship for Undergraduate Research, which for several years has tested a similar model but on the scale of an even larger research campus, and with funding from the Andrew W. Mellon Foundation.During Berkeley's accreditation renewal process several years ago, said Elizabeth Dupuis, the project's director, one of the campuswide goals was to define "what it means to be at a research institution." Of course, she said, one of the fundamental aspects of that experience was research itself, but not just in lab courses or classes on research methods.“There’s no course that everyone takes, and there’s not really a very clear trajectory for most students,” Dupuis noted.“It’s really important that these skills are taught in the context of a course, and really learning the content and material of a discipline, as opposed to learning these skills separate from a course.” The answer, she said, is "to try to infuse these skills in a wide range of courses" and "work into those assignments the sort of critical thinking skills along the way” -- “a net gain of exposure throughout [students'] career.”Berkeley's Mellon-funded program, renewed after its initial grant for several years, is now in a hiatus phase in which the university is working with external evaluation consultants to conduct focus groups and interviews with participants. Last fall, a modified version of the program was established that focuses on full departments rather than on individual faculty members.But as the trajectory of the program indicates, the movement is from the grass roots rather than from on high, a necessity at large and often unwieldy institutions like Berkeley and Cornell.So for now, the participants in the Cornell institute are "academic guinea pigs," said Anne Kenney, the university librarian.“[B]eing able to understand the importance of navigating a complex information landscape and being good-quality consumers of content rather than passive receptors of what’s pushed at them is important," she said. "We know that ... when faculty who have used librarians to provide information competency components in their classes, there has been a concomitant increase in the quality of papers presented.” Read more by Andy Guess jump to comments

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Afyon Kocatepe University Conferences 58 58 Afyonkarahisar, Turkey Afyon Kocatepe University is a state university in Afyonkarahisar, Turkey. It was established on July 3, 1992. Wikipedia. MR imaging in novel influenza A(H1N1)-associated meningoencephalitis Haktanir A.,Afyon Kocatepe University American Journal of Neuroradiology | Year: 2010 MR imaging manifestations of influenza A-associated encephalitis have been described previously. However, there is very limited information about the central nervous system complications of the novel influenza A(H1N1) virus. MR imaging findings of novel influenza A-associated meningoencephalitis in a child are presented. Energetic, exergetic, economic and environmental evaluations of geothermal district heating systems: An application Kecebas A.,Afyon Kocatepe University Energy Conversion and Management | Year: 2013 This study deals with an energetic and exergetic analysis as well as economic and environmental evaluations of Afyon geothermal district heating system (AGDHS) in Afyon, Turkey. In the analysis, actual system data are used to assess the district heating system performance, energy and exergy efficiencies, specific exergy index, exergetic improvement potential and exergy losses. And, for economic and environmental evaluations, actual data are obtained from the Technical Departments. The energy and exergy flow diagrams are clearly drawn to illustrate how much destructions/losses take place in addition to the inputs and outputs. For system performance analysis and improvement, both energy and exergy efficiencies of the overall AGDHS are determined to be 34.86% and 48.78%, respectively. The efficiency improvements in heat and power systems can help achieving energy security in an environmentally acceptable way by reducing the emissions that might otherwise occur. Present application has shown that in Turkey, geothermal energy is much cheaper than the other energy sources, like fossil fuels, and makes a significant contribution towards reducing the emissions of air pollution. © 2012 Elsevier Ltd. All rights reserved. Effects of the usage of diatomite and waste marble powder as partial replacement of cement on the mechanical properties of concrete Ergun A.,Afyon Kocatepe University Construction and Building Materials | Year: 2011 Diatomite is a pozzolanic material containing amorphous silica, cristabolite and minor amounts of residual minerals. Waste marble powder (WMP) is an inert material which is obtained as an industrial by product during sawing, shaping, and polishing of marble and causes a serious environmental problem. This paper describes the procedures and results of a laboratory investigation of mechanical properties carried out on the concrete specimens containing diatomite and WMP as partial replacement of cement in concrete. The laboratory work essentially consists of characterization of the raw and waste materials, preparation of concrete specimens with diatomite and WPM in different ratios by weight as replacement for cement and a superplasticizing admixture to reduce water demand and compression and flexural tests of the specimens. Test results indicated that the concrete specimens containing 10% diatomite, 5% WPM and 5% WPM +10% diatomite replacement by weight for cement had the best compressive and flexural strength and the replacement of cement with diatomite and WMP separately and together using a superplasticizing admixture could be utilized to improve the mechanical properties of the conventional concrete mixtures. © 2010 Elsevier Ltd. All rights reserved. Performance and thermo-economic assessments of geothermal district heating system: A case study in Afyon, Turkey Kecebas A.,Afyon Kocatepe University Renewable Energy | Year: 2011 In this study energy, exergy and exergoeconomic analysis of the Afyon geothermal district heating system (AGDHS) in Afyon, Turkey is performed through thermodynamic performances and thermo-economic assessments. In the analysis, actual system data are used to assess the district heating system performance, energy and exergy efficiencies, exergy losses and loss cost rates. Energy and exergy losses throughout the AGDHS are quantified and illustrated in the flow diagram. The energy and exergy efficiencies of the overall system are found to be 37.59% and 47.54%, respectively. The largest exergy loss occurs in the heat exchangers with 14.59% and then in the reinjection wells with 14.09%. Besides, thermo-economic evaluations of the AGDHS are given in table. Energy and exergy loss rates for the AGDHS are estimated to be 5.36. kW/$ and 0.2. kW/$, respectively. © 2010 Elsevier Ltd. Stochastic approach for daily solar radiation modeling Hocaoglu F.O.,Afyon Kocatepe University Solar Energy | Year: 2011 Mathematical modeling of solar radiation continues to be an important issue in renewable energy applications. In general, existing models are mostly empirical and data dependent. In this paper, a novel approach for solar radiation modeling is proposed and illustrated. The proposed application consists of hidden Markov processes, which are widely used in various signal processing topics including speech modeling with successful results. In the experimental work, mean of hourly measured ambient temperature values are considered as observations of the model, whereas mean of hourly solar radiation values are considered as the hidden events, which constitute the outcomes of the proposed mathematical model. Both solar radiations and temperatures are converted to quantized number of states. Finally, after a training stage that forms the transition probability values of the described states, the hidden Markov model parameters are obtained and tested. The tests are repeated for various numbers of states and observations are presented. Plausible modeling results with distinct properties in terms of accuracy are achieved. © 2010 Elsevier Ltd.

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Alumni/Friends President Search Location: NDSU / President / Speeches / State of the University Address 2010 North Dakota State UniversityState of the University Address
President Dean L. Bresciani
Thursday, September 30, 2010 State of the University 2010 video - 27:26 President Dean L. Bresciani, September 2010 Thank you students, faculty, staff, alumni and friends for joining me today – on my third month, second day and now third hour as the president of NDSU … not that I’m counting. Before I arrived at NDSU in June, an editorial cartoonist drew this caricature of me being given a roll of wire and some pliers, with the idea that my job would be about mending fences across the state. Fair enough. NDSU had been through some rocky times in the months before that. I have to admit for a moment, I thought, what the heck have I gotten myself into. But let me clear something up right away. I didn’t need pliers and I didn’t need wire. What I’ve found all across North Dakota are people who believe in what we do here, who want our good work to continue, who want us to increase what we do, and, more specifically, want us to increase what we contribute to North Dakota and the people of our state. A fence is an interesting metaphor for me today, but in a much different way. As it turns out, there’s a fence at the beginning of our university’s research tradition.In 1906, chemist Edwin Ladd – who was one of the first four faculty members here – began a project that involved systematic application and testing of paint on fence planks. That paint research has evolved into the development of applications today, that were unheard of, frankly, undreamed of at the time. It is one of many provocative examples illustrating the kind of progress and contributions that research – and a research university – can make to the state and the people we serve. What started on a fence more than 100 years ago has now become our hallmark coatings and polymeric materials program. It brings attention to us not only from our academic peers, but external funding agencies ranging from NASA to the Department of Defense. And that is just one example. Thinking back, I have to ponder whether Professor Ladd could have imagined that the paint he was studying, and the planks he was painting, were the start of an enterprise that would become recognized by the National Science Foundation as one of the country’s top 100 research universities. I wonder if anyone at the time imagined an NDSU that would be recognized as one of the most productive and exciting universities in the nation for plant genetics and hybridization; for Nano-technologies such as printable and flexible electronics, liquid silicon, Nano-fibers; for photo-voltaic; or for our emerging fields of vaccinology; visual neuroscience; and robotics and bioengineering. In fairness to Professor Ladd and his colleagues of the day – those fields of discovery didn’t exist. Perhaps they couldn’t even be imagined. But what if they had?Along those lines, I’m going to ask this morning that you take a leap of faith and imagine something with me. Imagine for a moment what the next 100 years might bring. Imagine for a moment what NDSU might be on the forefront of 100 years from now if we continue on the path we are on, and continue to draw national attention, resources and benefits to North Dakota and the people we serve.What if, in 1906 when Professor Ladd was painting those strips of fence and documenting the quality of the paint, he knew his work could lead to a breakthrough technology for aircraft coatings, or transparent armor to protect soldiers? Well, it has.If history has taught us anything about the impact of a research university, it’s that an idea can provide a solution to the unsolvable and make differences that literally save lives.Sitting here today in the year 2010, imagine what we could do for the North Dakota of 2110, if we capitalize on the unique opportunities in front of us now. In countless settings across the state, I’ve described that combination of opportunities as an alignment of the stars never before experienced in North Dakota. We are facing a window of opportunity that is open today, but it will in fact close on a foreseeable timeline. • We may never have the opportunity we do now to reposition perceptions of North Dakota and North Dakota State University, • We may never have the opportunity we do now to catapult the economic vitality, diversity and competitiveness of our state past others in the nation, • And, to enhance its attractiveness to not only the young North Dakotans who are our future, but also to the best and brightest minds of people throughout the country and the world, • People who are starting to look at North Dakota in a very different way. When I interviewed for this position, Barry Batcheller, a serial entrepreneur and key partner in the NDSU Research and Technology Park – in other words a very smart guy – asked me to talk about where I thought NDSU should be in 15 years. That was a very good question, and we had an interesting discussion around my response. But for today, let’s think in even longer and bigger terms.North Dakota has attributes no other state has right now. At this moment, most other states are choking on budget deficits and suffering painful levels of unemployment. The two states in the nation with the largest and arguably most elite higher education systems in the nation – California and New York – are experiencing rampant inflation, state budgets in complete disarray, spiraling costs of living, and the need to decimate their higher education systems. In fact, the University of California-Berkeley just last week announced it is cutting another 200 jobs; that will total 800 positions lost there in the past year. Progress is out of reach for them, for now.North Dakota, on the other hand, is becoming a hotbed of economic vitality spurred on by higher education, because of a variety of very unusual factors we enjoy, such as:• The third highest per capita percentage of college educated young people, • Increasing research being produced at not just one, but the two flagship research universities making up the visionary Red River Valley Research Corridor … both of which are drawing steadily increasing funding and support from outside of the state and even the nation;• A deserved reputation for the work ethic of the people here, and great living conditions that include almost non-existent levels of unemployment and crime, and one of the best k-12 education systems in the nation, • Fargo being named one of the top college towns in the nation in a variety of recent national publications.In fact, at the North Dakota Higher Education Roundtable just weeks ago, three different national speakers, invited by State Representative Bob Skarphol – who chairs the Legislature’s higher education committee – shared data indicating that we enjoy one of the most accessible, affordable and efficient higher education systems in the nation. And they pointed out that with increased support, our state’s flagship research universities could be doing even more.North Dakota is staring at the opportunity of the century. For the time being, North Dakota has a competitive advantage that few if any of our peers can match. • What can we do? • What should we do? • What will we do to make sure we don’t let that opportunity slip away? We know that higher education is a powerful way to expand the economy of a state, diversify the tax base and create jobs. We do that by creating the new knowledge, that leads to new technologies, that lead to new businesses, that lead to new jobs. At the same time, we honor our historic mission and focus, on educating students, and, in partnership with our North Dakota University System undergraduate institutions, we train the workforce that is the future of our state and its economic strength. We know that ideas are incubated at a research university. Research universities combine intellectual capital, resources and vision so ideas can become realities that make lives better. Our own efforts at the NDSU Technology Incubator have already supported 16 business start-up ventures since 2007. And, more than 600 people come to work in NDSU’s Research and Technology Park each day. In recent years, new companies that got their starts at NDSU include Phoenix International, Aldevron, Appareo Systems and Pedigree Technologies, just to name a few. People in North Dakota are already flourishing in technologies and jobs that didn’t exist just years ago. We know about the successes other states have experienced when their leaders have chosen to invest in research universities. In the 1950s, for example, North Carolina realized its agriculture-based economy was at risk, and turned to its research universities – the University of North Carolina at Chapel Hill, North Carolina State University and Duke University – to create the Research Triangle Park, now one of the top five research centers in the United States.And we aren’t alone in recognizing how important a research university like NDSU can be to the future of our state. In fact, North Dakota’s Commerce Commissioner, Shane Goettle, recently identified five strategic initiatives as key to our state’s future success; one of those was investment in university-based research.Moody’s Investment Services, one of the leading national credit evaluation firms in the nation, has similarly identified higher education as one of the state’s most important economic engines, and has specifically cited NDSU as the number two most influential factor in our state’s economy, second only to overall agriculture. Let me repeat a very important point; we have a window of opportunity. It’s eventually going to close, but right now, today, we can decide to change the fate of North Dakota 100 years from now. We will certainly continue to support the North Dakota we know and love no matter what, but we have a window of opportunity that may never exist again to reposition North Dakota through the work we do here. Nobody else can contribute what we can. Nothing else can change the future like we can. Nobody else and nothing else can improve the lives of North Dakotans like we can. The question is: Are we going to have the vision to see how NDSU could broaden and strengthen North Dakota’s future? Are we going to seize the day?We also need to appreciate that much of North Dakota as we know it today wouldn’t exist if we hadn’t been here. Let’s really think about that for a few minutes. Would North Dakota be different without NDSU? Some might argue no, and that we’d be an agricultural state. They’d argue that’s our tradition, and will always be. Or they might argue we’d be an oil state. That’s been our tradition and will be for at least several decades to come. But the reality is that, without major agricultural science breakthroughs throughout NDSU’s history, we would not be a successful agricultural state. Our crops would have fallen prey to disease and pests, such as the Fusarium Head Blight that as recently as 2005 threatened our wheat and barley crops. Instead, NDSU plant pathology researchers like Marcia McMullen, among others, have perpetuated and enhanced the industry to its status as a national and international leader in producing great harvest of the world’s highest quality crops and livestock, resulting in billions of dollars in direct and indirect benefits to our state via development of numerous crop varieties and remarkable advances in animal and crop production systems.In the early days of the North Dakota Agricultural College, Professor Henry Bolley established research plots for studying flax, devised innovative disease control strategies and developed the disease resistant “Bison Flax” which provided the linseed oil for the paint tested by Dr. Ladd, on that fateful fence I referred to earlier. I have to mention that concurrently, Professor Bolley organized the first football team here and challenged the University of North Dakota to play. I don’t mind also mentioning that we won our first two games, which were against UND, played that initial season of 1894. Won’t it be interesting when, some day in the future, history repeats itself?In the 1940s, working in the same plots, Dr. Harold Flor, a USDA scientist who also served as an NDSU professor, devised the "gene for gene" hypothesis. That became a seminal moment in understanding pathogen-host interactions, and is the basis for much of today's disease treatments in crops, livestock and even humans. In that tradition, our scientists have continued to develop crop varieties that are in many ways standards of the world. In recent years, spring wheats, produced using NDSU varieties, have resulted in sales by North Dakota farmers exceeding $1.5 billion annually. Additionally, most barley, dry beans and durum wheat produced in North Dakota – the leading state in the U.S. in production of each of these crops – come from NDSU-developed varieties.Today, just north of Professor Bolley's plots – which have been planted to flax each year since he established them, and which are on the National Registry of Historic Places – a state-of-the-art greenhouse complex is emerging. It will be the only one of its size and scope in the nation, and it will put NDSU scientists at the forefront of keeping North Dakota's largest industry a world leader.Agriculture is not our only area of excellence. For example, our emerging life sciences research efforts are leading to treatments for diseases, and our Nano-materials research is leading to the development of better materials for people who need injured joints replaced, and less toxic ways to detect and treat cancer. Many of us probably remember the popular 1970s TV show, the Six Million Dollar Man. The premise of the show was at the time considered silly, but just maybe that notion was not so silly after all!Will NDSU in the future perhaps offer solutions to disfiguring and disabling injuries? Based on our advances in flexible electronics, Nano-technologies, robotics and polymers, will NDSU perhaps be at the forefront of technologies and applications that provide fully functioning replacement limbs for the human body? One can only imagine.But it’s not just our faculty who are on the cutting edge of discovery. Our students too are achieving those levels. For example, Cody Gette, an NDSU physics and math student from Devils Lake, recently received a $10,000 NASA scholarship. He’s been working at NDSU’s Center for Nanoscale Science and Engineering as an undergraduate researcher in the laser lab. What might he soon discover?And it goes without saying that our success, literally from the time campus doors get unlocked in the morning, to when the lights go out at the end of the day, and throughout the night in between, all hinges on the commitment and hard work of our staff. They are the unsung heroes of our success, in quiet and often behind the scenes roles that, nonetheless, are critical to what we do for North Dakota.From a different perspective on the reach and impact of NDSU, without the NDSU Extension Service, communities across North Dakota would not be the same. The Extension Service meets the needs of the agricultural and agribusiness sector, families and children and 4-H, with more than a half million face-to-face contacts with North Dakota citizens annually. In the last couple of years, through the Horizons Program, the Extension Service has facilitated long-term visioning and planning for 44 communities – most of which had 500 or fewer residents. The Extension Service is also working throughout western North Dakota to help communities solve the challenges that are emerging from the rapid expansion of oil drilling and production. That assistance includes development of adequate housing, helping non-English speaking newcomers adapt, and helping communities accept newcomers openly and effectively. The truth is, if NDSU hadn’t been here the past 100 years, we would probably not recognize the North Dakota of today. Our state’s agricultural industries might not exist, the educated and entrepreneurial work force of North Dakota would be smaller, the tax base would be narrower, we would have little capacity to broaden the state’s economic base, and there would be very little hope for improving any of that in the future. Even with the current vigor provided by energy exploration in the west, we would have nothing to invest that opportunity in, much less a reason to anticipate a return on that investment. Please note that I very purposefully use the term invest rather than spend; the former leads to a return – the latter does not.We also have two research universities that can draw substantial numbers of young, bright minds from inside North Dakota, as well as from outside the state. And you will see us increasingly collaborating with our sister flagship university to the north, as we seek to better support and serve the people of our state. By capitalizing on and combining the unique strengths and specialties of our respective institutions, we will do our jobs better and in a way never before experienced in North Dakota. However, if we fail to act, we can expect no new jobs outside of our traditional agriculture base; no reasons for more young people to stay here to raise their families; no reason for more new people to come here; and once the oil runs out, we will be a state with one industry and fewer and fewer people to maintain it. Simply put, the limitless future we now have in front of us will instead be a dark and dire frontier. We cannot let that happen.NDSU’s evolution over the past decade has reflected its increasing productivity, visibility and contributions to ever-broadening constituencies. Success in doing so has led to a consistent and dramatic increase in the level of demand for the university expressed by prospective students, scholars and business leaders not just in North Dakota, but throughout the nation and even the world. For 11 years in a row now, and reflecting our new reputation, enrollments have hit record levels. In fact, it has been argued that, if anything, we are a victim of our own success. And although finding adequate resources to meet demand is a serious problem, I’m going to call the challenges we face to maintain our increasing success a good problem, and one that ultimately offers a strategic opportunity to better serve the state. One of the very important attributes of NDSU, and an attribute that is often not understood, is that students from outside the state are so excited about NDSU that they are willing to pay more to be here than in-state students do. That includes Minnesota students who, in spite of our reciprocity agreement, actually pay more than our in-state students. And we know that many of those out-of-state students, whether from Minnesota, other states, or other countries, are statistically likely to stay in North Dakota after they graduate because they enjoy being here, and we are creating new jobs for them. Regardless of where they are from, our students are part of diversifying the economy of the state beyond the traditional base as they pursue jobs with firms like Aldevron. Aldevron was started in a small lab at NDSU by 1997 alum Michael Chambers and a doctoral student from New Zealand he met here. They are some of the early entrepreneurs developing the emerging vaccinology industry here. That new North Dakota industry has now drawn internationally recognized vaccinologist Satish Chandrasekhar to NDSU. Without NDSU’s research focus, those jobs wouldn’t exist, and those people from both in and outside of the state wouldn’t be drawn to North Dakota. That’s particularly important in a state with a dwindling population of young people, a trend which if not reversed will have dire consequence for the future of our state. But instead, the future of our state is at a point of awakening – and our imagination is the only limit to the future. We are the ones poised to make that future a reality. NDSU already commands a powerful niche. We are unique in how we successfully balance our roles of being student-focused, land-grant, research university, and that makes us distinctive among our peers. Most of them sacrifice one if not two of those responsibilities in a quest for resources and prestige. We, however, take great pride in maintaining our excellence in all three, and that is part of what makes NDSU the distinctive model of higher education we represent. As a research university, we introduce our students to the process of discovering new knowledge that better prepares them to be the next generation of entrepreneurs and business leaders. Nothing is more exciting for a faculty member than, when describing the frontiers of knowledge, they see the lights go on with students, and students lean forward in their chairs and ask, “What if we tried this?” or “Do you ever think there’ll be a day that we can?” That is the real heart and soul of education at a research university. And at NDSU, students are directly involved in research and international opportunities from Antarctica to Africa to Samoa. Our students regularly co-write research articles, and they are frequently co-inventors on NDSU patents. Such research opportunities provide students not just a great educational experience, but advantages as they compete in the job market. To continue our success, we’ll have to start making hard decisions about where we can excel. Those will require sober identification of where we truly excel now, and where we are most likely to excel in the future. We cannot simply hold steady on all fronts; that will only serve to marginalize our potentials. Those will be challenging discussions for sure, but if we are to honor to our responsibility to excel, and our responsibility to chart the destiny of North Dakota, can we do anything but face those difficult decisions? From my perspective we have no choice. We are already world-class leaders in some areas. But we must also work to identify our strengths in the specific niche areas that hold the most promise to fulfill our mission to our students and to our state, and excel at them. My goal as president is focused on getting the support you need to excel at your work. That requires us to successfully communicate and demonstrate the value and applicability of what we do, and how it benefits state – as well as national and international constituencies. To put it succinctly, NDSU cannot be considered a “cost” to North Dakota, we must be considered an investment. And for us to be successful, it goes without saying that we need to be recognized and supported similarly to our university peers around the nation. It is ironic that most of our NDUS sister institutions enjoy a level of support closer to or soon to be in excess of their peers, while the two flagship research universities do not. As major economic engines of our state, and the most likely factors in changing North Dakota’s future, I find that troubling, if not indefensible. I’ll also be seeking the capacity, as a steward of critical state assets, to responsibly and better maintain our physical facilities. Most are in a condition that threatens our productivity, and wastes valuable state resources. And I am pursuing additional resources that will allow us to initiate and catalyze the programs and contributions that will change the fate of North Dakota in ways that we in fact may not have yet even imagined. To wrap things up this morning, let me leave you with a final observation: we are uniquely positioned as a truly student-centered, land-grant, research university. And we are people of great fortune to be here, at a research university that can and does make life better. We are people who believe in the mission of our institution and, I have to tell you, I’ve never seen people more willing to change for the sake of the greater good. What makes us unique in higher education, what makes us unique within the North Dakota University System, and what makes us unique in this region and indeed in contrast with any university in the nation, is that we remain committed to our heritage. We’re proud of that, and that we’re solving the problems of today and imagining solutions to the problems of tomorrow. We are NDSU – North Dakota’s student-focused, land-grant, research university. We are our state’s future. Before I close, I want to tell you how much I appreciate the welcome I’ve experienced. Thank you to our students, alumni and fans who joined me in Lawrence as we drew national attention to NDSU by beating the University of Kansas in football. Thank you to the student who jumped out of his truck as I walked home from my first day on the job, because I looked like “that guy!” And to the international students who asked to have their photo taken with me during new student orientation, and to the countless students who have e-mailed welcomes and congratulations to me as the new president.Thank you to the many faculty and staff members, and particularly our distinguished scholars, who have offered their support and guidance.And thank you to the wonderful people I’ve met all across the state … like those at the Red Rooster café in Crosby, N.D., who state Senator John Andrist introduced me to over breakfast. They are who we serve, and they clearly appreciate what we do. Last but not least, thank you all for welcoming me into the Bison Family, and for being here and throughout the state joining us by webcast this morning, to imagine where North Dakota State University will be not just tomorrow, but in the next 100 years.Now let’s go paint some fences … President navigationBiographyCabinetOrganization ChartMission and VisionKey MessagesUniversity Distinguished ProfessorsResearch and Innovation Strategy reportHonorary DegreesSpeechesVideos and RecordingsStatewide Media Op-edsCampus Community PartnersThe Reach of NDSUPresident's HouseMedia InquiriesContactNDSU in the newsWashington Post - 6/5/15 - Study finds that early birds get a lot more than the wormBloomberg News - 8/26/14 - North Dakota Universities Crumble as Oil Cash Pours InBismarck Tribune - 1/24/14 - Why do we talk so much about Higher Education? Student Focused. Land Grant. Research University. Office of the PresidentNorth Dakota State UniversityPhone: +1 (701) 231-7211Campus address: Old Main 102Mailing address: Dept 1000, PO Box 6050Fargo, ND 58108-6050Page manager: Stephanie Wawers Last Updated: Monday, October 03, 2016 2:44:29 PMPrivacy Statement

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Subscribe TV Listings › Home › Ruston’s four elementary principals Submitted by Ruston Leader on Fri, 06/22/2012 - 1:58pm in Lifestyles Nancy Bergeron Ruston elementary school principals Shavonne Garner-Price, Patrice Hilton, Doris Lewis and Lisa Mangum work together on the transition of the four elementary schools for the fall of 2012-13. Patrice Hilton, Doris Lewis, Shavonne Garner-Price, and Lisa Mangum have spent almost as much time together this summer as they have with their families. In fact, the four women, principals of Ruston’s four elementary schools, have become their own sort of education family. It’s up to the principals, their faculties and staffs to get things ready for the August opening of the Lincoln Parish Schools system’s new 1-4-ALL vision of excellence for Ruston’s elementary schools. Professor cooks up meal Growing up in Michigan and playing in the marching band all throughout school, tailgating was completely foreign to one Louisiana Tech professor. Julie Holmes, an assistant professor of education, first moved to Ruston in October 1991. “Ruston felt like home,” she said. “I had come down to visit after teaching in the Miami Beach area for a few years after I had gotten my bachelor’s degree. And it was just a good fit. Ruston felt like the place I had grown up.” Annual Public Safety Expo set for July 14 The Louisiana State Police Superintendent Colonel Mike Edmonson believes that troopers should be a part of their communities, not apart from them. The mission of the Louisiana State Police is to ensure the safety and security of the people in the state through enforcement, education and other essential public safety services. Dugdemona Photo Contest winners announced Trailblazer congratulates the winners of the Dugdemona Photo Contest. The purpose of the contest was to raise awareness and appreciation for the quality of water in the Dugdemona River. This river holds much recreational and sentimental value for the people of North Louisiana as some of the winning photos captured. There were many pictures to choose from and Trailblazer is pleased to announce the winners. AgCenter starts building new facility at 4-H Camp POLLOCK — LSU AgCenter officials held a groundbreaking ceremony on May 20 for the new multipurpose pavilion at 4-H Camp Grant Walker. The project is expected to be completed by early 2015. Randy Ewing, former state senator, said he was chosen to lead a fundraising drive to secure the $1.6 million needed to build the project in 2008 in the midst of a recession. Ewing, whose family made a contribution in memory of his father, said the pavilion is an investment in the future. “The building will serve generations to come,” he said.

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Teaching our Future “I FOUND A GREAT COMMUNITY HERE AS A TRANSFER STUDENT AND A STRONG GROUP OF WOMAN ARTISTS.” - Emma Bolton Student Profile > Teaching our Future Teaching Our Future For some students deciding to change majors can be a daunting task, but not for senior Penelope Trethewey. The process was made easier with the assistance of her professors. “There are so many wonderful faculty and staff members that care about you as a person, and like to know about your life and future plans. Many of them have been there for me when I switched majors and felt lost.” Now majoring in elementary education, Penelope is quick to point out that she received assistance during the transition from Professor Dale Banks and Karen Van Meter, the director of student teaching. Penelope was active last year with the Student Activities Board as the school spirit chairwoman. In that capacity, she was involved with fun activities like pumpkin carving, making gingerbread houses, outdoor movies, and planning SMC-Tostal, an event that brought recording artist Sara Bareilles to campus. Penelope was also on the Board of Governance as the health and wellness commissioner. “I brought an alumna back to talk to students, faculty, and staff about balancing our lives,” describes Penelope. Of her activities she says, “They were wonderful experiences.” Penelope says the best part of being a Saint Mary’s student is the community. ‘It’s just a place where you can be yourself and find many others with whom you have things in common. People are accepting of your differences and talents,” says Penelope. “Saint Mary’s gives students the opportunity to show what they can do and to acknowledge their accomplishments.” A student who loves all of her education classes, Penelope says she feels prepared to be a teacher. “I feel it is very important to give the next generation a great education like I received.” After graduation the South Bend native plans to become a 4th or 5th grade teacher. “I feel this age is a great time to jump in and help students get ready for the transition to middle school,” says Penelope who has observed classes in the three major school districts in the area. Going into her final year, Penelope says she is happy to have come so far, but sad to have to leave the place she considers home. “At most schools when you graduate you graduate. Not at Saint Mary’s. When you graduate from Saint Mary’s you will always be a part of something,” says Penelope. “Wherever you go, people will know you went to Saint Mary’s and will want to tell you about their time there and ask you about yours. It is a never ending family.” “I FOUND A GREAT COMMUNITY HERE AS A TRANSFER STUDENT AND A STRONG GROUP OF WOMAN ARTISTS.” - Emma Bolton Student Profile > Saint Mary's College

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People in the news - Oct 2013 This week's news from faculty. Skip to content People in the news - Oct 2013 Union College HomeNews & EventsPeople in the news - Oct 2013 Print Stephen Berk, the Henry and Sally Schaffer Professor of Holocaust and Jewish Studies, is the 2013 recipient of the Anshei Chesed Award of the Hadassah of the Capital District. The honor will be bestowed at a special reception Oct. 20 at Shaker Ridge County Club in Albany. Hadassah, the Women's Zionist Organization of America, is a volunteer organization dedicated to its partnership with Israel and enhancing worldwide health through its support of medical care and research in Jerusalem. Charles Steckler, professor of theater, juried a show at the Fenimore Gallery at Proctors Theater. “Art for the View” is an international exhibition by visual and performing artists with physical and mental disabilities. The show, which opened this week, will have a gala reception at 6 p.m. Friday, Oct. 25 at the theater. Steckler juried the show with sculptor J. Ginger Ertz, interim assistant director of the Tang Gallery at Skidmore College. Dianne McMullen, professor and chair of the Music Department, was selected as a DAAD Research Ambassador for the 2013-14 school year. The organization selects 23 researchers to work with colleagues as a resource to inspire others to conduct research in Germany. Christopher Chabris, associate professor of psychology, published a book review of Malcolm Gladwell’s latest release, “David and Goliath,” in the Wall Street Journal. Read his review here. Chabris also published an op-ed piece in the Los Angeles Times about the government’s use of behavioral scientists to help shape regulatory policy. He co-authored the article with Michelle Meyer, professor of bioethics, law and policy at Union Graduate College. Read the story here. Union College

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Computer Science And Microbiology Research Pays Off For Maryland And Virginia Students With Siemens Competition Regional Win At Massachusetts Institute of Technology Young Scientists Gain Opportunity to Shine on National Stage CAMBRIDGE, Mass., Nov. 3, 2012 /PRNewswire/ -- Months of dedication and hard work in science, technology, engineering and math (STEM) paid off tonight for three students named National Finalists in the Siemens Competition in Math, Science & Technology, the nation's premier research competition. Research based on a computer vision approach to geolocating photographs earned top honors and the $3,000 Individual scholarship for Samuel (Sam) Pritt of Walkersville, Maryland. Microbiology research with applications in leishmaniasis vaccine development won the $6,000 Team scholarship for Neil Davey of Gaithersburg, Maryland, and Katie Barufka of Reston, Virginia. The students presented their research this weekend to a panel of judges from Massachusetts Institute of Technology, host of the Region Five Finals. They are now invited to present their work on a national stage at the National Finals in Washington, DC, December 1-4, 2012, where $500,000 in scholarships will be awarded, including two top prizes of $100,000. The Siemens Competition, a signature program of the Siemens Foundation, is administered by the College Board."These students have invested time, energy and talent in tackling challenging scientific research at a young age," said Jeniffer Harper-Taylor, president of the Siemens Foundation. "The recognition they have won today demonstrates that engagement in STEM is an investment well worth making."The Winning IndividualSam Pritt, a home schooled senior, won the individual category and a $3,000 college scholarship for research that addresses an important real-world problem of determining where a photograph was taken. His work has broad potential applications, from tourism and organizing photos on the web to counter-terrorism.In his project, Geolocation of Photographs by Means of Horizon Matching with Digital Elevation Models, Sam combined his twin passions of computer programming and image processing to develop an algorithm for geolocating photographs by matching the appearance of horizon curves extracted from images to those generated from digital elevation maps (DEMs)."Sam demonstrated significant initiative and creativity in developing a computer vision approach that uses publicly available DEMs to accomplish 'geo-localization,'" said competition judge Dr. Pawan Sinha, Professor, MIT Department of Brain & Cognitive Sciences. "His initial results are encouraging and he has plans to augment his approach to bring it closer to real-world deployment." Sam is a student intern in the Frederick National Lab for Cancer Research and a student member of the Institute of Electrical and Electronics Engineers (IEEE). Passionate about playing the piano, he is especially proud of winning the Frederick Regional Youth Orchestra 2012 Concerto Competition. He presented a paper at the IEEE 2012 International Geoscience and Remote Sensing Symposium in Munich, Germany and was a finalist and second place grand award winner at the 2012 International Science and Engineering Fair. Sam plans to major in computer science and pursue a career in chemical or biomedical engineering. He was mentored by his father, Dr. Mark Pritt.The Winning TeamNeil Davey, a junior at Montgomery Blair High School in Silver Spring, Maryland, and Katie Barufka, a senior at Langley High School in McLean, Virginia, won the team category and will share a $6,000 scholarship for research that brings us a step closer to a vaccine for the debilitating infectious disease Leishmaniasis. In their project, Deletion of Endonuclease G disrupts mitochondrial homeostasis and leads to reduced virulence in the human protozoan parasite Leishmania Mexicana, the team used a technique called "homologous recombination" to 'knock out' the gene EndoG from Leishmania mexicana (the causative agent in cutaneous Leishmaniasis) to reduce the organism's viability. Such an "attenuated" form of Leishmania has the potential to be used as a vaccine. "Neil and Katie have made an important advance towards the generation of a vaccine for Leishmaniasis," said competition judge Dr. Jagesh V. Shah, Associate Professor of Systems Biology, Harvard Medical School. "Previous attempts at vaccines have suffered from the inability to promote long-lasting immunity or have the effect of causing chronic infection. The team was especially creative in choosing the gene EndoG because they understood that it would cause long-term defects in the organism's viability when in the human host. They were thus able to find a sweet spot where they believe the organism will live long enough to generate an immune response but not long enough to cause an infection."Neil was a finalist at The Indus Entrepreneurs (TIE), a global entrepreneurship competition. He holds two patent applications related to autonomous robots and one protecting the SWAP business plan. Neil tutors students in science, engineering and math and is a member of the varsity tennis team. Fluent in Sanskrit, Gujarat and Hindi, he volunteers and teaches at Samskrita Bharati, a nonprofit organization that promotes spoken Sanskrit. Neil plans to study biochemistry, finance, and/or South Asian Studies. He would like to work in the field of drug and vaccine discovery, and eventually become a CEO of a pharmaceutical company.Katie has a deeply personal connection to her research. Her mother has struggled with Lyme disease for the past nine years. Similarly to Lyme disease, Leishmaniasis is transferred to humans through an insect bite. Katie's hope was to help towards the goal of developing an effective vaccine. Katie placed first in her high school science fair, earned second place in the regional science fair, and is the winner of a Student Athlete award. She is a member of Science Honor and Leadership Honor Societies and captain of her high school cheer team. She plans to study psychology and nursing in college and is considering becoming a psychologist or nurse.The team's mentor was Dr. Sreenivas Gannavaram, Center for Biologics Evaluation and Research, FDA. Regional FinalistsThe remaining regional finalists each received a $1,000 scholarship. Regional Finalists in the individual category were: Amanpreet Kandola, Richmond Hill, New York Jongyoon Lee, Little Neck, New York Aashna Mago, Newtown, Pennsylvania Lijia Xie, Lansdale, PennsylvaniaTeam Regional Finalists were: Esther Huang and Anna Huang, Houston, Texas Allen Lee and Jason Lee, Short Hills, New Jersey, and David Lu, Henrico, Virginia George Qi and Vinciane Chen, Austin, Texas, and Robert Tung, Plano, Texas Kimberley Yu and Phillip Yu, Plano, TexasThe Siemens CompetitionLaunched in 1998, the Siemens Competition is the nation's premier science research competition for high school students. 2,255 students registered to enter the Siemens Competition this year for a total 1,504 projects submitted. 323 students were named semifinalists and 93 were named regional finalists, representing 25 states. Entries are judged at the regional level by esteemed scientists at six leading research universities which host the regional competitions: California Institute of Technology, Carnegie Mellon University, Georgia Institute of Technology, Massachusetts Institute of Technology, University of Notre Dame and The University of Texas at Austin.Follow us on the road to the Siemens Competition: Follow us on Twitter @SFoundation (#SiemensComp) and like us on Facebook at SiemensFoundation. Then visit www.siemens-foundation.org at 9:30am EST on December 4 for a live webcast of the National Finalist Awards Presentation. The Siemens FoundationThe Siemens Foundation provides more than $7 million annually in support of educational initiatives in the areas of science, technology, engineering and mathematics (STEM) in the United States. Its signature programs include the Siemens Competition in Math, Science & Technology, Siemens Awards for Advanced Placement, and The Siemens We Can Change the World Challenge, which encourages K-12 students to develop innovative green solutions for environmental issues. By supporting outstanding students today, and recognizing the teachers and schools that inspire their excellence, the Foundation helps nurture tomorrow's scientists and engineers. The Foundation's mission is based on the culture of innovation, research and educational support that is the hallmark of Siemens' U.S. companies and its parent company, Siemens AG. For more information, visit www.siemens-foundation.org.The College BoardThe College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 6,000 of the world's leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org.Video and photos of winners available on request.SOURCE The Siemens Foundation Published Nov. 3, 2012— Reads 1,061 Copyright © 2012 SYS-CON Media, Inc. — All Rights Reserved.

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City of Boston and edX Partner to Establish BostonX to Improve Educational Access for Residents EdX, the not-for-profit online learning initiative founded by Harvard University and the Massachusetts Institute of Technology (MIT), announced today a pilot project with the City of Boston, Harvard and MIT to make online courses available through internet-connected Boston neighborhood community centers, high schools and libraries. A first-of-its-kind project, BostonX brings together innovators from the country’s center of higher education to offer Boston residents access to courses, internships, job training and placement services, and locations for edX students to gather, socialize and deepen learning. “We must connect adults and youth in our neighborhoods with the opportunities of the knowledge economy,” said Mayor Tom Menino. “BostonX will help update our neighbors’ skills and our community centers. As a first step, I’m pleased to announce a pilot with Harvard, MIT and edX, their online learning initiative, which will bring free courses and training to our community centers.” BostonX builds on edX’s mission of expanding access to education and delivering high-quality courses on its cutting-edge platform using innovative tools and educational techniques. The City of Boston will provide BostonX sites at community centers with computer access and basic computer training, support for internships, career counseling, and job transitioning. Harvard, MIT and edX will work with the city to provide courses selected to eliminate skills gaps, in-person lessons from affiliated instructors, training in online learning best practices and certificates of mastery for those who successfully complete the courses. “EdX’s innovative content, learning methodologies and game-like laboratories and teaching methods are transforming education, from 16-year-old students in Bangladesh, to community college students at Bunker Hill and MassBay, and now learners across Boston,” said Anant Agarwal, President of edX. “We’re thrilled to be able to partner with Mayor Menino and the City of Boston to provide this first-ever experience and hope that this idea will spread and create a number of CityX’s around the world, including Cambridge, Massachusetts where edX was founded.” This new pilot with the City of Boston follows another edX project with two Boston-area community colleges. This month, Bunker Hill and MassBay Community Colleges began offering an adapted version of the MITx 6.00x Introduction to Computer Science and Programming course at their respective campuses. The BostonX initiative goes one step further by allowing, encouraging and supporting residents of all ages, regardless of social status or neighborhood, to participate in life changing educational opportunities. About edX EdX is a not-for-profit enterprise of its founding partners Harvard University and the Massachusetts Institute of Technology focused on transforming online and on-campus learning through groundbreaking methodologies, game-like experiences and cutting-edge research. EdX provides inspirational and transformative knowledge to students of all ages, social status, and income who form worldwide communities of learners. EdX uses its open source technology to transcend physical and social borders. We’re focused on people, not profit. EdX is based in Cambridge, Massachusetts in the USA.

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Reflections from Seminary Students Interview with Keith Hamilton, President of Alaska Christian College March 30th, 2011 § 0 Comments Seattle Pacific University and School of Theology alumnus (1984) Keith Hamilton graciously allowed us to interview him and hear the many ways in which God has led him toward his vocational ministry. The interview below documents Keith’s path as he pursued God’s calling in his life. School of Theology: To begin, where did you grow up, and when did you first feel God’s call in your life? Keith Hamilton, President of Alaska Christian College Keith Hamilton: I spent my formative years from third grade through my time at Everett Community College in Lake Stevens, Washington, before transferring to SPU in 1982. I first felt God’s call to serve Him while attending SPU during my senior year. With many options in front of me after graduation, I felt led to accept the call of a short-term mission to Mexico City, which lasted almost a year. The short transition between graduating from SPU and going to the mission field commenced my service in full-time ministry. In what way did you feel God’s call in your senior year at SPU? I knew that in my senior year at SPU God was calling me to full time ministry. Following graduation, I had a few opportunities to serve in Washington as a youth pastor or at a Christian camp. However, there was a pull at my heart for the people in Mexico, because I have truly enjoyed serving them on short-term mission trips over the years. Instead of applying for positions in local ministries, I stepped out in faith and obedience by completing the necessary paperwork to open the process with Covenant World Mission to serve in Mexico City. Through a series of miracles, God made it very clear that I was to leave the comfort of a local ministry position and follow His leading south. One such miracle was illustrated in my waiting for a letter from Africa to arrive. On the day I prayed it would arrive, after waiting 5 months to get a response from mentors of mine there, it arrived. It became clear that I was being sent to Mexico City without question after that experience. What experiences did you encounter in Mexico City, and how did that trip serve as a foundation for a life in ministry? I encountered wonderful young people who were very excited about a new life with Jesus and a new church we planted while there. I served as a youth pastor in three different church settings, both English and Spanish speaking. This year of my life gave me the passion to serve youth that has remained with me for 31 years as a youth pastor and now college president. While in Mexico I knew two things: 1. I needed to prepare myself educationally for full-time youth ministry and 2. I was not called to return to Mexico as a full-time, career missionary. I knew, instead, that God had called me to send others to Mexico and go myself when possible. To date, I have led teams of more than 700 young people on week-long trips to Mexico and have served annually for the past 20 years as a leader, speaker, missionary, and support staff to others who serve permanently in Mexico. This post-SPU experience was the foundation for my commitment and calling to pastor young people, to be passionate about mission outreach to specific people groups (such as the Eskimos I serve today), and to disciple everyone I come into contact with. In what ways did the year in Mexico City give you the passion to serve youth for these last 31 years? I realized that reaching youth through discipleship was my greatest contribution with the gifts the Lord has provided. What I was called to do in Mexico City was just that — to disciple youth so that they become fully committed followers of Jesus Christ. I saw impoverished, Mexican youth as well as middle- and upper-class foreign students who all met in different youth groups I led to be discipled, one on one and in larger groups. My passion grew as I saw Christ lead many students into relationship with Him. Could you tell me more about your time between Mexico City and Alaska? Did you spend some time discerning God’s next calling? Since my experience in Mexico City, I knew that God was calling me toward full-time ministry to students. I began my preparation academically at Fuller Theological Seminary on the campus of SPU, and then moved to the Pasadena campus to get my master of divinity degree with a concentration in youth ministry. I also completed a year and a half of studies at North Park Theological Seminary in preparation for ordination with the Evangelical Covenant Church. I entered my first full-time pastorate in Rocklin, California, as an associate pastor working with youth and then maintaining the same position in Arvada, Colorado. In both of these ministries — which spanned 12 years — I knew that my heart remained softened toward world mission. Yet I knew that I was called to stay in the U.S. When the opportunity for planting Alaska Christian College came about, I knew that God was allowing me to retain both my call to mission and my call to youth ministry in the same location — Alaska! I am overwhelmed that God has provided such a great and rich experience in both the foreign mission field and the home mission field as I work with and serve primarily with Alaska native young people. Could you tell me more about your mission outreach with the Eskimos you serve today? We mainly serve Alaska’s rural Eskimo students coming from village Alaska. We serve a population that has seen many students fail in their attempts at the state university system. We provide a two-year, Christian, higher-education opportunity that allows them to progress toward a four-year degree while in a setting of Christian community that personally reaches each student’s academic and spiritual needs. We have seen the transformation of students who have found Christ and been discipled in Him while at ACC. We are a mission college, which means that we do not turn students away because they cannot afford their first year of college. We raise support as a mission staff and two-thirds of our operational income arrives from donations. We are Alaska’s only Christian college reaching this population, and for 10 years have had the incredible privilege of watching students and their families — and, we pray, someday their villages — be transformed because of our students. What led you to start a Christian college in Alaska? While in Colorado, my wife and I had the opportunity to consider planting Covenant Bible College of La Merced, Ecuador. When that door closed, we knew that God was going to move us somewhere to serve, but we did not know where. Our calling was sure — serving youth, with a mission focus, doing discipleship. When the opportunity came to interview to become the President of the ACC – what I jokingly referred to as the President of Nothing since we began with no freshmen, finances, faculty, or facility – I knew that Deb and I were possibly the ones God wanted to move to Alaska. While my heart is for discipleship, youth ministry, and mission, I had no idea that ultimately I would end up serving Native peoples and my wife would lead the counseling center on the campus of ACC. Many people believe it was my vision to plant ACC. Actually, it was the native leaders of the Evangelical Covenant Church in Alaska who had the vision to reach this amazing group of young people forgotten by most of society. We were called to implement their vision, and for over 10 years now have seen transformation of lives and families — and someday, we pray, whole villages — because Christ has redeemed and built strong foundations through His Word taught at Alaska Christian College. What kind of advice would you offer to current theology students about discerning and following the call of God on their lives? Our God is a God of clarity and not confusion; our Lord is a Lord of order and not disorder. Knowing these promises from Scripture, students should trust Him when discerning their call through what is clear and orderly right in front of them, not the unknown. For following God’s calling in their life, students should know that choosing the highest road of integrity is the only road to take as they lead by God’s power and through His Spirit. I really appreciate your story. I enjoy hearing how God opens and closes doors and eventually leads families to fruitful vocations. How can students at SPU and in the School of Theology pray for your ministry? Thanks for asking! For prayer requests, the biggest is that we are one year from receiving initial accreditation next February with a site visit next fall. This is critical for the future of our institution, and we are grateful for your prayers. On Community Although apartments stack seemingly endlessly upon each other as urban density exponentially increases, life in the city can feel solitary. When your neighbors sign a one-year lease, is it worth taking the time to get to know them? Without intentionality, no readily apparent reason emerges for beginning a relationship with an apartment neighbor. Homeowners can dialogue with neighbors over fences, mowed lawns, and neighborhood softball tournaments. We apartment dwellers, on the other hand, don’t rely on our urban neighbors for sustenance, entertainment, or help. Instead, we drive to a store. Photo by Peter Morgan The American marketplace has replaced the American neighbor. Outside the congested cities resides community life. In smaller areas, people lean on others to survive; they know each other’s business and the sense of self is defined more by the group than by the individual. This group is not a gathering of like-minded individuals around a hobby or passing fad; it is people helping people no matter the circumstances. In Week 7 of Winter Quarter’s Lectio, Dr. David Nienhuis discusses the sermon on community in Matthew 18: “Christian community is not a social club or a center for ‘worshiptainment,’ but a training ground for the Kingdom of Heaven. It is a place people go in order to submit to the training of a loving Coach who embraces us as we are and then uses our fellow community members to reshape us into the kind of people he calls us to be.” Is your church experience more a gathering for a hobby or a necessity for the subsistence of yourself and others? Book Review: Ecological Intelligence March 9th, 2011 § 0 Comments Ecological Intelligence: How Knowing the Hidden Impacts of What We Buy Can Change Everything, by Daniel Goleman (New York: Broadway Books, 2009. 288 pp) As a psychologist, Daniel Goleman writes and lectures to students and working professionals on brain and behavioral sciences. Born in California in 1946, Goleman split his time as an undergraduate between Amherst College and the University of California at Berkeley, receiving a B.A. from Amherst in anthropology. Through a scholarship from the Ford Foundation, Goleman attended the clinical psychology program at Harvard and pursued doctoral research on meditation as an intervention in stress arousal. Goleman’s post-doctoral grant from the Social Science Research Council later became his first book, The Meditative Mind. Taking a job with Psychology Today, Goleman became interested in full-time writing, publishing articles with The New York Times and writing books, including the widely popular Emotional Intelligence. Goleman lives with his wife in Massachusetts. 90% Money, the most awkward subject in church. Some pastors decide to forgo any mention of it for fear of molding the sermon into a money grab; others discuss money constantly, reminding their parishioners of tithing as a duty to God. In both instances, the debate resides around the tithe, typically understood as a charitable contribution of 10% of all income. But what about the other 90%? Setting aside debates about whether a tithe ought to be the standard or a minimum, Christians all too often utilize the remaining funds in the marketplace without much thought about the biological, ecological, and social ramifications of their purchases. Naturally, many Christian leaders would shy away from exerting control over a congregation’s finances. But I am not proposing that a pastor give his or her flock a list of what to buy. Instead, I believe it is important that Christians be reminded that what they purchase counts. Each item in the shopping cart represents a vote for that product. Whether or not we want to admit it, Christians buy products from some pretty nasty companies. Luckily, though, many virtuous companies do exist — companies that are selling good products for health, society, and the globe that have been produced in humane ways. If Christians consider purchasing in this manner, it is possible that they can add further change to the world in addition to charitable donations. Hidden Impacts With these ideas in mind, Daniel Goleman’s book Ecological Intelligence discusses the importance of knowing the effects concerning the things we buy. If you realized that buying the cheaper pair of shoes not only meant that you continue to promote child slavery but also that you are wearing a product that leaks toxic chemicals into the air, wouldn’t you think twice about purchasing the product? Of course, Ecological Intelligence focuses primarily on the environmental side effects of the things we buy. Yet Goleman also expands his spotlight to uncover the hidden impacts on health, the environment, and society as a whole. Radical Transparency Goleman suggests that consumers demand radical transparency in the market place. As it stands, a disconnect lies between consumer and producer. We don’t know exactly where food, clothing, and toys come from. With subsidies imparted through big-business lobbying, the open market is not actually open. Thus, business finds means by which to hide certain health, environmental, and societal costs. Source: Roadside Pictures Radical transparency, on the other hand, suggests that business lifts the veil off its operations and supply chain. Under this scenario, a consumer is capable of rationally deciding the best product, based on open information. Goleman adds, For companies, radical transparency can create a vibrant new competitive playing ground, one where doing the right thing also means doing better (82). The current cultural climate around the globe offers a ripe scenario for this sort of transparency. More specifically, social networking allows almost instantaneous communication between extensive populations. If a business ethically falters in this environment, word will spread quickly. Moreover, websites such as www.goodguide.com supply customers with a smart-phone application, providing power in the hands of consumers to obtain a better sense of companies and products. It seems to me that most Christians would seek to do good in the world when presented an opportunity to do so. Ecological Intelligence offers practical ways in which people can navigate the health, environmental, and societal factors of purchasing products. The Christian Church is a beacon for the poor and disinherited. Many Christians give generously to charity and mission organizations. But we can do so much more! Our groceries, clothing suppliers, and houses give us further opportunities to choose the best products for our own health, the environment, and society. Book Review: Why Business Matters to God March 2nd, 2011 § 0 Comments Why Business Matters to God (And What Still Needs to Be Fixed) By Jeff Van Duzer (Downers Grove: IVP Academic, 2010. 206 pp) Jeff Van Duzer is the dean of Seattle Pacific University’s School of Business and Economics. Previously, he practiced law for more than 20 years with a large international law firm concentrating in commercial transactions and environmental law. Van Duzer received his J.D. from Yale Law School. He writes and speaks frequently in both church and professional settings. Separate Spheres, Like the Sun and Moon In most home, work, and church settings, a clear disconnect exists between Christianity and business. In general, the average Christian relegates his or her faith to the personal sphere. Beliefs and practices resulting from Christian tradition are channeled primarily within the family with the purpose of creating moral individuals and healthy relationships. When an application of faith to business is pursued, one of two extreme postures is typically taken: Christians understand the business world to be in conflict with the life of faith, thereby pursuing their work lives independent of their spiritual lives. Or, they see little or no moral tension between economic and spiritual pursuits, resulting in “business as usual” with no resulting changes in actions or outlook. The pulpit, similarly, avoids mingling these two topics. Apart from rhetoric encouraging parishioners to live Monday through Friday in an identical manner to Sunday, pastors rarely mention the theological merit of work. For this reason and certainly many more, numerous Christians value business for its instrumental contributions to “morally elevated” occupations such as church, missionary, and nonprofit work. Business as Service Van Duzer questions these assumptions in Why Business Matters to God. While value certainly exists in the contributions business makes to the nonprofit sector, Van Duzer contends that business in and of itself contains intrinsic value. Leaning theologically on the Reformed rubric of God’s activity in the world — creation, fall, redemption, and New Creation — as well as theologian Reinhold Niebuhr’s classic work in Christ and Culture, Van Duzer suggests a new framework in which to imagine business. He recommends supplanting the generally accepted business practice of maximizing shareholder value with a “business-as-service model,” which he contends is more closely aligned with God’s purposes for economic enterprise. What is the “business-as-service model?” Van Duzer defines it simply when he writes, “The purpose of business is still to serve in two key aspects: (1) to serve the community by providing goods and services that will enable the community to flourish, and (2) to serve employees by providing them with opportunities to express at least a portion of their God-given identity through meaningful and creative work” (114). In a certain sense, Van Duzer’s business-as-service model resides within the realm of ideas reacting against the dominant view of maximizing shareholder value such as stakeholder theory, social entrepreneurship, conscious capitalism, and creative capitalism; and on top of new ownership structures, like the B Corporation, that facilitate a legal framework from which to pursue multiple bottom lines. More importantly, though, Van Duzer’s position re-imagines business through a practical theological lens. The Messy Middle Whether business models itself in service or shareholder value, it operates in what Van Duzer calls the “messy middle,” a state on the theological timeline between the resurrected Jesus and the promises of glorified perfection yet to come. The Jewish and Christian scriptures promise a perfect, future city that exhibits all that God originally intended for humanity. Yet brokenness keeps us from fulfilling these promises in our current time and context. For Christians, a perfect application of the “business-as-service model,” therefore, is impossible until the full Shalom in Jesus’ return is made manifest. Although work is currently tainted by the fall, it presents Christians in the business world with the opportunity to exercise both creative and redemptive work. God first illustrated the calling of humanity to engage in creative work through the naming of the animals by Adam. Similarly, business people in modern times engage in creative work when they develop new software, begin an entrepreneurial venture, or engage in other additive ventures. Intermingled and as equally important, business also focuses on fixing and restoring that which is fractured, a necessary measure because of the full import of the fall. While the “messy middle” hinders the full realization of a perfected business-as-service model, redemptive and creative work offers Christian business people a navigable compass in our less-than-perfect world. God’s Economy: The Household Theologically speaking, Van Duzer’s business model emphasizes the community over the individual. Typically, when managing decisions, the modern business person applies a self-interested ethic often under the umbrella of consequentialism. Authors such as Milton Friedman continue to cite — perhaps incorrectly — Adam Smith’s invisible hand as the root of all actions in the free market. Business as service, on the other hand, stresses the importance of other people. In this way, business serves the economy, or better translated: the household. Just as the triune God exists not as an individual but as three persons in relational community, so too business exists in relational community with the rest of the economy and with other important, mediating institutions of culture. Theologian, M. Douglas Meeks writes in God the Economist: The Doctrine of God and the Political Economy, “All the persons of the triune community have their own characteristics and their own tasks. Yet they are constituted as persons precisely by their relationships with other persons of the community. The same should be said for human economic community. There is in reality no such thing as a radically individual and isolated human being. We are what we are as a result of being constituted by our relationships with other members of the communities in which we live. All social goods are given to us communally.” A theologically minded Christian in the marketplace must remember that his or her actions affect the local community and the global community. Where self-interested or narrowly focused decisions directed toward increasing shareholder wealth often neglect other stakeholders, the business-as-service framework offers an important and theologically grounded foundation to serve the broader community. Why Business Matters to God God created work and declared that it was good. Why Business Matters to God contends with the schismatic notion that business and Christian practices reside in divergent spheres. Where the popular ideologies suggest that the positive nature of business subsists in its instrumental value — its capability in funding work that actually matters — Jeff Van Duzer asserts that business, when understood as service to the global community, maintains intrinsic value — significance by its created purpose to both create and restore a hurting world. Whether your occupation involves managing a large company or you just recently entered the job world, this book is a must-read for those interested in the relationship between Scripture, work, and business. Originally published at http://www.spu.edu/depts/sbe/cib/. You are currently viewing the archives for March, 2011 at School of Theology. © 2011 Seattle Pacific University – School of Theology

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All About CTYPrograms & CoursesResourcesPublicationsGrade-by-Grade InformationPreK-1 2 3 4 5 6 7 8 9-12 / News & Events / What's NewJohns Hopkins Center for Talented Youth Establishes Program in GreeceCTY News Johns Hopkins Center for Talented Youth Establishes Program in Greece May 17, 2013 10:22:00 AM EDT Contact: Maria Blackburn The Johns Hopkins Center for Talented Youth [email protected] Liz Kidder Goodman Media International for the Stavros Niarchos Foundation [email protected] THESSALONIKI, GREECE, May 16, 2013 — The Stavros Niarchos Foundation today announced a significant new grant to the Johns Hopkins Center for Talented Youth for the creation of the first center in Greece to provide academically gifted students with the opportunity to attend advanced educational programs. The establishment and operation of CTY Greece is part of the foundation’s effort to help relieve some of the dire consequences stemming from the financial crisis in Greece. The foundation’s $130,000 grant will allow the Center for Talented Youth in collaboration with Anatolia American College to start the CTY in Thessaloniki. The center, which will offer programs for bright students throughout Greece and Southeastern Europe, will welcome its first students in the summer of 2014. “Education is a central axis of the foundation’s actions and initiatives, which recognizes that supporting this area responds to people’s constant need for development and, therefore, promotes social development,” said John Zervakis, co-chief operating officer of the Stavros Niarchos Foundation. “In view of the above, the operation of CTY Greece, through the foundation’s grant, recognizes the particular learning needs of the country’s talented students and provides them with innovate teaching infrastructures, new possibilities for personal and intellectual development, and hope for a better future.” Panos Vlachos, president of the Anatolia American College, echoed that sentiment. “The benefits of this strategic collaboration for society are multiple, Vlachos said. “Through the creation of CTY Greece at the Anatolia College we will now be able to identify talented youth from all over Greece and provide them with the opportunity, through this program, to cultivate their talents, while also giving them the chance to join a wider network of other like-minded young people.” The Stavros Niarchos Foundation’s grant guarantees both the immediate and comprehensive operation of CTY Greece, providing students needing financial help the opportunity to attend classes through a number of scholarships. The Center for Talented Youth in Greece will identify and offer academically advanced students, ages 7 to 18, comprehensive summer, online, and weekend programs. The center’s programs feature challenging coursework, innovative teaching methods, and new academic experiences designed to foster intellectual development and a love of learning. CTY’s fundamental mission is to become a global voice, supporting and encouraging the academic ability of talented youth in Greece, while contributing actively towards their education and intellectual development,” said Simeon Brodsky, director of CTY International. In order to provide an introductory look at CTY, the Stavros Niarchos Foundation is also offering full scholarships to 10 students ages 13 to 16 years old from Greece to participate in this year’s CTY summer programs held at sites at Johns Hopkins University in Baltimore, or in Dublin, Ireland from July 14 to August 2. Participating students will be selected by CTY. The Johns Hopkins Center for Talented Youth is focused on recognizing academic talent in exceptional pre-university students and supporting their growth by providing them with courses and other services and resources specifically designed to meet their needs. The center, which has reached more than 500,000 students since its founding in 1979, is an incubator of ideas and innovation for the United States and beyond. The center enrolls international students from 120 countries in summer and online programs and partners with countries from around the world whose leaders seek to develop educational strategies to improve the creativity and innovation of their future citizens. Over the last decade, CTY has worked with countries in regions ranging from Central and Southeast Asia to Central and Southern Europe and from the Middle East and North Africa to the Balkans. About the Stavros Niarchos Foundation The Stavros Niarchos Foundation (www.SNF.org) is one of the world’s leading international philanthropic organizations, making grants in the areas of arts and culture, education, health and medicine, and social welfare. The foundation funds organizations and projects that exhibit strong leadership and sound management and that have the potential to achieve a broad, lasting and positive impact. The foundation also seeks to support projects that facilitate the formation of public-private partnerships as effective means for serving public welfare. Since 1996, the foundation has approved grant commitments of $1.36 billion through 2,470 grants to nonprofit organizations in 109 nations. Excluding the Stavros Niarchos Foundation Cultural Center (SNFCC) in Athens, the foundation’s grant funding is equally divided between Greece and other international countries. In response to the continuing socio-economic crisis in Greece, the foundation announced in January 2012 a grant initiative of $130 million over three years to help ease the adverse effects of the deepening crisis. Since then, and as part of the initiative, the foundation has committed grants totaling $75 million in support of numerous not-for-profit organizations around the country, and is in the process of assessing additional grants. The foundation’s largest single gift $796 million was to the Stavros Niarchos Foundation Cultural Center. The foundation firmly believes that the project is of national importance, even more so under the current socio-economic conditions. It remains a testament and a commitment to the country’s future, at a critical historical juncture. It is also an engine of short- to mid-term economic stimulus, which is essential under the current circumstances. About The Johns Hopkins University Center for Talented Youth A global leader in gifted education since 1979, CTY (cty.jhu.edu) is focused on recognizing academic talent in exceptional K-12 students and supporting their growth with courses, services, and resources specifically designed to meet their needs. Education Week called CTY “one of a set of remarkable nonpublic institutions dedicated to the discovery and nurture of the most talented young people for the highest levels of accomplishment.” About the Anatolia College The Anatolia American College is a not-for-profit organization with a long history and contributions at all educational levels. It was founded in 1886 in Merzifon in Pontus (modern-day Turkey), and relocated to Thessaloniki in 1924. Known for excellence, innovative educational activities, high quality teaching, a liberal spirit and social contribution, the Anatolia College has established itself as a nationally and internationally recognized educational center. Johns Hopkins University news releases can be found on the World Wide Web at http://www.jhu.edu/news_info/news/. Information on automatic E-mail delivery of science and medical news releases is available at the same address.

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Some Students Need Lessons In Respecting Our Troops PFC Rob Jacobs Around here, freedom of the press and the free exchange of thoughts and ideas are concepts that are very dear to our hearts. But having said that, there is a such thing as self-control and consideration for others. This is what is called (disdainfully by many in this modern age) good manners. Some might think of it as respect.Along with ourselves, both Wizbang! and Number 2 Pencil are reporting that a group of bad-mannered students in a New York City junior high school have written a number of letters to our servicemen that are critical of the war, our armed forces, and the Commander in Chief.As reported by The New York Post: An American soldier overseas is fuming over letters he received from Brooklyn middle-school children accusing GIs of destroying mosques and killing civilians in Iraq.Pfc. Rob Jacobs of New Jersey said he was initially ecstatic to get a package of letters from sixth-graders at JHS 51 in Park Slope last month at his base 10 miles from the North Korea border.That changed when he opened the envelope and found missives strewn with politically charged rhetoric, vicious accusations and demoralizing predictions that only a handful of soldiers would leave the Iraq war alive.Most of the 21 letters Jacobs provided to The Post mentioned some support for the armed forces, if not the Iraq war, and thanked him for his service. But nine of the students made clear their distaste for the president or the war.The letters were written as a Social Studies assignment from a sixth grade class. The teacher, Alex Kunhardt, of Junior High School #51 was unavailable for comment. The school's principal, Xavier Costello (Castelli on the school's web page) did give a statement: "While we would never censor anything that our children write, we sincerely apologize for forwarding letters that were in any way inappropriate to Pfc. Jacobs. This assignment was not intended to be insensitive, but to be supportive of the men and women in service to our nation."Even though these students certainly have the right to pen whatever type of letter that they may have wanted to send, the school was under no obligation to actually send the letters. Perhaps missives that were negative in tone could have been tactfully returned to the students with an explanation as how the morale of soldiers in the field could be damaged by such letters.We don't know what teacher Alex Kunhardt's politics are, but we would be willing to bet that he doesn't support the war effort.No matter what one's opinion of the war, our troops in the field are deserving of our support. As for the students that wrote those letters critical of our service members, somebody needs to teach these kids some manners because they sure aren't getting any instruction at home or in their school.Update 1: One of our commentators, named "LC ima Mommy" says that she is the sister of PFC Jacobs. She says:The soldier in the article is actually my little brother, and believe me, they could've printed worse quotes! (which may happen tomorrow in the follow up article.)Also, my dad will be on Hannity and COlmes tomorrow night to discuss the issue with the original letters.My brother did not ask for these letters...the teacher requested his address so his class could send "letters of support." We are outraged that only 4 or 5 were truly that. There will definitely be more out about this...stay tuned...but thank you for taking the time to bring attention to the story, my brother certainly appreciates your support.Update 2: (2/22) The New York Post has published its follow-up to the above story. The Post writes:The city Department of Education, red-faced over Brooklyn sixth-graders who slammed a GI with demoralizing anti-Iraq-war letters as part of a school assignment, will send the 20-year-old private a letter of apology today.Deputy Schools Chancellor Carmen Farina, who has a nephew serving in Iraq, plans to personally contact Pfc. Rob Jacobs and his family, said department spokeswoman Michele McManus Higgins."She knows how difficult it is to have a loved one in a war zone," Higgins said.Jacobs is stationed 10 miles from the North Korean border and who has been told he may be headed to Iraq in the near future. The GI got the ranting missives last month from pint-sized pen pals at JHS 51 in Park Slope.Filled with political diatribes, the letters excerpts of which were printed in yesterday's Post predicted GIs would die by the tens of thousands, accused soldiers of killing Iraqi civilians and bashed President Bush.Teacher Alex Kunhardt had his students write Jacobs as part of a social-studies assignment.He declined to comment yesterday on whether he read the rants before passing them along, but said he planned to contact Jacobs soon to explain the situation.In an accompanying letter to Jacobs, Kunhardt had written that the students "come from a variety of backgrounds and political beliefs, but unanimously support the bravery and sacrifice of American soldiers around the world.""Support" was not the word that came to Jacobs' mind when he read the letters.One girl wrote that she believes Jacobs is "being forced to kill innocent people" and challenged him to name an Iraqi terrorist, concluding, "I know I can't."Another girl wrote, "I strongly feel this war is pointless," while a classmate predicted that because Bush was re-elected, "only 50 or 100 [soldiers] will survive."A boy accused soldiers of "destroying holy places like mosques."Even one kid smitten with soldiers couldn't keep politics out of the picture, writing, "I find that many extreme liberals are disrespectful to you."Uplifting letters from children are dear to soldiers, Jacobs said. He looks at a batch he got from a Girl Scout troop from his hometown of Middletown, N.J., whenever he feels lonely.At the time the 21 JHS 51 letters were penned, Jacobs, who has been stationed in Korea for nearly a year, was told that he may be headed to Iraq. But no official order for deployment was given."If I were in Iraq and read that the youth of our nation doesn't want me to be there and doesn't believe in what I'm doing, it would mess up my head," Jacobs said.Jacobs said he would welcome a letter from the Department of Education and the teacher."I want to think these letters were coached by the teacher or the parents of these children," Jacobs said in an interview from Camp Casey, Korea."It boggles my mind that children could think this stuff."Update 3:(2/22) On tonight's Hannity & Comes Show (Fox News) Rob Jacobs Sr. the father of PFC Rob Jacobs, is scheduled to appear in order to discuss the incident. The show begins at 9:00 PM. (Eastern) Update 4:(2/22) The interview lasted about 10 minutes, and was the lead item in the show. Sean Hannity was strongly supportive of Mr. Jacobs' concern about the letters, while Alan Colmes tended to downplay the importance of what the students wrote. Mr. Jacobs said that (surprisingly) teacher Alex Kunhardt had not yet called him to express his regrets about allowing the letters to be sent to PFC Rob Jacobs. Mr. Jacobs also affirmed that the letters highly upset his son. According to Jacobs, the teacher had read the letters before sending them onward. Several of the actual letters were displayed to the camera, but no students' names were visible. The letters remain in the custody of Rob Jacobs Sr.Update 5:(2/23) Teacher Alex Kunhardt has finally issued an apology: The Brooklyn teacher who sent an American soldier demoralizing letters written by sixth-graders apologized yesterday and admitted blame.In a statement issued by the Department of Education, social studies teacher Alex Kunhardt said he regretted offending Pfc. Rob Jacobs.His statement, however, did not address whether he either coached the students or read their missives — which accused soldiers of committing atrocities in Iraq — before mailing them.The DOE, which is sending an apology to Jacobs and his family, declined comment."It was never my intention to demean or insult anyone," said Kunhardt, who was spotted tossing a snowboard in his car outside his Park Slope home before driving off yesterday morning. (Ed's Note: Someone needs to give this teacher detention.)To view the The Carnival Of Education: Week 3 please click here.Main Page/Latest Posts Not Exactly A Blogiversary, But Important To Us Say It Isn't So... Who Says Working In Education Doesn't Pay? That Nightmare Moment That All Teachers Worry Abou... Angle Inlet: American Outpost In Canada's Outback This Stinks! Teachers Need More Of This Kind Of Thing Where Is The Logic? California's Colton High School Crybabies: UPDATE The Spellings Report: Happy President's Day

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Getting Ready for the Speaking Section on the New TOEFL October 11, 2005 AA: I'm Avi Arditti with Rosanne Skirble. This week on Wordmaster: more about the redesigned Test of English as a Foreign Language from the Educational Testing Service. Over the coming year, the new "TOEFL iBT" -- or Internet-based test -- will replace the existing computer and paper versions at testing centers around the world. RS: The four-hour test now includes a speaking section, in addition to reading, writing and listening. Eileen Tyson at the Educational Testing Service says E.T.S. has trained a large group of English language professors and teachers to grade the speaking section. EILEEN TYSON: "Those speaking responses come back to E.T.S. via the Internet, and then they're broken apart and they're sent out through our online scoring network. And they're sent to different raters, so that each student will have input from between three to six raters for their speaking responses." RS: "Do you expect that this test is going to be easier for some students than others?" EILEEN TYSON: "Well, I think that students who have been taught English in a way that emphasizes using English, this will not be a surprise to them. But for students who have thought of English only in terms of sentence structure, nouns and verbs and grammar, well all those aspects are important, but the reason one learns English is to use it for communication. So this test will represent a change, and it will measure that aspect of English." RS: "So it's a change in philosophy, really." EILEEN TYSON: "It really is. We've spent about 10 years developing the test, and we've changed the theoretical underpinning of the test itself." AA: "So now on the test day, they listen to some material, and then they have about 30 seconds or so to gather their thoughts, and then they have one minute to present their thoughts, that's kind of frightening actually even for a native speaker. I mean, are some students going to be at a disadvantage?" EILEEN TYSON: "Well, I think universities know that the addition of speaking is brand-new. And I think during this first year or two years, universities are going to know that students are unfamiliar with speaking. And I think they're going to be giving that sort of leeway initially in speaking." RS: "How would you suggest students prepare for this test?" EILEEN TYSON: "The first step a student should take is go to our Web site. And students can take, free of charge, a practice test and receive a score for the reading, writing and listening sections. And what they'll see is exactly the same thing as the test. They'll see the same kind of integrated skills, the same kinds of questions." RS: "But now there's a spoken component. How can they prepare for that?" EILEEN TYSON: "We have a publication called 'TOEFL iBT Tips' and it's really got lots and lots of tips. It's on our Web site. It gives lots of suggestions on how to improve and how to become familiar with the test." RS: "Could you just highlight some of the top tips?" EILEEN TYSON: "Well, for example, students, for the integrated speaking, if they can find reading and listening materials on the same topic -- for example, if they can listen to something on a news program, and then take notes on the material, and then find something in reading (say, in a newspaper) on the same topic, and then take notes on that as well, and then orally combine the information in the reading and listening materials and explain how they relate to each other. "It's especially helpful if one source takes an opposite point of view. For example, one of the types of questions we have involves taking a stance, and in one particular case, the reading says 'working with groups is great,' and it lists lot of reasons why working in groups is terrific. Then the professor's lecture says 'You know, despite what the reading says, there are problems with working with groups.' And then they describe a different a different point of view. So comparing different points of view from different source materials is very helpful. It's very good training. "Two of the six questions in the speaking section ask a student something related to their opinion or their experience. For example: 'Some universities allow students to live off campus in their first year. Do you think this is a good idea?' So, for practice, students can make a list of topics that are familiar and then state an opinion and provide clear reasons that can support their view." AA: Eileen Tyson is associate director of the TOEFL program at the Educational Testing Service. The TOEFL Web site is ets.org/toefl ... T-O-E-F-L. We'll post a link at our site, voanews.com/wordmaster, where you can also find the first part of our interview with Eileen Tyson. Our e-mail address is [email protected]. With Rosanne Skirble, I'm Avi Arditti. Related Wordmaster - Download MP3 TOEFL Goes Online, Adds Speaking Section to Test Ability to Communicate ets.org/toefl

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Prospective Clients Sponsored by Lehman's City and the Humanities Program, the Bacon Brothers came to the College along with pianist Joe Mennonna for a live performance and recording session in our studios. The objective of City and the Humanities program is to enhance the cultural life of the campus and community. One hundred and fifty students and faculty from the School of Arts and Humanities were treated to some great music as well as a lively Q&A session with Michael and Kevin Bacon. Students also formed the crew and applied their talents to producing and filming the event. It was great to hear Michael, a Distinguished Lecturer at Lehman, and his brother Kevin, connect with the students. The Bacon Brothers were able to give the audience a sense of what makes them tick creatively and musically, and had a dialogue with students around ideas that could be applied to their own careers. Lehman Studios Live - The Bacon Brothers - Friday, February 24, 2012 by Brendan McGibney The Multimedia Center is about to celebrate its second anniversary as a wonderful new resource for Lehman and CUNY students and faculty. The MMC (as we call it) is a state-of-the-art facility that supports teaching and learning for the next generation of journalists, audiovisual creators and digital media producers. This post shares one of many highlights of our program and activities over the last year. Read Full Blog Post View All MMC Events Media Project Request Form Faculty & Staff Media Project Request Form Network with Us on Facebook See Us on Vimeo Equipment Checkout for Students, Faculty & Staff Room, Studio & Equipment Checkout for Prospective Clients Mon — Thu: 9am - 10pm The City University of New York - Lehman College - 250 Bedford Park Boulevard West - Bronx, NY 10468

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SOUTH CAROLINIANA LIBRARYUNIVERSITY SOUTH CAROLINIANA SOCIETYMANUSCRIPTS DIVISION 2001| 2001 Gifts to Manuscripts | Front Page | Previous Issues | Manuscripts Division | Newsletters | | USCAN | South Caroliniana Library | USC | Search USC web | Alexander Cheves Haskell Papers, 1804-1943 The life of Confederate colonel, University of South Carolina law professor, Democrat party official, railroad company president, banker and businessman A.C. Haskell (1839-1910) of Abbeville and Columbia is chronicled in this collection of one hundred twenty-six manuscripts and one manuscript volume.Haskell graduated from South Carolina College on the eve of the Civil War, second in his class, and immediately volunteered in the First Regiment, South Carolina Volunteers. Able and well-connected, Haskell quickly advanced through the ranks and ended the war as colonel of the Seventh South Carolina Cavalry. The war years, however, were especially tragic for him. His wife, Rebecca "Decca" Coles Singleton, whom he married in September 1861 in Charlottesville, Va., died in Columbia, 26 October 1862, six days after the birth of a daughter. Haskell also lost two brothers, an uncle, and several close friends during the course of the war. Haskell was wounded four times during the conflict: in the shoulder at Fredericksburg on 13 December 1862; in the left ankle at Chancellorsville on 2 May 1863; in the abdomen on 29 May 1864 near Cold Harbor; and most seriously on the Darbytown Road just outside Richmond on 7 October 1864. He and a squad of his troopers encountered a squadron of Union cavalry. Haskell ordered his men to charge the Federals, personally shot two officers from the front rank, but was himself shot in the head and left for dead on the road. After an amazing and rapid recovery, Haskell, minus his left eye, was able to rejoin his unit in time for Robert E. Lee's last campaign of the war. He surrendered at Appomattox, received his parole, and made his way back to Abbeville, the home of his parents. Much of the collection focuses on the war years. A series of nineteen letters written from Columbia and Virginia to his parents, Charles Thomson Haskell and Sophia Cheves Haskell, in 1864 and 1865 provides an overview of Haskell's military activities, the news of the army and friends, and often reflective and revealing insights into Haskell's inner struggles with the tragedy of war. Writing from Columbia, 31 January 1864, he informed his father-"I will go on direct to the Army, but write before I leave Columbia. I hear of letters from the Army, one from Major Venable which offers hope of peace with the spring. I trust he may be a prophet as true as he is welcome." From Orange Court House, Va., on 9 February 1864, Haskell wrote his father-"I am safe in Camp after a very successful journey, and find the Brigade in the very best condition. Rations somewhat scant, but with the home supplies, there is a sufficiency of food. And in the matter of health, high spirits, and hopeful courage, it would do your heart good to see them." To his mother on 14 February 1864 he wrote from the same place and related the following story-"An Alabama soldier was seen the other day by a friend of mine sitting on a log in front of his hut, barefooted & ragged, munching a piece of dry corn bread & drinking a cup of water. This was his dinner-the same had constituted his fare for two days past-and he excused himself for hurrying through his dinner, saying he must hurry up to the meeting and 'reenlist for the war.' Such is the spirit which will sustain our army through all the difficulties which lie before us." A few days later, in a letter to his father dated 17 February 1864, Haskell remarked that "I saw Genl. Lee at church last Sunday, looking strong and well. I trust he is prepared for great events in the next campaign." Once more in a letter to his mother, dated 19 March 1864, Haskell wrote with optimism about the success of the Confederacy-"There seems to be a general confidence that this summer will end the war in our favour. The general voice of a thinking and suffering people is not often wrong." He was also anxious to assume a field command in time for the summer campaign. "I am getting on very pleasantly, but still trust to chance to throw me into some command in the line before the summer comes," he concluded. In that hope he was not disappointed. On 27 May 1864, Col. M.W. Gary issued an order placing Lieutenant Colonel Haskell in command of several units that were reconstituted as the Seventh South Carolina Cavalry. On 27 July 1864 Haskell was back in Columbia, recovering from his third wound of the war, visiting with friends and his young child. He also took care of another pressing matter, as he wrote his father-"The remainder [of a sum of money] went to help in paying my bill to Dr. Patrick for nine plugs which he put in my mouth. I went to him just in time to save myself great pain & much injury." While convalescing in Columbia from his head wound and the loss of his eye, he wrote his mother on 24 November 1864-"I am still doing well though my wound is getting slow….I think it doubtful whether I can ride or drive home the same evening, as I am unable to go any distance without great fatigue." Again, from Columbia on 20 December 1864 he wrote his father-"There is no news in Columbia-the people are preparing in mind and body to suffer under the invasion of Sherman." "I am still in Columbia, kept here by the destruction of bridges & trestle works which renders transportation impossible between Charlotte & Greensboro and between Greensboro & Danville," he wrote his father on 16 January 1865. Back in Virginia by 11 February and in command of the Seventh South Carolina Cavalry, Haskell informed his father that "I hear rumours this evening of our defeat in So. Ca. and that Sherman is rushing upon Columbia. I will delay my grief until I receive certain information. I would be happy even in the misery of a bloody fight if it were against this hateful Sherman." Haskell remained convinced of the eventual success of the Confederate cause and as late as 27 February 1865 wrote-"I am making a desperate effort to remount my Regt. and could I be heard would make a speech to my whole State which might induce our friends and patriots to help us, and in helping a good Regiment contribute largely to the success of our good cause. I suppose too I have personal ambition. I always desired to command the best Regiment in service, but am now very desirous to win on the field what I do not win in the Cabinet. My rivals Logan and Bonham have so conducted their affairs as to secure (the first one a proper case-the second one questionable) the only two Cavalry Brigades to one of which I had some reason to suppose I would be given. I hope to make my Regiment so good that it will be as serviceable as other peoples Brigades. If this can be done my Triumph will be sincere and honourable." In the last letter from Virginia, 10 March 1865, Haskell informed his mother that "our Armies are being well managed. The spirit of the soldiers is rising, and the desertion which has disgraced our Army (but not my Regiment) is diminishing. Concentration under the great old General Lee begins already to assume character as a form of salvation. This will repay us for the bloody passage across our state." Included in the collection is the manuscript of Haskell's "Recollections," the story of his life from birth through the end of the Civil War, which he wrote as a series of thirteen letters at the urging of his daughter, Mary Haskell, during the winter of 1908-1909. Mary (1873-1964) left the South to attend Wellesley College and stayed in New England where she ran a girls school in Boston. Perhaps she realized that her father's story was worth preserving when father and daughter toured Europe together during the summer of 1908. In his first letter of "Recollections," Haskell reminded Mary-"You place importance on 'beginning'-that is easy, I begin 'now.'" She preserved the lengthy manuscript, totaling one hundred ninety-one pages, perhaps with the intention of publishing it herself, but later turned it over to her sister, Louise Haskell Daly. Louisa (1872-1947), or Louise, as she later spelled her name, attended Radcliffe College where she studied English and history. While still a student, she presented a paper at the December 1896 meeting of the American Historical Association in New York on "Langdon Cheves and the United States Bank." Cheves was her great grandfather, and the paper was drawn from "…a mass of family correspondence [which] has been preserved…." The paper was published in the annual report for 1897 and Louise, "the only lady upon the programme," was praised for her "excellent paper" and "good reading." Louise began her teaching career in 1897, even before she was awarded an A.B. degree by Radcliffe in 1902. She taught history and literature at the school her sister headed until her marriage in 1903 to Reginald Aldworth Daly, a geologist with a Ph.D. from Harvard. It was not until much later in life that Louise Daly published Alexander Cheves Haskell: The Portrait of a Man. Privately printed in 1934 in a very small edition, probably about one hundred twenty-five copies, the book was intended for members of the extended Haskell family. Mrs. Daly did send copies to the Library of Congress and the British Museum and to Douglas Southall Freeman who had published his monumental R.E. Lee in 1934. Included in the Haskell papers is Freeman's two-page letter of acknowledgment, dated Richmond, Va., 13 June 1939, in which he praised Haskell and the book. "Of course I knew of your gallant father, whom I mentioned in the fourth volume of my 'R.E. Lee' and I had measurable familiarity with most of his connections; but I have now to say, in warmest admiration, that your beautifully-printed book, written in perfect taste, is the most stimulating of all the personal narratives of the war between the States." Freeman, then preparing for the publication of his book The South to Posterity (New York: Charles Scribner's Sons, 1939), asked Mrs. Daly's permission to include one of Haskell's letters. "Dangerous as superlatives always are, I believe that his letter to his mother from Camp Gregg, April 2, 1863 (p. 95ff.) is the noblest single letter of the war that ever I have seen," Freeman wrote. Mrs. Daly noted on the envelope of Freeman's letter-"leave given to use the letter." Freeman reprinted the entire letter, calling it "…one of the most beautiful born of war" and lamented that the "…memoir and letters, which are among the dozen most charming books of Confederate history, should not have been published for general circulation." The Haskell papers are noteworthy not only for the Civil War material, but also for family letters written before and after the war. The earliest letters present were written by the grandparents of Haskell's second wife. Alice Van Yeveren Alexander (1848-1902) married Haskell 23 November 1870. She was the youngest of the ten children of Adam Leopold Alexander (1803-1882) and Sarah Hillhouse Gilbert (1805-1855) of Washington, Ga. A love letter written in New York by Felix H. Gilbert to Sarah Hillhouse, dated 5 August 1804, is the earliest item in the collection. Felix and Sarah were married by the date of the second letter, 15 February 1805, and on 23 October of that year their daughter Sarah was born. A third letter, this one from Sarah Gilbert to her husband, dated 17 November 1807, and written from Fairfield, the Gilbert home in Washington, Ga., related the latest plantation news-"Willis with his Negroes has come out. I have had my feelings a good deal interested for several of them. They were lo[a]th to go farther than Fairfield for masters particularly one woman who says Willis told her she was for us. She appears an excellent house servant but we have already…[too] many for me to think of her." Slavery is also a major topic in a letter written by Sarah Gilbert's daughter, Sarah Hillhouse Gilbert Alexander, to her son William Felix Alexander while he was a student at Yale College. Dated 23 January 1849 and written from Washington, Ga., this letter provides news of the family and speculates about William's future-"I have thought a good deal lately, of your future course of life, and what turn yr. mind wd. take, in relation to it. If you determine upon being a planter, with slave labor, I hope you will realize fully beforehand, how great are the responsibilities which rest upon such a pursuit, in the sight of God, if not in that of man. I wd. not have you take them as so much mere brute force, to be turned to the best account for profit, but as rational, human beings-God's creatures, for whose physical & spiritual necessities you are bound to provide." Other family letters, related to the four in this collection, were published as The Alexander Letters, 1787-1900 (Savannah: privately printed, 1910) in an edition of one hundred thirty-one copies. After 1865 there are no letters from Aleck Haskell until 8 February 1872 when he wrote a love letter to his wife, then visiting her sister in Savannah. A letter of P.Y. Hudson dated Atlanta, 5 February 1872, acknowledged the receipt of $100 in payment for a portrait of Judge Cheves that had been painted by Edward Mooney in Savannah in 1852. Alice Haskell wrote her cousin on 30 October 1876, just before the November election, and commented on her husband's efforts on behalf of Hampton-"Aleck is Chairman of the State Democratic Executive Committee, an office with much honour & no pay, & I tell you if I never was proud of him before I am now." She continued-"He is looked up to like a demigod….Aleck has declined all office, so I'll have the pleasure of his company once more after the Election." Haskell addressed a birthday letter to his daughter Louisa on 25 July 1883 while she was away on vacation with her mother and siblings at White Sulphur Spring, near Waynesville, N.C.-"My very dear eleven-year-old Daughter: I write to wish you many happy returns of your birthday & to tell you how glad I am to have a daughter who is loving and dutiful to a high degree and is steadily trying with advanced age to improve and strengthen herself in the path of right." Alice Haskell, in a letter of 7 February [1893] written to her children, described the fire that consumed the family home, the Gov. John Taylor house on Arsenal Hill, on the afternoon of 4 February. Haskell had purchased the large house in 1882 to accommodate his growing family, then numbering seven children, but soon to be eight. Mrs. Haskell explained how the fire started and described the efforts to save the house and its furnishings-"There must have been 800 men rushing to & fro, pulling & hauling such heavy furniture, throwing things about, it seemed to me like the terrors of the judgment day," she remembered. "The work that was done there from 2 to 5 is almost incredible, & when you think of the house having only one, narrow stair case, what was saved was wonderful." In a continuation of the letter dated Friday the 17th, Mrs. Haskell wrote of the kindness of friends and their effort to find a suitable home. "We went yesterday to look at Dr. Dunn's place (Mrs. Singleton's old place on Senate & Pickens Sts) which is beautifully fixed up & in apple pie order…." This house, at 116 Senate Street, was purchased in 1893 and remained the family's residence until it was sold in 1909. It had been owned by Mrs. Mary Singleton during the Civil War, and it was there that Haskell's first wife, Decca Singleton Haskell, died in 1862. The remainder of the collection consists primarily of letters written by Alice Haskell to her children, beginning in 1893. In that year both Louisa and Mary began their college careers in New England institutions. Occasional letters from the children are present in the collection as well. Louise wrote a long letter dated 6 January 1901 to her mother about a trip she had taken to Chicago and Detroit; another dated Venice, Italy, 20 July 1902, described her delight with that country. Adam Leopold Haskell, in a letter of 3 August 1904 written to his father from Lynn, Mass., described the work he was doing for the General Electric Company-"At the River Works they make the castings, etc., and all the heavy machines, and all the steam turbines, and test the larger size turbine machines which are non-condensing; and I am on the job." He also mentioned the receipt of his Harvard diploma, awarded in 1903. In the summer of 1908 Haskell toured the British Isles and France with his daughter Mary. In the collection is a traditional travel diary in which Haskell recorded his impressions of the sites he and Mary visited and the people they met. Covering the period 14 June-3 September and numbering one hundred forty-seven pages, the diary was written primarily by Haskell, except for the period spent in Paris, 30 July-5 August, when, as Haskell later recorded, "I was deaf & dumb there, & eyes had more than they could comprehend. Even if I had two, instead of one, & that having rusty wires for its brain communication & a dilapidated receiver as well as transmitter." This diary served as the basis for a chapter devoted to the European trip in Louise Daly's biography of her father. A black-bordered card from The National Loan & Exchange Bank of Columbia informed the public of Haskell's death-"With profound sorrow the Officers and Directors of this Bank announce the death of its Vice-President Alexander Cheves Haskell which occurred in Columbia, S.C. Wednesday, April thirteenth Nineteen hundred and ten." | Top | 2001 Gifts to Manuscripts | Front Page | Manuscripts Division | Newsletters | | USCAN | South Caroliniana Library | USC | Search USC web | This page copyright © 2001, The Board of Trustees of the University of South Carolina. URL http://www.sc.edu/library/socar/uscs/2001/haskell.html

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Home › News › Notre Dame ReSources Notre Dame ReSources Author: Dennis Brown and Cynthia Day The following Notre Dame faculty are available for additional comment on these people and events in the news: Valentine’s Day : The dating and mating patterns of would-be valentines have changed over the second half of this century, according to David M. Klein , associate professor of sociology at Notre Dame. “One of the major changes since the baby boom is that young adults now spend more time dating (11 years now, compared with 6-7 years previously) before they get married,” says Klein, who teaches at course titled Dating and Mating. “Because the time most people spend dating their eventual spouse has increased only slightly, if at all, I would infer that the major change we see is that people are dating others either longer ? or more of them ? before starting to date the one they end up marrying. My other tentative conclusion is that one of the most important changes in the last 50 years is that the pathways to marriage have become increasingly diverse. Therefore, the ‘average’ experience is less typical and less meaningful that is used to be. The rise in non-marital cohabitation supports this diversification trend, as does the fact that our divorce rate places more people in the marriage market a second, or even additional, times.” Professor Klein can be reached for further comment at *(219)-631-7616 or at [email protected] p. Olympics : The bribery scandal rocking the International Olympic Committee is a “blight on the world community,” says Rev. Oliver F. Williams, C.S.C. , associate professor of management and academic director of Notre Dame’s Center for Ethics and Religious Values in Business. “The silver lining is that there is enough concern to do something about it and set a better climate for the future.” *Father Williams can be reached for further comment at (219)-631-5761 or at [email protected] p. Impeachment : The only person responsible for the strange nature of the impeachment proceedings is President Clinton, says William O’Rourke, professor of English at Notre Dame, in an op-ed for the Chicago Sun-Times. Everyone else is following the “script,” he says, and behaving exactly as one might expect. “The House managers behave like the white, conservative males that they are. The Democrats in opposition have not acted strangely, as they continue to support their popular, second-term president, refusing to supply the two-thirds verdict needed to remove him. Given the players, the one who has not kept to the standard script is Clinton.” What makes his behavior aberrant, O’Rourke asserts, is that he hasn’t resigned as we would expect of a president “so totally exposed and humiliated.” According to O’Rourke, it’s a variant on the ‘60s notion: What if they gave a war and nobody came? It’s as if Clinton has reasoned it this way, says O’Rourke: "What if they make public personal conduct that would embarrass the dead, shame the living, and I don’t resign? What if they impeach me in the House and I don’t resign? What if they try me in the Senate and I don’t resign? It is the president’s own singular behavior that no one counted on. . . " Professor O’Rourke can be reached for further comment at (219) 631-7377. p. Social Security : President Clinton’s proposal in his State of the Union address to transfer general revenues to Social Security is a “great idea, and an idea a long time coming,” says Teresa Ghilarducci, associate professor of economics at Notre Dame. “Transferring the surplus avoids raising payroll taxes or cutting benefits. Unfortunately, the proposal to invest some of the surplus in the stock market, though it’s a side issue, has grabbed too much attention. The government already puts plenty of money in the stock market ? trillions of dollars in state, local and federal government employee pension plans, for example, as well as $20 billion from the Pension Benefit Guaranty Corporation ? and the rates of return are competitive. We also can get high rates by putting the surplus funds in higher yielding government bonds if the stock market idea bothers people. Overall, though, let’s not lose sight of the main step Clinton has taken. The president is exactly on target; Medicare and Social Security need extra money and we have it. There is no better use of the surplus.” *Professor Ghilarducci can be reached for further comment at (219)-631-7581 or at [email protected] p. Christians in the academy : Notre Dame historian James Turner writes in Commonweal magazine that Christians in higher education are beginning to solidify and publicize the role religious convictions play in their intellectual lives. While remaining faithful to their scholarly activities, these Christians “have helped to nurture in the academy a heightened sensitivity to Christian faith as a factor important in its own right,” writes Turner, director of Notre Dame’s Erasmus Institute. “They have hardly conquered the high citadels of academe, and they have a long way to go before becoming anything like a major presence in the universities, but they have made their presence felt.” *Professor Turner can be reached for additional comment at (219)-631-9346 or at [email protected] p. United Nations : Three faculty fellows in Notre Dame’s Kroc Institute for International Peace Studies contributed to the recently published book, “The Future of the United Nations System: Potential for the Twenty-first Century.” Raimo Vayrynen *Robert Johansen * , acting director of the institute and professor of government and international studies, contributed a paper on “Enhancing United Nations Peacekeeping.” George Lopez *For more information, contact the Kroc Institute at (219) 631-6970. * p. Notre Dame News *Paul Wilkes * has been appointed Visiting W. Harold and Martha Welch Professor of American Studies for the 1999 spring semester … Two professors in the Program of Liberal Studies, F. Clark Power and Stephen Fallon , have developed an innovative course on the Great Books exclusively for guests of the Center for the Homeless in South Bend. The participants receive college credits and attend Notre Dame at no charge … The University will dedicate its new academic center on Trafalgar Square in London Feb. 6 with a daylong series of events featuring a Mass at Westminster Cathedral and a dedication address by George Basil Cardinal Hume … Alexander Blachly , associate professor of music at Notre Dame and founding director of the internationally acclaimed New York ensemble Pomerium, has been nominated for a Grammy award for small ensemble for the groups album, “Creator of the Stars” … The motion picture, “Message in a Bottle,” based on the best-selling novel by 1988 Notre Dame graduate Nicholas Sparks , opens Feb. 12. It stars Kevin Costner, Robin Wright Penn and Paul Newman …

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Home >> Alabama >> Cherokee County >> Exie >> Searching for Information & Wishlist Exie, Alabama Searching for Information about Exie ... Where appropriate, please include the GPS coordinates. The easiest way to find the latitude and longitude is to visit our Interactive Map for Exie. The first point that we would like to make is that our data contains errors. Some of the errors result from our methodologies and others occur while entering our findings. That said, the majority of the errors come from our reference documents, even documents that should be definitive. The problem is identifying the errors. As you read through our pages about Exie and find errors, please let us know - we want to be accurate. Our Wishlist For Exie ...In the case of Exie, we are searching for the following information. While we have added Exie to our Gazetteer, we don't have any information about how large it might be or even if it still exists. Is it a cluster of houses and buildings or is the community scattered throughout the area. If it's gone, have all traces of Exie been erased or is there some kind of indication of where it was located? We don't have any estimates of current or past population information for Exie. If you have it, we need the year with the estimated population (ie- 1870: 20 people; 1880: 68 people; etc). How do the people of Exie refer to themselves (also known as a Denomyn)?<1> For example, a person from Alabama is called a Alabamian. In the same way, how would a resident of Exie be called? What is the story behind the name of Exie (also known as a Toponym)? Are there alternate names for Exie, variations in the spelling, etc? Are there nicknames, slogans or sobriquets for Exie? For example, Exie might declare itself to be The Happiest Place in Cherokee County. Do we have the correct time zone for Exie? Do you know the ZIP code(s) for Exie? Do you know if there is an official website for Exie? Is there a Chamber of Commerce website for Exie? Do you know of any awards or recognitions given to Exie? Examples include: All American City, Tree City USA, Sustainability Awards, etc. If you know the month and year when it was awarded, please include that as well. We are looking for descriptions from old books (1800s thru early 1900s), such as Gazetteers and Shipping Guides, that describe Exie. If you have such a description, please send it to us with the name and year of the book that it came from. If available, please include the author and publisher of the book. We've created a list of communities that existed in the 1890's and were located in the area around Exie. Have we missed any? The list can be found on our page for Communities Neighboring Exie in the 1890's. Are there cemeteries in the area? Whether they are large or small, famous or forgotten, we would appreciate it if you would send us their name and GPS coordinates (the latitude/longitude). Even if you don't know the name of a cemetery, please send its coordinates - somebody, someplace, may know its name.If you're interested, we have a list of nearby cemeteries which are relatively close to Exie and you can find this list on our Cemetery List for Exie. <1>A demonym is the name for a resident of a community which is usually derived from (or is related to) the name of that community. In other words, it's how the residents of Exie refer to themselves. It's important to note that there aren't any rules for taking a community's name and turning it into a demonym. A demonym is informal and while the majority of Exie may use one name, keep in mind that others may use something different.- Return to Citation

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Critical Problems in Physics Interactions of Protons with Targets from I to Am The IVth International Conference on Quarks and Nuclear January 14, 2011 admin Format: Hardcover Russell stressed that the most important clue was the high temperature in the interiors of stars. Panofsky Prize, awarded annually by the American Physical Society to recognize outstanding achievements in experimental particle physics. Particle and Nuclear Astrophysics probes questions of fundamental importance, but still takes place in relatively small collaborations. Critical to such research is the study of spin interactions during atomic collisions, spin-relaxation at surfaces, and numerous aspects of laser physics. Publisher: Springer; 1993 edition (July 28, 1993) The High-Energy Limit (The Subnuclear Series) Particle Interactions at Very High Energies: Part A (Nato ASI Subseries B:) Elementary Particles and the Laws of Physics: The 1986 Dirac Memorial Lectures New Results in High Energy Physics 1978 (AIP Conference Proceedings S) Particle Detection with Drift Chambers (Particle Acceleration and Detection) The muon was the first fundamental particle discovered that is not found in ordinary atoms, although muons can replace electrons in atoms (making the atoms extraordinary) read Interactions of Protons with Targets from I to Am (Landolt-Börnstein: Numerical Data and Functional Relationships in Science and Technology - New Series) (Vol 13) online. The measurement will allow to verify some fundamental features of neutrinos oscillations still not yet probed by experiments epub. International students with academic qualifications below those required should contact our partner institution, Glasgow International College, who offer a range of pre-Masters courses. Career opportunities in academic research, based in universities, research institutes, observatories and laboratory facilities; industrial research in a wide range of fields including energy and the environmental sector, IT and semiconductors, optics and lasers, materials science, telecommunications, engineering; banking and commerce; higher education Transition Radiation and Transition Scattering, (Series on Plasma Physics). The Standard Model: Summary of the Standard Model of particle physics. Colliders and detectors Electromagnetic Interaction: QED. Gluons, colour and self-interactions, colour factors. Experimental evidence for gluons, colour, self-interactions and the running of alpha_s. Quark Model of Hadrons: Hadron wavefunctions and parity. Baryons, baryon masses and magnetic moments Experimental Apparatus for Particle Physics and Astrophysicsproceedings. Prerequisites: department approval required Adventures in Theoretical Physics: Selected Papers With Commentaries (World Scientific Series in 20th Century Physics). The mechanisms for emission of light by carriers of electric charge was studied by Hendrik A. Lorentz, who was one of the first to apply Maxwell's equations to electric charges in matter Atlas of Point Contact Spectra of Electron-Phonon Interactions in Metals. Thus the time in this diagram should only be interpreted in the sense of the external lines, what are the particles in and out Superstring Theory (volume 1 of the Advanced Lectures in Mathematics series). In quantum electrodynamics (QED for short), charged particles interact through the interchange of virtual photons, as described by quantum perturbation theory Heavy-Ion Spectroscopy and Qed Effects in Atomic Systems: Proceedings of the Nobel Symposium 8A5 Saltsjobaden, Sweden, June 29-July 3, 1992. Download Interactions of Protons with Targets from I to Am (Landolt-Börnstein: Numerical Data and Functional Relationships in Science and Technology - New Series) (Vol 13) pdf Brussels, capital of Belgium, primary seat of the Belgian Royal Family, and capital of the European Union, is an astoundingly little, nice, and human-sized city for all its significance Non-Perturbative Qft Methods and Their Applications: Proceedings of the 24th Johns Hopkins Workshop Budapest, Hungary 19 - 21 August 2000) (Johns ... Problems in Particle Theory//Proceedings). But molecular phenomena have traditionally been viewed as a branch of chemistry (as exemplified by the Chemistry Prize in 1936 to Petrus J. Debye ), and have only rarely been in the focus for Nobel Prizes in Physics online. This is a possible solution to the solar neutrino problem. neutron: One of the constituents of atoms. Along with the proton, the neutron is found in the nuclei (centers) of atoms. Neutrons have no electric charge, and are composed of two down quarks and an up quark. NLC (Next Linear Collider): A proposal for a next-generation linear collider made by an international collaboration based at SLAC The Dark Secrets of the Terascale (TASI 2011). Surface Analysis by Scattering of Energetic Ions and Atoms (Berichte Aus Der Physik) Theory and Experiment Heading for New Physics (Subnuclear Series) The figure to the left shows the energy-level diagram of lithium. The thing to understand is that the two inner electrons (in the 1s shell) are essentially inert for your experiment, only the outer electron gets excited Lattice 91: Proceedings of the International Symposium on Lattice Field Theory : Tsukuba, Japan, 5-9 November 1991. The body of physics developed up to about the turn of the 20th century, known as classical physics, can largely account for the motions of macroscopic objects that move slowly with respect to the speed of light and for such phenomena as heat, sound, electricity, magnetism, and light. The modern developments of relativity and quantum mechanics modify these laws insofar as they apply to higher speeds, very massive objects, and to the tiny elementary constituents of matter, such as electrons, protons, and neutrons Laser Interaction and Related Plasma Phenomena: 11th International Workshop Monterey, CA, October 1993 (AIP Conference Proceedings) (Vol 11). It was the first double pulsar detected, so named because the emitting neutron star happened to be one of the components of a close double star system, with the other component of about equal size pdf. The detectors are never 100% efficient, so the efficiency of the detector must be found using a source of known activity. The activity is given by the following equation: Where $\Delta N$ is the change in the number of radioactive nuclei, is the change in time, N is the number of radioactive nuclei in the sample and is the decay constant which is related to the half life and thus what we want to measure epub. Radiation damage to biological organisms is often categorized as: somatic and genetic. Somatic damage refers to any part of the body except the reproductive organs Current Ideas in Theoretical Physics. I am between Quantum and Nuclear Physics or Relativity and Particle physics Supersymmetry, Supergravity and Related Topics: Proceedings of the Xvth Gift International Seminar on Theoretical Physics, 4-9 June 1984. Under supervision, the students develop their own experimental ideas after investigating current research literature The Trouble with Physics: The Rise of String Theory, The Fall of a Science and What Comes Next. It will be graded on style and grammar as well as content and presentation. The paper should be on a topic from nuclear or particle physics, at the level of a Scientific American article, scientifically literate but not too technical. The first step is to choose a topic for your paper online. The Partonic Structure of the Photon: Photoproduction at the Lepton-Proton Collider HERA (Springer Tracts in Modern Physics) Quantum Field Theory and Parastatistics Hadronic Physics at the Frontiers of Hadronic Physics/Folgaria: Towards the Hadronic Physics Frontiers (Trentoitaly/31 Jan-6 Feb 1993) Geometrical and Algebraic Aspects of Nonlinear Field Theory (North Holland Delta Series) Statistical Data Analysis (Oxford Science Publications) Topics in Soliton Theory and Exactly Solvable Nonlinear Equations Gauge Fields: Classification and Equations of Motion Princeton Problems in Physics with Solutions Path Integrals and Anomalies in Curved Space (Cambridge Monographs on Mathematical Physics) Classical Solutions in Quantum Field Theory: Solitons and Instantons in High Energy Physics (Cambridge Monographs on Mathematical Physics) Modern Three-Hadron Physics (Topics in Current Physics) Elementary Particle Physics: Corfu, Greece, 13-30 September, 1989 SYMMETRY PRINCIPLES IN ELEMENTARY PARTICLE PHYSICS Diffraction Radiation from Relativistic Particles (Springer Tracts in Modern Physics) Elementary Particle Physics The Physics of Ionized Gases: Spig, 86 Fundamental Interactions: Proceedings of the Nineteenth Lake Louise Winter Institute, Lake Louise, Alberta, Canada: 15-21 February 2004 Spin Phenomena in Particle Interactions Quarks can't stand being apart from one another. They just have to join up and always do so in a way that hides their color from the outside world. One color is never favored over another when quarks get together. Matter is color neutral down to the very small scale. Colored particles are bound together by the appropriately named gluons download Interactions of Protons with Targets from I to Am (Landolt-Börnstein: Numerical Data and Functional Relationships in Science and Technology - New Series) (Vol 13) pdf. Prerequisites: Physics 2CL, 2DL. (S) Quantum mechanics and gravity. Electromagnetism from gravity and extra dimensions. Prerequisites: Physics 100A, 110A, 130A. (S) From time to time a member of the regular faculty or a resident visitor will give a self-contained short course on a topic in his or her special area of research. This course is not offered on a regular basis, but it is estimated that it will be given once each academic year Exchange and Correlation Effects in the Magnetization of Two-dimensional Electron Systems (Berichte Aus Der Physik). The names and topics of the absolutely necessary lecture courses are easy to list, and this is what I have done below. It is my intention to search on the web where the really useful papers and books are, preferably downloadable as well Relativistic Particles Radiation Theory. From reading the thread, I still don't get, at which level this essay should be. To me, physics without mathematics is a contradiction in itself. How can one adequately communicate physics without mathematics? To understand, why the Higgs boson should exist, you need a pretty great deal of mathematics and quantum field theory epub. The electron can do this because it is unaffected by the Strong Force. The phenomenon is called deep inelastic scattering. These 'other particles' are what we now call quarks GUT2012 (AIP Conference Proceedings). It requires a large amount of energy for the strong or nuclear forces to overcome the electrical repulsion between the nuclei in order to fuse them; therefore nuclear fusion can only take place at very high temperatures or high pressures Supersymmetry, Supergravity and Superstrings 86: Proceedings of the Trieste Spring School Ictp. Trieste, It April 7-15, 1986. These experiments give precise information about the size and shape of the nucleus and can be applied to very short-lived species, down to milliseconds Laser Cooling and Trapping (Graduate Texts in Contemporary Physics). Another important concept, "the electron fluid" in conductors, was introduced by Lev Landau (see liquid He). Anderson made several important contributions to the theory of electronic structures in metallic systems, in particular concerning the effects of inhomogeneities in alloys and magnetic impurity atoms in metals Non-Ionizing Radiation. Try a different browser if you suspect this. The date on your computer is in the past. If your computer's clock shows a date before 1 Jan 1970, the browser will automatically forget the cookie Heavy quark physics(Chinese Edition). Although dark matter would be nonbaryonic — and too weak to interact with protons, electrons, or photons ("dark") — an LHC collison that demostrated particles going in one direction, but nothing going the opposite direction would be an indication of dark matter Effects of Space Weather on Technology Infrastructure: Proceedings of the NATO ARW on Effects of Space Weather on Technology Infrastructure, Rhodes, ... to 29 March 2003. (Nato Science Series II:). This administers the procedures included in science, which emerge from associations between the electrons of neighboring molecules, which are thusly dictated by the collaboration between electromagnetic power and the force of the electrons Quantum: The Quantum Theory of Particles, Fields and Cosmology (Theoretical and Mathematical Physics). Posted in Particle Physics Copyright. All rights reserved. Proudly powered by WordPress

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Common Core Advocates Seek to Block MA Parents from Voting on Common Core January 26, 2016 By Shane Vander Hart A group of pro-Common Core educators and business leaders seek to keep the referendum on Common Core off the ballot in Massachusetts in November. Newbury Port News reports: A group of educators and business leaders wants to block a ballot initiative that seeks to reject the Common Core, arguing that a move to abandon the educational standards would be disastrous. The group wants a state judge to keep the referendum off the November 2016 ballot. It says the question is vaguely worded, conflicts with the state Constitution, and never should have been certified by Attorney General Maura Healey and Secretary of State Bill Galvin. Supporters of the ballot question call the challenge weak, and say voters should decide whether to adopt Common Core. “They’re grasping at straws right now,” said Donna Colorio, founder of Common Core Forum, a nonprofit group that is leading the campaign. “And, by doing so, they’re trying to deprive parents and taxpayers of the right to vote on this.” The ballot question asks voters to rescind a vote by the state’s Board of Elementary and Secondary Education five years ago to adopt Common Core for math and English. The initiative says Massachusetts should instead restore curriculum frameworks that were in place prior to that vote. Colorio and other Common Core critics say the standards are a federal takeover of education that usurps local control. “Common Core is a top-down educational standard,” she said. “We’re being ignored as parents and teachers.” Supporters of Common Core say it would be complicated and costly — if not impossible, at this point — to back away from the standards because the state’s 408 school districts have spent years retraining teachers, buying new textbooks and revising their curricula around them. “We’d be undoing the work thousands of Massachusetts educators have done in the past five years,” said Linda Noonan, executive director of the Massachusetts Business Alliance for Education, which is advising the group, which has filed a lawsuit against Healey and Galvin in hopes of blocking the ballot question. What I’m reading here is that this group is basically asking a judge to block a lawful referendum that was achieved by collecting the signatures required and went through all of the steps required by Massachusetts law to get on the ballot because this group doesn’t want to see their work undone. That isn’t a legal argument. That’s not even a rational argument. That’s emoting. As far as the “vagueness” of the referendum question, I think the people filing the lawsuit need to look up the word vague because it seems pretty specific to me. Also how can a voter referendum, allowed by Massachusetts Constitution, conflict with the state constitution? First, the state constitution states that government is ultimately accountable to the people. Article VII says, “Government is instituted for the common good; for the protection, safety, prosperity and happiness of the people; and not for the profit, honor, or private interest of any one man, family, or class of men: Therefore the people alone have an incontestable, unalienable, and indefeasible right to institute government; and to reform, alter, or totally change the same, when their protection, safety, prosperity and happiness require it.” They absolutely have a right to weigh in on Common Core via the ballot box as their constitution provides for voter referendums. These pro-Common Core advocates just want the power to remain with the Massachusetts Board of Elementary and Secondary Education. Here’s the language in the Constitution dealing with voter referendums: Section 1. Legislative Procedure. – If an initiative petition for a law is introduced into the general court, signed in the aggregate by not less than such number of voters as will equal three per cent of the entire vote cast for governor at the preceding biennial state election, a vote shall be taken by yeas and nays in both houses before the first Wednesday of May upon the enactment of such law in the form in which it stands in such petition. If the general court fails to enact such law before the first Wednesday of May, and if such petition is completed by filing with the secretary of the commonwealth, not earlier than the first Wednesday of the following June nor later than the first Wednesday of the following July, a number of signatures of qualified voters equal in number to not less than one half of one per cent of the entire vote cast for governor at the preceding biennial state election, in addition to those signing such initiative petition, which signatures must have been obtained after the first Wednesday of May aforesaid, then the secretary of the commonwealth shall submit such proposed law to the people at the next state election. If it shall be approved by voters equal in number to at least thirty per cent of the total number of ballots cast at such state election and also by a majority of the voters voting on such law, it shall become law, and shall take effect in thirty days after such state election or at such time after such election as may be provided in such law. So unless the group filing the lawsuit is saying they didn’t follow the proper procedure which they did or the Secretary of State and Attorney General wouldn’t have signed off on it, I’m unclear what is unconstitutional about this referendum. The state constitution does not restrict certain types of laws from being decided by voter referendum. This is just an attempt at keep Massachusetts parents and concerned citizens from voting on Common Core. They are apparently afraid they will lose this referendum. Filed Under: Common Core State Standards Tagged With: Bill Galvin, Common Core Forum, Common Core State Standards, Donna Colorio, Massachusetts, Massachusetts Board of Elementary and Secondary Education, Massachusetts Business Alliance for Education, Massachusetts Constitution, Maura HealeyAbout Shane Vander HartShane Vander Hart is one of the administrators and frequent writer at Truth in American Education and an advocate with this network of grassroots activists this website represents. He is the editor of Caffeinated Thoughts, a popular conservative Christian multi-contributor website based in Iowa that focuses on state and national politics, culture, current events, and faith. He is cofounder of Iowa RestorEd, a grassroots group that wants to restore Iowa’s place at the top U.S. K-12 education. Shane also is the online communications director for American Principles Project. Feel free to follow Shane on Facebook, Twitter, or on Google Plus. Karen MacIsaac says January 26, 2016 at 7:53 pm Let the people vote on the Common Core. They met the requirements to have the question be on the ballot. The parents need to have a say for the sake of their children.

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Education and Democracy Alaska Democracy Initiative Rethinking Democracy! High School Curriculum Values-Based Community Organizing Organizing for Change (community groups) Gershon Cohen Bio Riki Ott Bio Suggested Reading and Resource List The Democracy Crisis Corporate Power Timeline UC History Our StaffHome / Our Staff Riki Ott Riki Ott, PhD, director, is a community activist, author, marine toxicologist, and former commercial salmon fisherman. She experienced firsthand the devastating effects of the Exxon Valdez oil spill – and chose to do something about it. She co-founded Ultimate Civics, a project of Earth Island Institute, and loves to share her knowledge and campaign-building skills with people of all ages to help move dialogue into action through value-based community organizing. Ott was nominated for Huffington Post’s 2010 Game Changer Award for her work in the Gulf coast states, empowering local residents to take action after BP’s disaster. She is featured in award-winning documentary films, including Black Wave, The Big Fix, and Dirty Energy. Gershon Cohen Since 1990, Gershon Cohen has applied his background in molecular biology and water quality policy to protect public waters from the discharge of toxic pollutants. His work has led to several national awards, including a lifetime achievement award from the Clean Water Network, and the River Network “River Hero” award. Gershon founded Earth Island Institute’s Campaign to Safeguard America’s Waters (CSAW.) He co-authored the Alaska Cruise Ship Ballot Initiative, adopted into law by a statewide vote in August 2006, which established the world’s strictest pollution rules and oversight programs for the cruise industry. Gershon recently created a new CSAW program called the Great Whale Conservancy that is focusing on stopping ship strikes on blue whales in the Northern Pacific. He is a co-founder of the Ultimate Civics project. Ultimate Civics CURRICULA Rethinking Democracy! for Middle School Rethinking Democracy! for High School & College Rethinking Democracy! for Communities Our mission is to re-establish that only human beings are endowed with inalienable rights, thus creating a democratic republic in America that is genuinely accountable to the People. All Rights Reserved ©2016 Ultimate Civics, a project of Earth Island Institute

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You have no items in your shopping cart. Perspectives in Pentecostal Eschatologies Edited by Peter Althouse, Robby Waddell Perspectives in Pentecostal Eschatologies Imprint: Pickwick Publications During the mid-twentieth century Pentecostal theology was co-opted by fundamentalism and its dispensational brand of millennial eschatology. Fundamentalist dispensationalism not only reinterpreted the original Pentecostal vision of the latter-rain outpouring of the Spirit in the last days but undercut its raison d'etre as a people empowered by the Spirit of Pentecost to participate in the kingdom of God. Yet eschatology is much broader than twentieth-century dispensationalism, and Pentecostal eschatology is diverse, reflecting the diversity of Pentecostal and Charismatic spiritualities. There is no one Pentecostal eschatology but many Pentecostal eschatologies. This collection of essays from established scholars and rising stars offers fresh perspectives in eschatology for the Pentecostal and Charismatic movements. The fresh readings of eschatology in this volume are valuable because they demonstrate that Pentecostals no longer need to look to others to interpret their theology for them but can stand as scholars and thinkers in their own right. Endorsements & Reviews- "Doesn't the otherworldliness of Pentecostalism result in a view of the end times reducible to the doctrine of the rapture of the church? Not according to the biblical scholars, historians, ethicists, and theologians who have contributed to this book. Those who overlook it will be 'left behind' on the breadth and depth of current Pentecostal thinking about eschatology!"--Amos YongSchool of Divinity, Regent University"This multi-Authored volume offers a comprehensive view of eschatology from a Pentecostal perspective starting with a solid biblical basis, going through various significant and sometimes controversial issues in Pentecostal theology, and concluding with contextual applications. It shows that Pentecostal theology is far from monolithic but nevertheless insightful and attentive to today's societal problems."--Hans SchwarzUniversity of Regensburg, Germany"This important collection makes a splendid contribution towards a new understanding of contemporary trends in Pentecostal eschatology. Its different interdisciplinary perspectives make it one of the leading texts on the subject."--Allan AndersonUniversity of Birmingham, UK Contributors- Peter Althouse Robby Waddell Bio(s)- Peter Althouse is Assistant Professor of Theology at Southeastern University in Lakeland, Florida. He is author of Spirit of the Last Days (2003) and coeditor of Winds from the North (2010).Robby Waddell is Associate Professor of New Testament at Southeastern University in Lakeland, Florida. He is author of The Spirit in the Book of Revelation (2006). Our ImprintsExplore our different imprints . . .-

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Philadelphia University and MAG Establish New Composites Institute to Develop Textile-based Composites for Industrial Applications Posted on January 14, 2011 Philadelphia University and MAG are establishing the Philadelphia University MAG Composites Institute for research and development of new textile-based composites that could have wide application in industry, including the aerospace, automotive and energy sectors. The new research institute will be funded in part by $1.1 million from MAG, whose chairman and chief executive officer is Dr. Eng. Mo I. Meidar, a Philadelphia University alumnus and member of the University’s Board of Trustees. MAG, headquartered in New York, is the world’s leading developer of automation technologies for producing composite structures, as well as one of the largest global suppliers of machine tools and manufacturing automation systems for the durable goods industry. In addition to the Philadelphia University MAG Composites Institute, the funding also will support a new B.S. in Engineering program with a concentration in composites, one of the only such programs in the country. The first courses in composites will be offered in fall 2011. “Our partnership with MAG to support new and important research in composite materials and expand our academic programming in engineering has myriad advantages for both MAG and the University, as well as for our students and faculty and the industries that are likely to benefit from the development of new textile-composite materials,” said Philadelphia University President Stephen Spinelli Jr., Ph.D. “It’s a perfect example of an industry leader and a professional university partnering to create extraordinary opportunities in engineering science and education.” “An educated workforce in advanced composites technology will see increasing opportunities for generations to come. The Philadelphia University MAG Composites Institute represents MAG’s commitment to expand the level of research and education in this field,” said Mo Meidar, chairman and CEO of MAG. “As the global leader in automated composites processing solutions, MAG is driven to support new business opportunities serving a multitude of industries and we believe this partnership will be a key factor in achieving the full potential for new applications of composite materials.” Composites play an increasingly important role in industrial applications across a wide range of fields. “Composites are important in industry because they are lighter than steel or aluminum and thus provide engineers with a lightweight alternative for use in a broad array of structures for aerospace, automotive and wind-energy applications,” said David Brookstein, Sc.D., Philadelphia University’s executive dean for university research. One example: vehicles that weigh less tend to have better fuel efficiency than their heavier counterparts. In particular, woven and braided textiles have been used for fiber reinforcement in composites for many years, Brookstein noted. For instance, Boeing has announced that up to 50 percent of the primary structure – including the fuselage and wing – of its new 787 Dreamliner airplane will be made of composite materials. Brookstein said some of those are textile-based composites. “We applaud and encourage the Philadelphia University vision of expanding its resources, student opportunities and industry involvement in composite technologies,” said Robert Vitlip, associate technical fellow, Composites Manufacturing Technology at Boeing Philadelphia. “It is our shared belief that an investment in technology growth is required to secure an industry competitive and economic advantage.” The Philadelphia University MAG Composites Institute will use analytical tools, such as finite element analysis, to design and research new textile-based composites from both two-dimensional and three-dimensional textile performs. And Brookstein said, “adding composites to our B.S. in Engineering program will provide our students with an engineering education that is rich in the basics of mechanical engineering, and which has the added value of a composites concentration.” The Philadelphia University MAG Composites Institute builds on the University’s legacy as the nation’s first textile school and its considerable expertise in advanced textile-related research. In fall 2009, Philadelphia University established the Edward P. Marram Biomedical Textile Structures Laboratory to develop textile-based products for medical use and in 2004 established the Laboratory for Engineering Human Protection to assist the military in designing and developing new protection systems for military personnel. “The creation of this Institute embodies the innovation made possible by the intersection of industry-leading partners and the integrative learning approach of our new College of Design, Engineering and Commerce,” said D.R. Widder, Philadelphia University’s executive director of innovation. The establishment of the Philadelphia University MAG Composites Institute builds on a similar MAG donation in 2009, when the company provided a state-of-the-art $100,000 machining center to the University’s School of Engineering and Textiles to manufacture prototypes. Philadelphia University, founded in 1884, is developing the model for professional university education in the 21st century. With 3,500 students enrolled in more than 60 undergraduate and graduate programs, the University focuses on professional programs that prepare students to be leaders in their professions, in an active, collaborative and real-world learning environment with a strong foundation in the liberal arts. Philadelphia University includes Schools of Architecture, Business Administration, Design and Engineering, Liberal Arts and Science and Health. In Fall 2011, the School of Design and Engineering and the School of Business Administration will merge into a new and innovative College of Design, Engineering and Commerce. MAG is a leading machine tool and systems company serving the durable goods industry worldwide with complete manufacturing solutions for metal cutting and composites applications. With a strong foundation based upon renowned brands such as Boehringer, Cincinnati, Cross Hüller, Ex-Cell-O, Fadal, Giddings & Lewis, Hessapp, Honsberg, Hüller Hille and Witzig & Frank, MAG is recognized as the preeminent provider of tailored production solutions based on state-of-the-art technology. Key industrial markets served include aerospace, automotive and truck, heavy equipment, oil and gas, rail, solar energy, wind turbine production and general machining. With manufacturing and support operations strategically located worldwide, MAG offers comprehensive lines of equipment and technologies including turning, milling, hobbing, grinding, honing, systems integration, composites processing, maintenance, automation and software, tooling and fluids, and core components. PhilaU Today features photo credit: MAG website Posted in University Headlines Tagged Mechanical Engineering Recent Posts Alumna Named Habitat for Humanity Lehigh Valley Director: The Morning Call

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BREAKING: Pizza Hut in East End robbed Glen Rose 35, Rivercrest 7 North Little Rock 46, Bryant 13 You are hereHome » Susie Everett named to OBU board Susie Everett named to OBU board Susie Everett has maintained a love and respect for Ouachita Baptist University since she was a student there in the mid-1970s. Though she obtained her nursing degree from University of Arkansas for Medical Sciences, she earned her basic college credits during her two and a half years at OBU and now she's helping the school in an advisory capacity. Everett, who spreads her talents and leadership among many area groups and agencies, is one of the four newest members of the OBU Board of Trustees. The board includes 24 members, all Arkansas residents and members of Arkansas Baptist State Convention churches, elected after consultation with the Convention. Everett recently attended her first board meeting and says she is "excited" about this new opportunity for service. Her term is for three years. "When Dr. Horne (Rex Horne, president of the school) approached me about serving on the board, I was so honored," Everett said. She noted that the board elects it own officers and members of three standing committees: Executive, Finance and Endowment. Everett is serving on the Finance Committee, which meets on a regular basis at selected locations. The full board holds four regular meetings a year, though additional meetings may be called upon the request of the chairman, the president of the university or at least seven members of the board. "I have a lot to learn, but I hope that as a former student I will be able to help the school," she said. Everett has a strong commitment to her individual church, First Baptist of Benton, as well as to her denomination. "I enjoyed the first meeting," Everett said. "Everyone was friendly and welcoming, and we were encouraged to give our opinions and contribute to the discussion. "I was impressed with the warmth and down-home feeling I received," she added. "I want to do whatever I can to make OBU a better place." She said she is hopeful that her board presence will be beneficial during the selection of scholarships. "This is a great board and a great university," Horne said about the new trustees. "We are so proud of what you are going to do to make us ever better." Everett noted that board members are encouraged to bring family members and other guests — especially prospective students — to the campus on meeting days. Guests are welcome in the general sessions of the board and at an accompanying luncheon. General agenda items at the board meetings include a devotional, approval of minutes, reports from the administration, other presentations and updates on earlier board actions. Executive sessions typically are devoted to personnel, policy and financial matters. Everett is no stranger to board leadership. She has served on numerous boards, serving as a founding member of at least one local service organization, the Christian Community Care Clinic. Everett and husband Dwight are the owner of Everett Buick GMC in Saline County. She works three days a week at the dealership and is its continual goodwill ambassador. Through the business, the Everetts have helped many local causes and also have done so on a personal level. Susie Everett, who has survived cancer twice, is a staunch supporter of Relay for Life, the signature fundraiser for the American Cancer Society, and participates in the Susan G. Komen Race for the Cure. The agency recently supported the Benton Kiwanis Club/Dixie Car Club Christmas toy drive and regularly supports the Royal Players, the community theater group in which Everett is actively involved. The Everetts' family includes two daughters and their husbands, Anna and Chad Hendrix and Christa and Brandan Hudspeth; and their four grandchildren. Chad Hendrix and Brandan Hudspeth serve in key positions at the dealership.

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Life & Style Cost of MBA teaches tough financial lesson Gail MarksJarvisContact ReporterChicago Tribune Joe Mihalic wasn't thinking at all about how he was going to pay off student loans — which would end up totaling $101,000 — when he was accepted to Harvard Business School. "I assumed all would take care of itself; that I would go to Harvard, get a high-paying job, and everything would be OK. I was completely naive." Then, when he graduated from Harvard with an MBA in 2009, got the six-figure job he wanted, bought a home and started paying $1,057 a month on his student loans each month, the naiveté started to dissipate. Two years after graduating, he had paid $22,000 toward his loans and saw he still had $91,000 more to go due to accumulation of interest. It was a shocking revelation, a signal that he was trapped with overwhelming debts that would control how he could live his life. Not only had he barely made a dent in the principal after two years of payments, but he had $42,000 in interest to pay over the next 10 to 15 years. He never questioned the value of getting his Harvard MBA, and he liked his job managing a business development division for Dell in Austin, Texas. But with debt payments arriving every month, he realized he had lost flexibility in his life. He knew that if he lost his job it could be a disaster. He would have to think twice about rocking the boat at work, balking if he was overlooked for a promotion or taking a job that paid less even if it would allow him "to make a valuable contribution to the world." "I didn't want a gun to my head every time I thought about this," he said. "I felt trapped." It's a revelation that few students contemplate as they apply for programs, said Sandy Kreisberg, an MBA admissions consultant. "All they want is to get into a top program." After acceptance, they might ask about financing, but most, like Mihalic, think an MBA will deliver wealth, and they need not fret about money, Kreisberg said. That tends to be true of top MBA programs, although jobs have been more difficult to get since the 2008 financial crisis. More top MBA programs are trying to help students with scholarships, and some compete for students with top GMAT scores by offering aid, said John Byrne, editor of Poets & Quants. For example, Mihalic received $54,000 from Harvard. But with costs of some top MBA programs about $300,000, based on a Poets & Quants analysis that includes living expenses and lost income from quitting a job, debt can be oppressive. And when considering MBA programs, pay attention to the effect of scholarships on cost, plus the job placement rates at each school, when applying, said Byrne. Levels of debt vary substantially between schools, even those in the top 10 or 20. At Harvard, Byrne said, the average MBA student in 2011 had $77,880 in debt, similar to Stanford at $77,599. The University of Pennsylvania's The Wharton School was highest with $114,339. Sometimes top private colleges can help students more than public ones. Despite high costs, Byrne said MBA students have the lowest default rates on student loans, about 20 percent. MBA graduates have the advantage of relatively high pay, with base salaries averaging $91,400 in 2011, said Byrne. PayScale Inc. put the median salary in 2012 for MBA graduates at $83,500, but $136,000 for MBA graduates of the country's top 30 business schools as ranked by Bloomberg Businessweek. A higher salary allows students to take on substantial debt and live within a rule of thumb in education finance. That is: Borrow no more than what your first year of annual pay is likely to be. In addition, it's wise to stick with federal Perkins and Federal Grad PLUS Loans because they include forgiveness programs, such as limiting debt payments to 10 percent of a person's income and forgiving debt that's left after 20 years. While those rules can take some pressure off students, Mihalic didn't want to pay loans for 10 years. He put himself on an austere lifestyle. He sold a car, took in two roommates, stopped going to movies, didn't take dates to dinner and skipped trips and friends' weddings. He blogged about it, and in seven months he was debt-free except for his home. Now, he said, he's so used to an austere lifestyle, it's difficult for him to spend money. [email protected]

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Where College Majors Actually End Up Working Your graphic-design degree could lead to a job in a funeral parlor. John Metcalfe @citycalfe Just because you got a B.A. in graphic design doesn't mean you won't wind up toiling in a mortuary. Seriously: While the majority of people with design degrees do find employment in their desired field, their next most common source of paychecks is serving as "miscellaneous managers, including funeral service." So elucidates this intriguing flow diagram showing how college majors lead to different occupations. "What Are You Going To Do With That Degree?" was created by Ben Schmidt – data dude, assistant professor of history at Boston's Northeastern University, and occasional Atlantic contributor – using info from the American Community Survey. Schmidt writes: The width of each stream shows how many people with that major are in that field. (The color shows whether that's more or fewer people than expected based on how big the major is). You surely see that the lines are too small to understand in most cases: to actually see what's going on with a particular field or job, double click on a box and the chart will filter down to just the people who either majored in the field, or ended up employed in the job. (click on one of the connecting lines to see both at once) Take it for a whirl (note that to access the full interactivity, you'll have to click through to Schmidt's site) and you're likely to get many reactions of the variety "of course that's what happens," mixed with a few "huhs?". People who studied education, for example, by and large become school teachers or administrators: Perhaps sadly for folks hoping to write the next great American novel, many school teachers also hold degrees in English and literature. Majoring in these subjects alternately leads people into jobs as lawyers, administrative assistants, and "supervisors of retail sales workers": There aren't many twists and turns in the career paths of computer-science majors: They're soon coding, managing information systems, and to a much lesser degree working in the nuclear-engineering field: A psychology degree is a good way to end up doing social work, as well as counseling and elementary and middle-school teaching: And attention all holders of journalism degrees: Have you ever considered a career in marketing? Top image: michaeljung / Shutterstock.com. H/t Flowing Data Will Self-Driving Cars Have Road Rage? An Innovative, If Evil Way to Mess With Public Advertising John Metcalfe is CityLab’s Bay Area bureau chief, based in Oakland. His coverage focuses on climate change and the science of cities.

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United We Serve Volunteer Fairfax mobilizes more than 1,100 residents to celebrate Martin Luther King Jr.’s legacy. Lily O’Donnell of Fairfax Station volunteered part of her Monday morning on the campus of GMU at the Family Volunteer Day event sponsored by Volunteer Fairfax. Sitting together at large round tables, children and their parents cut out pink and red paper hearts, pasting them on cards for nursing home patients, or stuffed socks and blankets into kits for the homeless. Emily Davis of Volunteer Fairfax circulated among the tables, chatting with the children and their parents about their volunteer projects. "So what was your favorite activity?" Davis asked Dana Schofield, a second-grader at Greenbrier East Elementary School in Fairfax. "I liked making the Valentine’s Day cards," Schofield said, "Probably because they don’t get many in their own mailbox." Davis said her favorite part of Family Volunteer Day was "Reflection Time." "We want people to have these conversations, and reflect on what they accomplished by volunteering, how they are helping others," Davis said. "This was our best year so far." "I think more people would be fighting all the time if Dr. King hadn’t taught people how to be friends and help each other." --Cameron Williamson, 10, Fairfax MORE THAN 1100 PEOPLE participated in Volunteer Fairfax’s third annual Family Volunteer Day on Monday, Jan. 16, a federal holiday celebrating the life and legacy of Martin Luther King Jr. Taking place each year on the third Monday in January, the MLK Day of Service is the only federal holiday observed as a national day of service – a "day on, not a day off." rea residents spent part of their Monday holiday volunteering during the third annual Family Volunteer Day hosted by Volunteer Fairfax on the George Mason University campus in celebration of Martin Luther King Jr. Day. Volunteer Fairfax, an organization that matches the interests of volunteers with the needs of local nonprofits, expanded its event this year to include Herndon and Alexandria, as well as George Mason University’s Dewberry Hall, where about 500 parents and their children completed service projects for area nonprofits. "We wanted to create an event that allows children to experience first-hand how fun and easy volunteering can be, while providing quality family time," said Jeanne Sanders, executive director of Volunteer Fairfax. Sanders said the Martin Luther King Day event is specifically designed to give parents with young children an opportunity to volunteer together. "The first year we were overwhelmed with responses, and this room was really crowded," said Sanders. "Last year, we received grants from Youth Services America and UnitedHealthcare that allowed us to purchase more supplies and expand to three locations." At GMU, children and parents decorated and packed hypothermia prevention kits for Fairfax County’s homeless, made Valentine’s Day cards for nursing home patients, wrote notes to accompany books for child care centers and made compost bins using clean, hospital wash basins. All of the projects will go to area nonprofits, such as FACETS, the Fairfax Library Foundation, The Holiday Project and Inova Health System. Area residents spent part of their Monday volunteering with Volunteer of Fairfax for their annual MLK Day of Service event, Give Together: A Family Volunteer Day on the campus of George Mason University. "We might be the only people who come in and give nursing home patients Valentine’s Day cards, so these children are doing something very special and they should feel good about it," said Bobby Anderson, a board member of The Holiday Project. "They’ve already made about 100 cards, and these will go to patients throughout the county." "My favorite part was helping people stay warm," said five-year-old James Prevett of Vienna, after putting together one of the hypothermia prevention kids. He attended the event with his three-year-old sister, Josie, and his father, Tyler. "We want to make giving a way of life, not just a one-time event," said Tyler Prevett. "You do have to start that message when they are young," said Angela Williamson of Fairfax, who brought her twin boys, Christian and Cameron, 10, to the event. "You feel good at the end of the day after doing this." Cameron and Christian, who attend Willow Springs Elementary School, said they thought Dr. King would like seeing people of all races working together to help those less fortunate. "I think more people would be fighting all the time if Dr. King hadn’t taught people how to be friends and help each other," Cameron Williamson said. Karen Schofield of Fairfax helps daughter Dana, 8, create Valentine’s Day cards during the Family Volunteer Day hosted by Volunteer Fairfax on Monday, Jan. 16. Dana is a member of the Caring Kids Club at Greenbrier East Elementary School. Robert Saul of Clifton said he and his family attended the event "to foster the spirit of giving back when they are young, so it becomes a way of life." His wife, Kristen, said their family has made it a priority to volunteer more. "Martin Luther King said to judge people on the content of their character, not the color of their skin. Volunteering gives us a way to build character, to show that a person’s character does count." FOR MORE INFORMATION on Volunteer Fairfax, go to www.volunteerfairfax.org. Workhouse to Host a Family Volunteer Day Alexandria Commentary: Participate in MLK Community Summit 2016 Fairfax: Volunteers Honor Dr. King’s Legacy Health Workers Devote Time to Uninsured National Day of Service Launches Inauguration Latest news

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Search keyword... Education in Sierra Leone: Changing Minds Isatu Turay is getting baptized on Sunday. She's in her first year of high school in the village of Falaba high in the leafy mountains of northeastern Sierra Leone. Isatu has been diligently studying the catechism. She's a bright girl who came in first for the national primary school exam in the whole chiefdom, one of a number of administrative units that make up districts in the country. She's also the eldest of four siblings, so has many chores to do at home. But her favorite thing is studying, and even after the sun goes down on the family house, which has no electricity, Isatu pores over her books by torchlight. High school student Isatu Turay studies in northern Sierra Leone, where a CRS education project is reaching nearly 200 schools. Photo by Helen Blakesley/CRS "Isatu's a wonderful girl," says Daniel Koroma, the principal of St. Bernard's Secondary School. "That's not flattery. I mean it from the bottom of my heart." "She's brave too," he adds. "Her parents are Muslim, like the majority of people in this area, but she knew I was a Christian and wanted to know more about my faith and philosophy. Now, she's one of our catechists." For most girls in Isatu's class, marriage and kids are top of the list of expectations for them, and so they become the stuff of these young girls' dreams. Not so for Isatu. She wants to be a nurse and to travel, and admits with quiet assurance that finding a husband is not her aim in life—not that the pressures aren't there. "My father wants me to get married quite soon," she says. "I would cost the family less then. The school fees are expensive for us: 25,000 leones [less than $6] a term. But my mother doesn't agree. She's been doing extra work in the fields to get more money." Isatu will need to hold on tight to her ambitions. She lives in Koinadugu, one of the poorest and most remote districts in Sierra Leone. There, only 10% of students reach tertiary level education. As many as 80% of the teachers are volunteers, and so are not fully trained or paid. 'All pikin for learn' "This is why Catholic Relief Services is here," explains Edmond Momoh, education officer with CRS Sierra Leone, "and those figures are improving. Access is a real issue, though. Large parts of the district can only be reached by motorbike, and there's one place where CRS staff have to leave their bikes and trek for 7 hours to reach the village." The CRS "All Pikin for Learn" program provides quality education, especially for girls who frequently leave school to work at home or marry early. Photo by Helen Blakesley/CRS But that's not the only barrier to educating the region's children. "Education is not valued, especially for girls," says Momoh. "They're often taken out of school to work at home or elsewhere, or they're given into early marriage. So CRS is working with communities to encourage them to send girls to school. We show them how important it is. A girl's place is no longer in the kitchen. Educating a girl means educating the nation." Funded through the generous support of the American people through the U.S. Department for Agriculture's Food for Education program, the CRS project "All Pikin for Learn" is in its second phase and targets 192 schools in five of the chiefdoms in the district. Its name means "All Kids Should Go to School" in the local Krio language, which is based on English. Practical needs are taken care of, from building classrooms, water pumps or latrines to providing exercise books, textbooks and pens. A school nutrition program means that students and teachers can start the day on full stomachs and be sure of a hot meal at lunchtime. That breakfast and lunch program has proved a good way to keep children coming back to the classroom. So have take-home rations that girls with more than 85% attendance receive and share with their families. The project also encourages parents to form school management committees, savings groups and mothers' groups that fundraise for children most in need. High hopes for brighter futures Dauda Marah teaches his primary school class in the northern Sierra Leone village of Falaba, one of the poorest and most remote areas in this West African country. Photo by Helen Blakesley/CRS In addition to working to boost the number of students, CRS is investing in the quality of education. With the International Reading Association, CRS is holding training courses for teachers three times a year during school holidays. "We teach the teachers a new, inclusive style of teaching," explains Abdulai Kamara, lecturer at the Northern Polytechnic university in Makeni, a city in central Sierra Leone. "Before, it was one-way traffic, with the teacher talking all the time. Now, the children are encouraged to make their own contribution. They use their initiative and are involved in the learning process." This approach has benefits for both teachers and students. "I've seen teachers really grow in confidence," says Kamara. "They now speak well and hold themselves well. We also help them gain their teaching certificates so they can go on the government payroll." And, "the children are no longer sitting silently in rows," he adds. "They're in groups, talking, contributing." It is hoped that, if the children's minds can be engaged, their future paths will be brighter. That's certainly the hope Principal Koroma is holding out for Isatu. "She's outstanding. I've seen it in her. I have high hopes for her—if she could just have the opportunities she deserves." Bring Your Faith to Life Video A video that shows how CRS offers ways we can live out our faith by reaching out to people in needmore CRS in Latin America and the Caribbean An overview of CRS' work in Latin America and the Caribbeanmore CRS en América Latina y el Caribe Una explicación del trabajo de CRS en América Latina y el Caribemore

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Reunion for Camp White Earth alumni By Pippi Mayfield It's been 40-plus years since the camp closed, but campers and counselors are planning the first reunion of Camp White Earth. The one heading up the reunion is Guy Hatlie, who lives in California and has a cabin on Lake Sallie near Detroit Lakes. "A lot of prominent people from the area attended this camp," he said. The camp was open from the 1930s to 1960s. Hatlie said the owners passed away in the 1960s and left no records of the camp or the people who attended. So beginning with no contacts, Hatlie started searching on his own, and has contacted 60 people he has tracked down. About 40 of them are planning on attending the Sept. 15-17 reunion. "It's great fun contacting these people, especially by phone," he said, getting to reminisce about the camp with former friends. He said he has talked to men from California to Tennessee to New York. One person in particular he remembers is Rich Borstad, who was a counselor while Hatlie attended. "He was my inspiration to do this (organize a reunion) because he was probably my favorite counselor," Hatlie said. Since December of last year, Hatlie started with a few names and addresses he had from attending camp in the 1950s. "I've been wanting to do it since about 1988, but my career kept me from doing it," he said. "I retired last year, and it gave me extra time and I needed a project. I'm a project kind of guy." According to the Web site's history page (www.campwhiteearth.com) in an old, undated publication written by Don Sampson, there were two sessions for four weeks each summer at White Earth Camp. The boys' camp was owned by Neils Thorpe and Rudy Peterson. The two men were coaches at the University of Minnesota in the Twin Cities in swimming and football, respectively. Students from the university worked as counselors at the camp. The two men's wives served as camp nurse and kitchen manager. The camp grew from a one-story main lodge and two cabins to a second story lodge and enlarged cabins in the 1930s. Each wing had about 20-30 boys. The main activity at the camp was swimming. The boys participated in water races at the Detroit Lakes Water Carnival. A rifle range, archery, camping, canoeing and sailboating were some of the activities offered at the camp. "Dave Baker got some of the highest honors of anybody (on the rifle range), and became an excellent marksman in all levels of shooting," Sampson wrote. Once a year, neighbor Mrs. Schermerhorn would invite the boys over for a cookout and homemade ice cream. In the 1950s, Thorpe and Peterson sold the boys' camp to the Lutherans. Before it was the boys' camp, Duane Bellefeuille's grandfather ran it as a resort from the 1920s-1930s. "In describing the facilities of this camp, it was very rustic," then counselor John Kalin wrote. "In this day and age, you'd wonder how they could command the price they did to lodge these young boys, with the almost crude facilities they had established -- no indoor plumbing -- we had outhouses for each bunkhouse; for showering and cleaning, you took your shower in the lake at the 'dip docks' before breakfast." Camping trips to McCraney River and Many Point Lake were included the camp. It was mandatory at the camp to take a nap from 12:45 to 2:15 p.m. -- for the counselors anyway. "When I arrived at the Waubun Railroad Station at 3 a.m., I called the camp for a ride and got Thorpe out of bed. He said, 'find a bench, and I'll be in around 8 a.m. to pick you up!' That was my introduction to the camp," Kalin wrote. Like the Web site, filled with memories and history, so are the boys, now men that attended the camp. Several were contacted to share some of their memories and what they're looking forward to with the reunion. Steve Koepcke, St. Louis Park, said he can remember riding the Great Northern train to camp. "We had lunch on the train and arrived in Detroit Lakes to be bussed to the camp. Of course, some years later we were bussed all the way from Minneapolis, where most of the campers would gather to go to camp." Koepcke attended the camp from 1950-61. He served as a camper for six years, a kitchen boy for one and a counselor for five. "I remember sailing in one of the four X boats and tipping over. Of course, I was dressed in long pants and tennis shoes and it was extremely difficult to get me into one of the rescue boats. "It took a lot of work to get the boat righted, as someone had to take down the sails before any attempt was made to get the boat upright." Koepcke said he enjoyed working with Neils Thorpe on the rifle range. "As a camper, he taught me how to shoot a target 22, and then, as a counselor, I was able to teach others." Like most of the boys at the camp, Koepcke said he enjoyed the outdoors of the camp. "I especially remember carrying on the legacy of Tom Nelson, by making up and hiding clues around the campgrounds for the annual 'Treasure Hunt.'" Koepcke said he plans to attend the reunion in September and can't wait to hear the stories and tales of other past campers. "I remember my years at Camp White Earth as some of the best years of my life." George Fulford, La Crosse, Wis., attended the camp for five years, 1950-54. He said the Sunday evening campfires were memorable. Neils Thorpe was a master storyteller, he said. "He would spin out 'The Count of Monte Cristo' hour after hour over the weeks in the twilight, without notes. Imagine several dozen grade school age boys giving quiet attention, then singing those good old campfire songs." Fulford also plans to attend the reunion this fall, "to see the lay of the land and the lake and swap stories. I hope we will have time to play capture the flag again." Jim Richards, Callaway, owns Maplelag Resort, which is the location of the reunion. He attended the camp from 1948-55. Richards' grandfather, Fred Sanders, owned the Becker County Land Company, and sold the land Camp White Earth was on to the Thorpes and Petersons. Richards has many memories of his time at the camp. "Often the counselors were returning WWII vets so the discipline was very demanding. The beds had to be made each day with 45-degree corners and you had to be able to bounce a quarter so high when dropped." And then there were the not so strict and orderly memories. "The outhouse we all used was called Mrs. Jones. No showers, of course, and each day, regardless of the weather, we hiked over a mile to the swim beach for washing and bathing. And there were no swimsuits allowed. Would this be allowed today? I doubt it. "I also remember as a new camper the thrill of being asked to hold the bag and flashlight on a snipe hunt. I totally bought into this and held the bag and flashlight on a trail in the woods even while the mosquitoes ate me alive believing the rest of the crew was driving the snipe toward me to run into the bag. I wonder if youth today would be so trusting." Richards said he is looking forward to talking to the other campers from that era at the reunion. "It is much like having been in the service. You make close friends, share inner thoughts, and then bang, they go and never see them again. "To be a youth today is not quite so simple, and that is why the Camp White Earth experience is so meaningful. It is amazing how often I think about it." Alumni of Camp White Earth are encouraged to contact Guy Hatlie at 310-469-4288 or go to the Web site www.campwhiteearth.com. The reunion is scheduled for Sept. 15-17 at Maplelag Resort in Callaway. "It gives me a great deal of pleasure -- people who haven't seen each other for 50 years ... I can tell it's going to be wonderful just from the phone calls," Hatlie said.

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Bringing light to Donegal’s past Reporter: Declan Magee18 Sept 2012 Brian Lacey has been one of the most important figures in history and archaeology in Donegal in the last 30 years. Brian Lacey has been one of the most important figures in history and archaeology in Donegal in the last 30 years. From Dublin, his interest in the history of the county began seriously with his PhD thesis he completed on St Colum Cille. It was the beginning of an academic and publishing career which has seen him return to the county again and again.He has just published his latest book on the county ‘Lug’s Forgotten Donegal Kingdom’ which focuses on an area from Cloughaneely to Kilmacrennan which constituted a tiny kingdom that had an ongoing association with the pagan god Lug – Lugh Lámhfhada. Many of the myths around Lug would later be associated with the saint.The latest publication brings Brian full circle in his career, back to the area that Colum Cille came from. He has also recently completed filming an Irish language television programme on the saint for the BBC which will be broadcast next year.His close association with the county was helped by being based in Derry from 1974 until 1998. He took a teaching post in the Magee campus of the University of Ulster and he later became head of museum services in the city where he oversaw the creation of the award-winning Tower Museum. His biggest contribution to history and archaeological sites in the county came when he lead the archaeological survey of the county from 1979 to 1983 - the first of its kind to be carried out in the country - which brought him to virtually every field in the county.Carried out in conjunction with Donegal County Council, it was a massive task and a pioneering one. There had been an amateur survey in the 1970s organised by Mountcharles woman Mairead Dunleavy, who worked in the National Museum, after there was no sign of the State archaeological survey coming to the county. After that, funding was secured to carry out a professional survey.The project was a huge undertaking, Brian recalls, and funding conditions meant the field work had to be carried out in just a year. It involved visiting over 4,000 sites all over the county.“Technology has moved on considerably but in those days we literally did not have typewriters never mind computers so it was a matter of searching all the old maps and then going out to visit anything that was either known to be an archaeological site or was potentially an archaeological site.“It wouldn’t be true to say we went to every single field in Donegal but we nearly went to every single field in Donegal to check them.”He describes himself as a bit of a mixture between an archaeologist and a historian of pre-Norman Irish history. “Most of my work has been about the Donegal-Derry area.He has published around a dozen books with most of them dealing with Derry or Donegal between 500AD and 1200AD. “That is the main period that I have been interested in. St. Colum Cille is of major interest to me. Not just the saint but the traditions, the folklore and the archaeology that are associated with him. They are not exclusively to Derry and Donegal but they are certainly concentrated in Derry and Donegal.” He worked in Derry during some of the worst years of the Troubles in the City but the IRA bombing campaign of the city centre did have some benefits for an archeologist. “Whenever the bombs went off and the buildings were cleared and the fires were put out we would go in and excavate them. What we were looking for was evidence of early and medieval Derry but we found evidence of plantation Derry.”He would go on to set up the Tower Museum in the O’Doherty Tower within the city’s walls. “It is the only museum ever in history to have been both British museum of the year and Irish museum of the year.”Creating a museum in a city where history is so devisive was a challenge. “The divisions in the city are very much derived from history but there is a particular challenge to be as even-handed as we could be and I think we pulled it off.”He stayed in the north west until 1998 and left on the day the Good Friday Agreement was signed. “I joked to people that I was part of the agreement - they gave me back as part of the deal”. He was appointed director of the Discovery Programme which he left recently. One of the projects the organisation is working on is the connections between the Romans and Ireland. This has brought him back to Donegal. He recently contributed to the documentary film on the mining of sand from Muckish mountain and that ties in with research on the Romans in Ireland and the theory that they might have come to Donegal looking for sand to make glass. The Romans searched the whole known world for sand to make glass as they needed a particular type of sand. “The Discovery Programme is investigating all the evidence of Romans in Ireland and just as part of that process I have been honing in on the fact that there is a collection of Roman Artefacts from north west Donegal.” His latest book focuses on the Pagan god Lugh and worship of him in Donegal by the Síl Lugdach people. “It looks as if there was a particular devotion to the God in that area and it is possible that Mt Errigal was named after him. These people eventually became some of the most important families in Donegal, in particular the O’Donnells and the O’Dohertys. When Christianity comes the cult of the Celtic God Lug becomes Christianised and the characteristics of the god reappear as stories about St Colum Cille and the local saint Beaglaoch.”Lug’s forgotten Donegal kingdom: The archaeology, history and folklore of the Síl Lugdach of Cloghaneely by Brian Lacey will be launched at 8pm on Friday at An tSean Bheairic in Falcarragh. Leave your comment

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Accountability Ratings & Reports Attendance Zones Branding/Logo Community Advisory Committees District/Strategic Planning District Publications District News Releases Districts of Innovation DSISD Operating Procedures Facilities/Facility Use Honors/Awards New Schools Home > About DSISD About DSISD The Dripping Springs Independent School District is located in the northwest portion of Hays County (approximately 19 miles west of Austin) and offers a comprehensive curriculum based on the goal of student achievement at the highest level. Teachers strive to personalize instruction to meet the needs of each student and help him or her reach their individual potential and connect with personal passions. Superintendent Bruce Gearing has promoted the importance of having a "life changer" in every classroom to truly impact students' love of learning in addition to helping them with content mastery. District planning in all areas emphasizes the acquisition of 21st Century skills (creativity, collaboration, critical thinking, communication, problem-solving, global citizenship) by students. This emphasis is reflected in the district's curriculum, use of technology, budgeting and staff development. There are many factors that contribute to DSISD’s excellence in education, including a quality teaching staff at all grade levels. Outstanding academic and extracurricular activities are available to all students, and students routinely participate and excel in UIL competition. In addition, Dripping Springs ISD have experienced success in many arenas at state, regional and even national levels. Currently the district operates five campuses along with a central administration office, and separate transportation and support service facilities. A second middle school and a fourth elementary school are projected to open in Fall of 2017. In 2013-14, DSISD eclipsed the 5,000-student mark and enrollment is growing at a rate of 6-7 percent per year. In Dripping Springs the schools are the center of the community—parents and community members actively support the schools through PTA and volunteer programs. Dripping Springs ISD often is recognized for excellence at the district level. In 2014, DSISD was one of five statewide finalists as the Large District of the Year in the H-E-B Excellence in Education Awards program. The district also was ranked first in Central Texas by the organization Children at Risk. Dripping Springs ISD has been recognized for its financial accountability. In the most recent Financial Allocation Study for Texas (FAST) released in December 2013, DSISD received the highest rating of "five stars," one of only 42 public school districts to do so; this report measures academic progress in relation to financial efficiency. DSISD Vision: We inspire and equip students to be life-long learners and positive contributors to the world. DSISD Mission: We partner with students, parents and the community to provide a personalized and exceptional education for every student.

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Home/VACA/Careers Visual and Communication Arts Careers EMU students have remarkable opportunities for professional networking, internships, and media exposure. VaCa student work in photography, digital media, art and videography has received attention from national and international media. The Washington Post covered our class documentary on the Kurdish community in Harrisonburg, and the BBC ran student photos from the documentary on their website. Digital media grad Joel Landis interned at an advertising agency specializing in film trailers in Los Angeles. After graduation, he moved into a full-time role as video editor. He now creates film trailers for major motion pictures and is based on the West Coast. Matthew Gillis, a photography major, interned for National Geographic Adventure in New York City, the D.C. United soccer team and Oregon’s Statesman Journal. He was the winner of an Associated Press Photo of the Month. Steven Stauffer submitted his class photography portfolio to the Festival of the Photograph and was awarded a scholarship to study with National Geographic photographer Bill Allard for a week. Steven’s work was shown at the Paramount Theater in Charlottesville to an international audience that included some of the best known photographers in the world. Art major Kari Martin’s work was exhibited in three shows in the region during her senior year, and her paintings were selected for a consortium student show at Bridgewater College. They were also the only student works accepted into an invitational show, “Red” at the Smith House Gallery. Additionally, Kari won an award for one of the paintings in the nearby Artful Dodger’s first juried show. Our graduates are bringing their Visual and Communication Arts training to a variety of vocations. Here are a few samples: The wide variety of classes and the great instruction I received at EMU helped prepare me to be an effective teacher. Even though the world of technology is constantly changing, the foundational skills I learned in my classes will always be relevant. -Andrew Gascho, communications and photography graduate whose internship photographs of D.C. politicians appeared on a PBS FRONTLINE documentary. Andrew now teaches digital communications at Eastern Mennonite Schools. After interning with the Sierra Club, Joaquin Sosa began working as a photographer for The Hill in Washington, D.C. Michelle Lynn Mitchell is a photographer for the Virginia News Leader. She specializes in wildlife and animals. Frank Ameka worked as a media designer for James Madison University. His photography has been published in Time Magazine. Mary Yoder-Anderson is the publications coordinator for the American Shakespeare Center . Todd Yoder is a self-employed illustrator. His work can be found at Todd Kenton Yoder Illustration. Mark Fenton is a media specialist with Gravity Group in Harrisonburg. Tiffany (Horst) Showalter is a photographer for Rosetta Stone , the creators of the leading language learning software. Melanie Pritchard is a freelance artist/illustrator. Kelley Horst teaches art at Harrisonburg High School. Shawn Hunter became a media producer for Mennonite Central Committee . Katie (Rodriguez) Schmid and Amelia Schmid own a photography business, The Pinwheel Collective. Jon Styer is a digital media specialist and lead designer at Eastern Mennonite University. EMU is not responsible for the content of external links. This information was updated in October 2015. Visual and Communication Arts ‘VACA’

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Sibley Music Library Rehearsal Schedules Musical Tales of a Winter’s Night The great Italian writer Italo Calvino (pictured) is the inspiration for this year’s Benson Forum on Creativity, which brings together the music of Professor of Composition Carlos Sanchez-Gutierrez and several Eastman student composers, the Eastman BroadBand ensemble (pictured below), and the bilingual Kairos Italy Theater troupe. They are collaborating for “If on a Winter’s Night a Traveler…”, a program of new musical works inspired by Calvino’s books, complimented by staged excerpts from the Italian author’s fantasy novel The Cloven Viscount. The program was conceived by Sanchez-Gutierrez and Assistant Professor of Italian Elena Bellina. It will be performed April 4, at 8 p.m. in Hatch Recital Hall, and repeated Monday, April 7 at New York University. For more details about the performance and about the Benson Forum on Creativity, click here. For an introduction to Italo Calvino and an interview with him, click here and here. Resources for Faculty and Staff Eastman School of Music 26 Gibbs St., Rochester, NY 14604 © 2016 Eastman School of Music

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About The Site Evolution Hoax Quick Grasp Of Faith - 2 - 01-20: Questions and Answers21-40: Questions and Answers41-60: Questions and Answers61-80: Questions and Answers81-100: Questions and Answers < < 01-20: Questions and Answers 1- What does modesty signify in believers? Modesty is mentioned in the Qur'an as an important attribute of believers. Allah, in His verses, commands believers to be modest. It is also related in Qur'anic verses that Allah does not love those who are haughty and boastful. Believers are those who are aware of the fact that Allah is the Creator and the only Lord of everything, and that it is He Who bestows His blessings on mankind. A believer is cognisant of his weakness before Allah, and therefore never displays an unjust arrogance. No matter how beautiful, how rich, how intelligent or how esteemed he may be, he does not boast of these things, because he knows that it is Allah Who grants them to him. For that reason his behaviour towards other believers is also modest. He does not try to emphasise his own abilities or good features; he expects the recompense for all he does only from Allah. Contrary to the arrogance of unbelievers, believers behave with a humility, which is also reflected in their appearance. The modesty of their manner is described in the following verse: The servants of the All-Merciful are those who walk lightly on the earth [i.e., with dignity but without arrogance] and, who, when the ignorant speak to them, say, "Peace". (Surat al-Furqan, 63) As a result of this attitude, Allah gives believers the glad tidings of Paradise: ... Your God is One God so submit to Him. Give good news to the humble-hearted. (Surat al-Hajj, 34) 2- How can one turn away from worthless and useless things? What is the meaning of "worthless and useless"? One can turn away from worthless and useless things if one acts in order to gain the good pleasure of Allah alone. Believers know that they need to use the time granted to them in this world in the most efficient way because what they do in the world determines their permanent abode. Therefore, in every deed they perform, they aim to gain a good deed for the Hereafter. Naturally they talk, have fun, eat, laugh, think and work just as everyone else does; but in doing these things they always have good intentions which are likely to be of benefit to other people and to the religion. Apart from these things, all believers' acts serve a purpose. They always turn towards good deeds that will gain them Allah's approval the most. For example, anyone can talk about automobiles. Yet a believer would not spend hours in such conversation while there are other urgent things to do. Likewise, a believer would not chat for a long time about which team will be the winner in a football match when talking to someone to whom he can communicate the religion of Allah. That is because the crucial thing at that moment would be to enlighten that person about the existence and the greatness of Allah, and about what he has to do in order to deserve Paradise and to avoid Hell. In brief, believers neither plunge into long discussions on topics that are not relevant to the benefit of the religion and of Muslims, nor spend more than a sufficient and reasonable time on these subjects. They use their time efficiently by properly distinguishing between all worldly matters. They do this by use of their conscience and reason. They decide what is "worthless" and what is useful, and do not compromise this. The attitude adopted by believers when they hear "worthless talk" is related in the Qur'an in these words: When they hear worthless talk they turn away from it and say, "We have our actions and you have your actions. Peace be upon you. We do not desire the company of the ignorant." (Surat al-Qasas, 55) 3- What is the concept of cleanliness in the Qur'an? Believers are people who are physically very clean. The cleanliness and tidiness of their bodies, of the food they eat, of the clothes they wear, and of the environments they live in always attract the attention of others. They try to make the places they are in similar to the elegant environment of Paradise described in the Qur'an. Allah has stressed in a number of verses what a believer's idea of cleanliness should be: Purify your clothes. Shun all filth. (Surat al-Muddaththir, 4-5) You who believe! Eat of the good things we have provided for you... (Surat al-Baqara, 172) … Do not associate anything with Me and purify My House for those who circle it, and those who stand and bow and prostrate. (Surat al-Hajj, 26) 4- What does moral cleanliness mean? In the Qur'an Allah states that people should be morally clean too. It is stated that he who avoids the evil of his soul (nafs) and purifies it will succeed. Allah states in Surat ash-Shams: By the soul and the One Who proportioned and inspired it with knowledge of depravity and with its sense of duty, he who purifies it has succeeded, he who covers it up has failed. (Surat ash-Shams, 7-10) Moral purity is attainable, as we are informed in the verse, when one avoids the evil that one's soul commands one to commit. Someone who is morally pure has a sincere faith and a peaceful spirit. All his thoughts and all his deeds are righteous. In every event he encounters, he behaves in a manner that shows that he is well pleased with Allah. He is sincere and genuine. He well knows that there is definitely goodness in everything Allah creates. Such people are purified from the corruption in their soul. Allah heralds the good end that these people will meet: … You can only warn those who fear their Lord in the Unseen and establish prayer. Whoever is purified, is purified for himself alone. Allah is your final destination. (Surah Fatir, 18) He who has purified himself will have success. (Surat al-A'la, 14) 5- How is jealousy mentioned in the Qur'an? Envy is condemned in the Qur'an. Allah has revealed that He created the soul of mankind prone to selfishness, but that believers should be wary of it: ... But people are prone to selfish greed. If you do good and guard against evil, Allah is aware of what you do. (Surat an-Nisa, 128) Some people answer "yes" or "a bit" when they are asked if they are jealous. Yet they do not think much about the meaning hidden behind this answer.Jealousy comes as a result of not accepting that somebody else is superior to oneself in a particular aspect. This, indeed, is an extremely wrong attitude which may lead a person even to haughtiness against Allah, because it is Allah Who grants people everything they possess; He gives as He wills and no one can ever prevent this. Apart from this, it is also related in the Qur'an that satan rebelled against Allah by not prostrating himself before Adam. We are informed that he regards himself superior to Adam. So we face an important fact at this point: jealousy is, in fact, an attribute of satan, and anyone who fears Allah should strictly avoid it. In the Qur'an, Allah tells believers to take refuge in Him to protect themselves from the evil of the envious: Say: "I seek refuge with the Lord of Daybreak (Surat al-Falaq, 1) From the evil of an envier when he envies.. (Surat al-Falaq, 5) 6- What does the Qur'an say about "mockery"? Mockery is an example of poor morality which Allah certainly does not approve of. There are many manifestations of mockery in irreligious societies in which the values of ignorance are predominant, including mocking the imperfections or defects of others, and calling one another by unpleasant nicknames. In the Quran, Allah warns people against this evil act as follows: Woe to every scorner and mocker. (Surat al-Humaza, 1) Another type of mockery referred to by Allah in the Qur'an is that of believers by unbelievers. It is revealed in the Qur'an that because they were unable to grasp that the believers were on the true path, those who believed themselves to be superior to the believers used to mock them, displaying the greatest unreason. Some of the verses on this subject read: Those who did evil used to laugh at those who believed. When they passed by them, they would wink at one another. (Surat al-Mutaffifin, 29-30) Yet, Allah reveals that these people are greatly mistaken and heralds the tragic end they will come to as follows: So today those who believe are laughing at the disbelievers, on couches, gazing in wonder. Have the disbelievers been rewarded for what they did? (Surat al-Mutaffifin, 34-36) Furthermore, Allah describes in the Qur'an those who ignorantly hold Islam and His revelations up to mockery, and reveals that these people reject every warning from Allah and His messengers. They are the people who do not measure the power of Allah to its full extent and ignore the fact that they will be judged in His presence. Yet, these people will be bewildered in the Hereafter and will be repaid for the mockery they used to engage in. This fact is clearly mentioned in the Qur'an: Those are the people who reject their Lord's Signs and the meeting with Him. Their actions will come to nothing and, on the Day of Rising, we will not assign them any weight. That is their repayment—Hell—because they disbelieved and made a mockery of My Signs and of My Messengers. (Surat al-Kahf, 105-106) Follow the best that has been sent down to you from your Lord before the punishment comes upon you suddenly when you are not expecting it; lest anyone should say, "Alas for me for neglecting what Allah was due, and being one of the scoffers!" (Surat az-Zumar, 56) 7- Where does calling others by offensive nicknames stand in the Qur'an? People who do not live by the moral values of the Qur'an deride other people by calling them by offensive nicknames in an attempt to dishonour them and thus exalt themselves. Believers, on the other hand, never behave in such a poor manner. Allah strictly prohibits believers from doing so, stating that those who do not obey this injunction are wrongdoers: You who believe! People should not ridicule others who may be better than themselves; nor should any women ridicule other women who may be better than themselves. And do not find fault with one another or insult each other with derogatory nicknames. How evil it is to have a name for evil conduct after coming to faith! Those people who do not turn from it are wrongdoers. (Surat al-Hujurat, 11) Those who conform to the morals of the Qur'an never behave in this indecent way, which is disapproved of by Allah. They address each other in the most pleasing way and deeply respect each other as sincere servants of Allah. 8- What is the place of gossip in the Qur'an? In the Qur'an, Allah forbids believers backbiting, and refers to it as an indecency: … And do not backbite one another. Would any of you like to eat his brother's dead flesh? No, you would hate it. Heed Allah. Allah is Ever-Returning, Most Merciful. (Surat al-Hujurat, 12) As commanded by this verse, people who live by Islamic morals and are like brothers and sisters to each other strictly avoid this behaviour. On the contrary, believers remember only each other's good intentions and always try to highlight their good attributes. They do not try to find defects or faults in believers—people who are submissive to the will of Allah. Gossip, which indeed causes great distress to people in societies remote from Islamic morals, is a corruption that never exists among believers who maintain the limits set by Allah. When believers notice an imperfection or other defect in another, they do not backbite, but instead advise the person directly so that he will amend his unacceptable behaviour. 9- Why is despair not an approved state? Despair is unthinkable for a person who is aware of the fact that Allah is the creator of every being and every event, and who measures the power of Allah by its true measure. Because Allah is the One Who removes difficulties for His servants, is most forgiving, is full of mercy and has complete power and knowledge. Every incident that people may regard as a reason for despair, including all impediments, unexpected obstacles, diseases, accidents or mistakes, in fact occurs under the complete control of Allah. Allah is All-Knowing and nothing is absent from His knowledge. Being aware that one's destiny is designated by His endless knowledge is the greatest comfort one can ever have. Knowing this fact, one can never give way to despair. Besides this, believers, knowing that it is possible that their mistakes may be remitted in this world, do not lose hope. Indeed, people are commanded in the Qur'an not to despair of the mercy of Allah: "… Do not despair of solace from Allah. No one despairs of solace from Allah except for those who disbelieve. " (Surah Yusuf, 87) Say: "My servants, you who have transgressed against yourselves, do not despair of the mercy of Allah. Truly Allah forgives all wrong actions. He is the Ever-Forgiving, the Most Merciful." (Surat az-Zumar, 53) 10- Is being sentimental approved of in the Qur'an? Being sentimental is not approved of in the Qur'an, although being a man of "wisdom" is essential. Allah bestows intelligence and understanding upon those who heed Him. Believers who possess wisdom consider all events within the framework of absolute truths specified in the Qur'an. They make appropriate decisions acting in the light of their reason and conscience, thereby easily resolving all matters, whereas sentimentality plays a significant role in confounding one's understanding. If one approaches events emotionally instead of using reason, the ability to discriminate between right and wrong becomes impaired. One's decision-making and judgments can no longer be relied upon to be impartial or just. Since one attributes importance to what other people think, one cannot make quick and appropriate decisions. Evaluations made in an emotional state would be based on personal value judgements instead of the criteria of the Qur'an. 11- What is the concept of sincerity in the Qur'an? "Sincerity", literally, has the meaning of being pure and unadulterated. The concept of sincerity mentioned in the Qur'an denotes turning to Allah in devoutness. A sincere believer devotes all his deeds throughout his entire life to seeking the pleasure of Allah and expects his reward only from Him. He does not make devious calculations orientated around the opinions of other people or trying to find favour with them. Therefore all of his actions are sincere and candid, such as would earn the pleasure of Allah. A sincere person is honest first with Allah and then with people; because he well knows that Allah hears and sees all things, and that he will be judged in His presence and will be held responsible for all of his deeds, words and thoughts. For this reason the sincerity and candour of believers are among the most significant signs of the firmness of their faith. Allah has made the sincere attitudes of the messengers, who always sought to earn the good pleasure of Allah, an example for believers: And remember Our servants Ibrahim, Ishaq and Ya'qub, men of true strength and inner sight. We purified their sincerity through sincere remembrance of the Abode. In Our eyes they are among the best of chosen men. (Surah Sâd, 45-47) Those who turn to Allah in sincerity are praised in the Qur'an. The Qur'an heralds the good outcome of these people as follows: … Those who shun the worship of false gods and turn towards Allah will have good news. So give good news to My servants. Those who listen well to what is said and follow the best of it, they are the ones whom Allah has guided, they are the people of intelligence. (Surat az-Zumar, 17-18) 12- Do believers grieve over events? Believers do not grieve over events, because they know that Allah will try them with all manner of circumstances. They put their trust in Allah and maintain their steadfastness. They remember that Allah creates everything with wisdom. An example is given in the Qur'an as follows: If you do not help him, Allah did help him when the disbelievers drove him out and there were two of them in the Cave. He said to his companion, "Do not be despondent, Allah is with us." … (Surat at-Tawba, 40) As stated in the verse, our Prophet (may Allah bless him and grant him peace) advises his companion, even in the very midst of hardship, not to be despondent. Since believers have an excellent model in the messenger, they behave accordingly in difficult situations. Among the most important reasons why believers never despair is that they know that every incident Allah brings about will ultimately turn out to be good for them. Allah has promised believers a good life in this world. During this good life, believers hope Allah will place them in the eternal Hereafter in an outstandingly splendid abode, which is much more beautiful than this world and where Allah's blessings never diminish. This is certainly the best news one can ever receive and is the greatest source of joy. Therefore believers never become despondent. Allah gives believers the good news as follows: Indeed, those who have said, "Our Lord is Allah", and then remained on a right course—the angels descend upon them [saying]: "Do not fear and do not grieve but rejoice in the Garden [i.e., Paradise] you have been promised. We are your protectors in the life of this world and the Hereafter. You will have there all that your selves could wish for. You will have there everything you demand. (Surah Fussilat, 30-31) 13- Do believers feel anger? Believers, like anyone else, may naturally feel anger at certain events. However one of the most important indications of their virtuous character is their ability to control their anger. They know that no good will come of an uncontrolled, intense fury, and that they will just lose their ability to act reasonably or to be just. They avoid making wrong decisions that may harm both themselves and those around them. They abstain from it most importantly because they know that Allah will not approve of such a reaction and form of behaviour. For that reason believers exhibit steadfastness and forgiveness. Allah praises this feature of believers in the Qur'an in these words: Those who give in times of both ease and hardship, those who control their rage and pardon other people—Allah loves the good-doers. (Surah Al 'Imran, 134) Yet, "controlling rage" should not be misunderstood: it does not mean to accept everything as it is or being passive. Believers certainly take the necessary precautions, and try to prevent any wrongdoing or situations that may cause harm to other believers. However, they do not react emotionally; instead they try to find sensible ways to influence people's behaviour, or otherwise limit whatever damage is being caused. 14- Do believers make mistakes? As informed in the Qur'an believers may make mistakes. But, since they fear Allah and are sincere to Him, they do not knowingly persist with their wrongdoing, and immediately try to make amends for it. They seek forgiveness and self-improvement in the areas they were wrong, with the aim of not falling into the same error again. They are well aware of the fact that this world is a place of testing; therefore they draw lessons from their mistakes. Allah praises this commendable attribute of believers in many verses and promises them forgiveness: Those who, when they act indecently or wrong themselves, remember Allah and ask forgiveness for their bad actions (and Who can forgive bad actions except Allah?) and do not knowingly persist in what they were doing. (Surah Al 'Imran, 135) 15- What is the concept of justice in the Qur'an that believers are commanded to possess? Allah has commanded believers to evaluate all events with justice and within the boundaries stated in the Qur'an. He has instructed them to be absolutely just while judging between people and always to be on the side of justice. When believers bear witness, they are the most honest and just in their witnessing. A decision one makes or evidence one gives may sometimes be to one's own disadvantage, or may affect the interests of a friend or relative. However, this is of no importance for one who fears Allah because the measure for the deeds of believers is the good pleasure of Allah. In the moment, the most convenient thing to do may appear to be to bear witness or to make a judgement in a way that Allah does not approve. A worldly expediency, however, never affords believers serenity or happiness, on the contrary becomes a source of compunction, as long as Allah is not pleased with it. For that reason believers render justice even if it is against themselves or their relatives. Allah forbids believers the contrary as follows: You who believe! Be upholders of justice, bearing witness for Allah alone, even against yourselves or your parents and relatives. Whether they are rich or poor, Allah is well able to look after them. Do not follow your own desires and deviate from the truth. If you twist or turn away, Allah is aware of what you do. (Surat an-Nisa, 135) Another risk that is likely to prevent people from being just in their judgements is the anger they may feel towards other people. If one bears anger or malice towards someone else, then he would be unlikely grant that person the benefit of the doubt or to act in his favour. Believers, however, consider the pleasure of Allah to be of paramount importance and do not cease acting with justice no matter who the other party may be, because Allah has commanded believers: "… Do not let hatred for a people incite you into not being just. Be just. That is closer to heedfulness…" (Surat al-Ma'ida, 8) 16- How should the remembrance of Allah be? Believers are aware of the fact that Allah sees and hears them at every instant, and that Allah has created every event they encounter. For that reason they always bear Allah in mind. At every instant of their lives they internally reflect on Allah, and in their dialogues with other believers they remember our Lord's might, His exaltedness, and the perfection of His handiwork in the creation. It is related in the Qur'an that believers always remember Allah as follows: Those who remember Allah, standing, sitting and lying on their sides, and reflect on the creation of the heavens and the earth, [saying]: "Our Lord, You have not created this for nothing. Glory be to You! So safeguard us from the punishment of the Fire." (Surah Al 'Imran, 191) One remembers Allah by being aware of the fact that every occurrence is created by Him, reflecting on the meaning of those occurrences in one's own life, trying to see and understand the wisdom in the creation of Allah, trying to grasp His exaltedness at every instant and transmitting all these to other people. A person can steadfastly put his trust in Allah when he is facing an apparently difficult situation only if he remembers Allah at that very moment. Therefore, one who is constantly mindful of Allah, is constantly aware of Him and His power, and hence behaves properly. 17- How is the Day of Judgement described in the Qur'an? As stated in the Qur'an, "... The Hour is coming..." (Surah Ta Ha, 15). On that day all living things, along with the stars, planets and galaxies, in short, everything in the heavens and the earth will vanish. Some of the occurrences that are due to take place are depicted in the Qur'an as follows: Heaven will be split apart, for that Day it will be very frail. (Surat al-Haqqa, 16) The stars will fall in rapid succession. (Surat at-Takwir, 2) The sun and moon will be fused together. (Surat al-Qiyama, 9) The oceans will surge into each other. (Surat at-Takwir, 6) The mountains will become like shifting dunes. (Surat al-Muzzammil, 14) The mountains will be like tufts of coloured wool. (Surat al-Qari'a, 5) The earth will be crushed and ground to dust. (Surat al-Fajr, 21) The earth will disgorge its charges. (Surat az- Zilzal , 2) These are only a few of the terrifying happenings that will occur on the Day of Judgement. On that day, essentially everything that man values will vanish, and everyone will understand that nothing, other than the right actions done for the pleasure of Allah, is of any value. 18- How will the unbelievers be on the Day of Judgement? The Day of Judgement is the most dreadful and terrifying day one can ever imagine living through. On that day unbelievers will meet a manifest truth which they never thought about even though they were promised it, and it will be impossible to be sent back again to compensate for what they did in the world. On that day, unbelievers will understand in terror that death is not a destruction, but on the contrary, the beginning of a painful punishment which will last forever. Allah has stated in the Qur'an that people will be like drunkards on that day, on account of the intensity of the terror they feel: ...And you will think people drunk when they are not drunk; it is just that the punishment of Allah is so severe. (Surat al-Hajj, 2) On that day, all value judgements of unbelievers will change at once because of the terror of the occurrence. Wealth and sons they used to consider the most valuable won't be of any importance any more. Allah heralds in the Qur'an that on that day people will seek only for their own rescue and will flee from each other: The Day a man will flee from his brother and his mother and his father, and his wife and his children: on that Day every man among them will have concerns enough of his own. (Surah 'Abasa, 34-37) Some of the details related in verses about how people will be on that day are as follows: ... The eyes of those who disbelieved will be transfixed... (Surat al-Anbiya, 97) Every nursing woman will be oblivious of the baby at her breast, and every pregnant woman will abort the contents of her womb (Surat al-Hajj, 2) How will you safeguard yourselves, if you disbelieve, against a Day which will turn children grey (Surat al-Muzzammil, 17) 19- Are believers in great numbers? Allah states in many verses that real believers will be very small in number. For that reason the numbers of believers have always been small throughout history and unbelievers have always been the majority. This is also an indication of the pre-eminence, value and superiority of believers. The following verse affirms that most people will not be believers: But most people, for all your eagerness, are not believers. (Surah Yusuf, 103) For that reason it would be a big loss for one to take the majority as one's role model, and to believe the way the majority believes. These people, no matter how great they are in number, will not find a way of escape from Hell in the Hereafter, unless they change their attitude and bad manners in this world. 20- How will believers be welcomed in the Hereafter? Believers, unlike unbelievers, will be cordially welcomed to their lives in the Hereafter. As stated in the verse "those the angels take in a virtuous state…" (Surat an-Nahl, 32) they are taken in death in a good state. They are safe from every kind of fear. They are given an easy reckoning thanks to Allah's favour and mercy to them. They are given by the angels the glad tidings of Paradise that Allah promised them, and are eventually escorted there: And those who heed Lord will be driven to Paradise in companies and when they arrive there, finding its gates open, its custodians will say to them, "Peace be upon you! You have done well so enter it timelessly, for ever." They will say, "Praise be to Allah Who has fulfilled His promise to us and made us the inheritors of this land, letting us settle in Paradise wherever we want. How excellent is the wage of those who work!" (Surat az-Zumar, 73-74) You can read Harun Yahya's book Quick Grasp Of Faith - 2 - online, share it on social networks such as Facebook and Twitter, download it to your computer, use it in your homework and theses, and publish, copy or reproduce it on your own web sites or blogs without paying any copyright fee, so long as you acknowledge this site as the reference. Recently Added

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Finance NewsdebtStudent Debts: Scotland’s Legal Challenge Student Debts: Scotland’s Legal Challenge Scotland’s Tuition Fees Are Free for Scottish Students By: Rachael Bellis TweetScotland’s funding system for universities has been faced with a legal dispute from human rights lawyer Phil Shiner. Mr. Shiner, from Public Interest Lawyers, has claimed the policy breaks the European Convention on Human Rights, as it charges students from other parts of the UK. Students in Scotland do not pay tuition fees, but students from the rest of the UK do. According to the Scottish government, it is within is legal rights to charge the students. English Legal Battles Mr. Shiner represents two students, Callum Hurley from Peterborough, and Katy Moore from London, who have been given a judicial review in order to challenge tuition fee increases in English universities. The argument is expected to include a debate on students from underprivileged and ethnic minority backgrounds facing discrimination by the new methods. In Scotland, Mr. Shiner has examined the fees structure, allowing Scottish students to study for free while English students currently pay between £1,820 and £2,895. This is expected to increase to up to £9,000 in 2012. The human rights lawyer says that ministers north of the border have “misinterpreted the law”. “Ordinary Domicile” He also suggested the discrepancy could be against Britain’s Equality Act. However, a spokeswoman for the government in Scotland has said, “”We are clear that the proposals set out are lawful. “Tuition fee arrangements are based on “ordinary domicile” not nationality. “In an ideal world, no students would pay fees. Our main priority has to be to protect opportunities for Scottish students to study at Scottish institutions by maintaining free education north of the border. “With the UK government introducing tuition fees south of the border of up to £9,000 per annum, Scottish students studying in England will continue to receive financial support in the form of bursaries and loans.” The highest fees possible from September 2012 will be £9,000. The government had said that these fees should be set in “exceptional circumstances” but two thirds of universities have already proposed to charge that amount. According to the EU ruling, Scotland must treat other EU students in the same way as Scottish students. However, Mike Russell, Scotland’s Education Secretary argues that this could be seen as a cheap way to fund education for Europeans who pay for education in their home countries. He advocates and end to the ruling. Defined Benefits scheme trustees worried about inflation, says MetLife European Central Bank: Buy £12.4 billion worth of government bonds Contribute

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FootballMen's BasketballWomen's Basketball HomeScene Gainesville What would making the top 10 mean for UF? The University of Florida Computer Information Sciences and Engineering building on the UF campus Tuesday, April 24, 2012. Doug Finger/ Staff Photographer By Joey FlechasStaff writer Published: Sunday, January 13, 2013 at 6:01 a.m. Last Modified: Saturday, January 12, 2013 at 7:54 p.m. The question has lingered since University of Florida President Bernie Machen agreed Tuesday to keep steering the ship at the request of Gov. Rick Scott. Why is it so important that UF be a top 10 university according to a magazine rating?Currently, according to the widely cited U.S. News and World Report rankings, UF is the 17th best public university in the country. During the past eight years, the university has fluctuated between 13th and 19th. Several California universities, the University of Virginia, the University of North Carolina at Chapel Hill and the University of Wisconsin at Madison can claim spots ahead of UF.But UF officials are saying that being a top 10 university has less to do with a magazine's ranking and more to do with measuring success in research, distinguished faculty and the quality of undergraduate and graduate education.UF Provost Joe Glover said the real goal is to bolster measurable areas in UF's performance, including research, graduate and doctoral capacity and the number of businesses that spin off from the university.“I think that U.S. News and World Report is not the end-all, be-all,” he said, adding that there are lots of dimensions, like alumni satisfaction and other intangibles, that are not captured by the ranking. “I think that ‘top 10' may be a code phrase for UF rising to the next level.”The magazine's rankings have been criticized in recent years, with critics saying it drives up the cost of higher education because it awards higher spending. Critics also say institutions can manipulate data to boost their rankings and administrators can rate their schools as high as they want to in peer assessments.Machen faced criticism in 2009 when he gave UF the highest possible ranking on the U.S. News assessment, assigning his school the same ranking as Yale, Harvard and Princeton. At the same time, he rated other Florida schools in lower categories.But UF leaders emphasize that standards, not rankings, are the real focus.Former UF trustee Alan Levine, whom Scott appointed to the Board of Governors on Thursday, said rankings work only because they are driven by standards.“From the governor's perspective, it's not rankings for the sake of rankings,” he said. “It's about trying to create or achieve a level of standards that puts our system ahead of other systems.”UF trustee Michael Heekin said as long as the university is successfully fulfilling its mission to educate and serve the residents of Florida, the nation and the world, it will receive high rankings.“If we do that, and we do it well, then we should be in the top 10,” he said.UF officials have long argued that a higher ranking will lure world-class faculty, lead to improved programs and attract competitive students.Schools now listed in the magazine's top 10 have higher tuition rates and smaller class sizes than UF — facts not lost on UF's top brass.“In order to do what we want to do, it's obviously going to take more money,” Glover said. “Where that money comes from doesn't necessarily matter.”In an editorial column published in the Tampa Bay Times, Machen steers the money question away from tuition and more toward state support.“Gov. Scott and I will be working on a plan for the proposed budget for next year with the goal of including substantial commitments that will improve the quality of our education and research programs and accelerate our climb up the rankings,” he writes.He also acknowledges the ratio of students to faculty as another shortcoming.“Perhaps our greatest deficiency is our high number of students compared to faculty,” he writes. “With a ratio of 20.5 students to one professor, faculty members are spread far more thinly at UF than at the leading public universities.”According to the column, Machen envisions UF raising the state's profile as it plays a part in a growing technology economy, citing examples like Silicon Valley in California and North Carolina's Research Triangle Park — both near prestigious, highly ranked universities — as models for what could happen in Florida.The thought of having a top university in town, even if it meant higher tuition and tougher admission standards, has local education officials enthused.Santa Fe College President Jackson Sasser said such recognition would be a boon for the whole university community.“That is a symbol of excellence that translates into grants, translates into students that are looking to come here and also into recruiting faculty and staff,” he said.“What's good for the University of Florida is good for Santa Fe,” he said. “That's not going to change.”Karen Clarke, director of secondary curriculum for Alachua County Public Schools, said she sees many benefits should UF ascend, but it could create a more a competitive admissions process.“My only concern is that we would not be able to send as many students as we do,” she said.Looking at enrollment numbers from 1998 to 2011, Alachua County leads the state with the highest number of high school graduates enrolling at UF, on average.Clarke said the district could grow, saying that UF would be able to bring in top-notch faculty, who would likely come with families who would enter the school system.She added that higher rankings might lead to stronger graduates from the College of Education who would make good teaching candidates for local schools.“You're always excited to see improvement in the education realm,” she said.Contact Joey Flechas at 338-3166 or [email protected].

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$10M sought for EvCC University Center expansion Sat Mar 23rd, 2013 5:33pmNews By Jerry Cornfield Herald Writer OLYMPIA — Washington State University is inciting the kind of concern in Everett that community leaders have dreamed about for years: too many college students, not enough classroom space. A consortium of universities led by WSU thinks it will nearly triple its enrollment at Everett Community College this decade and need a new home for its students by the next. WSU and its partners at the University Center predict the number of full-time students they serve will rise from 465 this school year to 1,179 by the spring of 2021. By then the center will “outgrow currently available facilities on the EvCC campus and will need significantly more physical capacity,” according to a report delivered to the Legislature in December. Area lawmakers are citing that prediction in their efforts to secure $10 million in state funding to buy land and erect a new building near the community college. “It is a necessary next step if we are going to continue to meet the growing need for those four-year degrees,” said Sen. Nick Harper, D-Everett, who first submitted a request for funds to the writers of the Senate capital budget in February. Around the same time, Reps. Mike Sells of Everett and John McCoy of Tulalip approached the chief capital budget writer in the House, Rep. Hans Dunshee, D-Snohomish. Dunshee, long a central figure in efforts to land a university branch campus in the county, gave no hints on how he’ll respond. “I have a lot of requests,” he said. “I have to consider all the statewide interests.” Today the University Center is managed by Everett Community College and operates out of allotted space in Gray Wolf Hall. Its participating colleges include Western Washington University, Central Washington University, University of Washington-Bothell and WSU. A state law passed in 2011 prescribes a path for WSU to take over management by July 1, 2014. That same law required that before the changeover the Pullman-based research university had to begin offering undergraduate degrees at the center and write a long-term plan for running the operation. WSU launched its mechanical engineering degree program at Everett Community College in August and quickly filled its 60 slots. It is seeking $2 million in the next state budget to start baccalaureate degree programs in electrical engineering, communication and hospitality business management. WSU also wants to add certificate programs in education. All told, these could push WSU enrollment to 450 students by 2021. Western Washington and Central Washington also want to add generously to their respective enrollments at the University Center in the next few years. Crowding is already a concern at the community college, where the number of full-time students was 7,842 in the 2011-12 school year. Enrollment is climbing, in part among students interested in taking lower-division classes that prepare them for WSU’s engineering courses. “They understand what our needs are,” said EvCC President David Beyer. “We’re going to be supportive (of the funding request) because these programs at the center are very important to us, as well.” Everett Mayor Ray Stephanson is also deeply involved in trying to snare money to establish what could become a beachhead for a branch campus. “What you’re beginning to see is the next evolution of the University Center,” he said. There is no specific project tied to the money as of now. However, officials of the city, WSU and EvCC are talking about constructing a 95,000-square-foot building on the parking lot of the former College Plaza shopping center, which is owned by the community college. WSU would use the requested state funds to buy nearby properties and convert them into parking lots to offset those spaces displaced by the new building. In recent days, the hunt for money gained a bit more steam in the Legislature. In a rare show of unanimity, six of the seven senators representing Snohomish County on March 7 sent a letter supporting the requested dollars to Senate budget writers. Signing the letter were Democrats Harper, Paull Shin of Edmonds, Maralyn Chase of Shoreline, Rosemary McAuliffe of Bothell and Steve Hobbs of Lake Stevens, along with Republican Kirk Pearson of Monroe. “If we’re not serious about this, we’ll never get the branch campus we need,” Hobbs said. Sen. Barbara Bailey, R-Oak Harbor, who is a member of the Senate Ways and Means Committee that writes the budgets, did not sign. “I felt it was inappropriate for me to do so since I sit on the (budget) committee” she said. “I need to try to stay neutral.”

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PRESIDENT's Old Executive Office Building highlights the efforts of those who have contributed to this project. For all of their contributions, we at PRESIDENT are extremely grateful. For more information about PRESIDENT, please contact it via email at [email protected]. This section identifies individuals and organizations playing a significant role in the initial development of PRESIDENT. Mr. John Fawcett. As Assistant Archivist of the United States and the Director of the Presidential Libraries system, John worked tirelessly to develop the partnership between UNC Chapel Hill and the National Archives. In retirement and working with his consulting firm (Fawcetts and Associates), John continues to play a vital role as counsel and guide. SunSITE Classic, the Internet Information Resource, which has acted as the machine home of PRESIDENT since its beginning. Particular appreciation to Mr. Paul Jones and Mr. Judson Knott, who have driven this project forward on the operations side. National Archives and Records Administration, which has been a pioneering partner in "reinventing government" service through PRESIDENT and its public/private consortium. The College of Arts and Sciences, The University of North Carolina at Chapel Hill, Professor Stephen Birdsall, Dean. The College has provided financial support for planning PRESIDENT and some of its development efforts. Special thanks to Mr. Dennis Cross, Executive Director of the Arts and Sciences Foundation. Mr. James Parrish, Assistant Director of Corporate and Foundations Relations, UNC Development Office, for his efforts in bringing PRESIDENT's message to potential corporate and foundation sponsors. This section acknowledges those individuals and organizations which have contributed to the development of specific elements of PRESIDENT. CNN Interactive, which supports graduate students working on projects developing resources at the presidential libraries. See the results of this support later on this summer and watch for the arrival of CNN's own information resources on the Internet having to do with the Presidency. Return to PRESIDENT.

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> Politics & Government Australian citizenship test resource book review http://www.infobarrel.com/Australian_citizenship_test_resource_book_review By Citizenshipcenter Edited Feb 22, 2016 0 Being part of the citizenship application the test needs to be taken seriously. The questions within the citizenship test are based on the resource guide "Australian citizenship: Our Common Bond". But what is the test really about? One thing is to talk about the test as part of the application process, other is to understand what it will be tested and why. One important thing a candidate needs to understand is the fact that the test is meant to prepare them to face the new responsibilities and obligation they will assume when becoming Australian citizens. The test is in no point a filter or a barrier to avoid immigrants from becoming citizens. This fact is reflected in the test flexibility that allows the candidate to retake it as many times necessary to pass it. Following we will review the testable chapters of the resource book to give you a pretty global idea on what the test is really about. The testable chapters are only three. The book has five chapters, the last two are complementary information about the Australian history and society. Australian and It's People Starting with a quick overview of the pledge of commitment and a walk through the founding of Australia as a nation. Take special note of the population number, 22 million citizens. The provinces with their capitals is definitely testable material so pay attention to them and learn them by hard. There is a short description of the two most important Australian Holidays. The Australian day celebrated the 26 January commemorates the anniversary of the arrival of the First Fleet from Great Britain in 1788 to set up a convict settlement for the British Government and the Anzac Day celebrated the 25th April remembers the sacrifice of all Australians who served and died in wars, conflicts and peacekeeping operations. Anzac Day is named after the Australian and New Zealand Army Corps, which landed at Gallipoli in Turkey during World War I on 25 April 1915. In this section is a review of the Australian symbols and their meaning. They are just a few so are pretty easy to learn. The different Australian Flags, the Commonwealth coat of Arms, The national flower, colors and gemstone and their meaning to finally quote the National Anthem. Australia's democratic beliefs, rights and liberties This is one of the important chapters. Has a quick review to the form of government, parliamentary Democracy. It explains in detail the rights and responsibilities of a citizen, thing you need to know. Also stress the importance of the electoral system and how citizens exercise their right to vote. Lectures about the possibilities a citizen has to get involved with the Australian society and how important for the nation is the TAX payment. Thing we all know enough about. Government and the law in Australia This chapter is for far the most important for the test. Australia understands that the origin of their immigrants will dictate sometimes how much they understand about our way to govern ourselves. In this chapter Australia makes sure the new citizens understand what our constitution and parliament are for. There is a quick review of the Federation and the constitution that includes extra information about the right to vote. The three electoral powers, the legislative, the executive and the judicial and how they protect Australia is vital. There is a deep explanation about how these three powers affect our society and work. There is a mention to the head of state, Her majesty the Queen Elizabeth II, the governor general, the prime minister and the rest of the government levels in place. The guide explains how each seat is elected and by whom. Pay extra attention to this! There is a specific section dedicated to a brief explanation on how the laws are made, by whom and how they get approved. This is a description of the Australian judicial power and its subordinates, the police, judges, lawyers etc. With this quick overview you now have an idea on what the test is really about. Remember is a multiple choice exam with 20 questions and a 75% passing score. Good luck in your test! Notable World Leaders Who Weren't Natives of the Countries They Led Problems Associated With Early Election Projections in the Media Why Do Some U.S. Voters Not Vote in Presidential Elections? Should Election Day Be a National Holiday in the U.S.? The Stories Behind American Political Mascots What Do US Political Candidates Do With Unused Campaign Funds? JhonThompson Very informative article on Australian citizenship test. Yes it is mandatory for people to take Australian citizenship test who desire to settle down in Australia. The basic and main idea behind a citizenship test is that immigrants who enter the country need to know about history, traditions followed in that country. Passing Australian citizenship test is not too tough instead we can score high with the help online practice tests. Some of the sites which offer practice tests are http://www.australia-citizenshiptest.com/practice-test.aspx Spam/Inappropriate Australian citizenship Follow IB Lifestyle Citizenshipcenter George Raitzng is member of the [eCaz] group dedicated to the analysis and development of training resources for immigration to major first world countries. [eCaz] provides efficient, unexpensive and easy to use online training for citizenship tests of major countries such as Canada, Asutralia and the United Kingdom. Our main focus is to guarantee a passing score through our training program offering a vast number of high quality resources. Our main focus is to ensure passing score or we return your expences.

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Oren offers to return to Irvine university U.S. Oren offers to return to Irvine university By Marcy OsterMarch 9, 2010 11:08pm JERUSALEM (JTA) — Israel’s U.S. ambassador has offered to return to the California university where students interrupted his speech last month. Michael Oren in an open letter Monday said he would meet with students at the University of California, Irvine who disagree with his point of view. The letter to the university community was published on the Web site of the New University campus newspaper. Oren was interrupted repeatedly during a speech Feb. 8 at the university, which for years has been at the center of campus wars over Israel. Eleven students were arrested for disturbing the lecture. University President Mark Yudof and Chancellor Michael Drake apologized to Oren over the incident. In his letter, Oren said, "I came to UCI for the opportunity to exchange ideas — a reasonable intention that was hijacked by a minority of students. The disruptive measures exhibited by these students only underscore the importance for dialogue, especially on the frontline of higher learning. "The tragic fallout from this lecture is that those impassioned individuals most needing exposure to the Israeli perspective — and also needing to address their concerns in an appropriate manner — chose not to listen but rather to disrupt the event. Their methods, though championed by some, undermine the democratic principles on which the university system rests." Hundreds of demonstrators converged last week on the university’s administration building in support of the 11 arrested students. A counter-demonstration with about 60 protesters was organized by area Jewish organizations. Never miss breaking news and other must-read features. Like JTA on Facebook » Next: Israel wants to produce nuclear energy > Marcy Oster is a JTA correspondent in Israel. Featured Stories

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you are here > School Nutrition Programs > Home Key Links Program Overviews We serve education every day! National School Lunch Program School Breakfast Program After School Care Snack Program Special Milk Program Fresh Fruit & Vegetable Program National School Lunch Program Kansas school sponsors that participate in the lunch program receive reimbursement from USDA for each meal served to eligible students. In return, they must serve lunches that meet federal requirements, and offer reduced price and free lunches to eligible students. To meet USDA nutrition requirements, local sponsors choose the menus and use Nutrition Standards for School Meals, a food-based preparation method. Regulations establish a standard for school lunches to provide one-third (1/3) of the Recommended Daily Allowances (RDA) of protein, vitamin A, vitamin C, iron, calcium, and calories. Regulations also require schools to meet the Dietary Guidelines for Americans, which recommend that no more than 30 percent of an individual's calories come from fat, and less than 10 percent from saturated fat. For more information about menus and the menu planning systems, refer to Food Service Facts, Chapters 16, 17 and 18. Any student enrolled in a participating school and in the building at the time of lunch service, may purchase a meal through the National School Lunch Program (NSLP). Students from households with incomes at or below 130 percent of the federal poverty level are eligible for free lunches. Those between 130 percent and 185 percent of the poverty level are eligible for reduced price lunches, for which students can be charged no more than 40 cents. Students from households with incomes over 185 percent of the poverty level pay full price, though their lunches are still subsidized with federal and state funds. Local sponsors set their own prices for full price lunches. Public schools and non-profit private schools of high school grade or under are eligible to participate in the NSLP. Residential Child Care Institutions (RCCIs) are also eligible. In Kansas nearly 1,700 schools and RCCIs participate in the NSLP. School Breakfast Program Over 63,000 children in more than 1,400 Kansas schools start each school day with a nutritious school breakfast. The School Breakfast Program (SBP) is a federal program that provides states with cash assistance for non-profit breakfast programs in schools and RCCIs. Participating schools and institutions must serve breakfasts that meet federal nutrition standards and must provide reduced price and free breakfasts to eligible children. The same Income Eligibility Guidelines apply for the SBP as were described in the previous section for the National School Lunch Program. Schools that serve a high percentage of lunches to students eligible for reduced price or free meals may be eligible for higher reimbursements through the Severe Need Breakfast reimbursement option. Refer to Food Service Facts, Chapter 25 for additional information. Public schools in Kansas are required to offer the SBP in each public school building under the jurisdiction of the school district's board of education. Kansas law allows public school sponsors to apply for SBP waivers for individual attendance centers, if the attendance center has 35% or less of its enrolled students eligible for reduced price or free meals during March of the preceding year. The KSDE appoints a committee to evaluate the waiver applications, determine the validity of the reason(s) for which a waiver is requested, and recommend to the Kansas State Board of Education (KSBE) whether to grant or deny the waiver request. The KSBE evaluates the committee's recommendations and makes the final decision to approve or deny the request. Teachers have reported students are more alert and perform better in class if they eat breakfast. Studies support that conclusion. Recognizing the importance of a nutritious breakfast, USDA has actively promoted the SBP, and at the same time has made a commitment to improve the nutritional quality of all school meals. Regulations require that all school breakfasts meet the recommendations of the Dietary Guidelines for Americans. In addition, breakfasts must provide one-fourth (1/4) of the daily recommended levels for protein, calcium, iron, vitamin A, vitamin C and calories. For more information about the School Breakfast Program, refer to Food Service Facts, Chapter 25. After School Care Snack Program The After School Care Snack Program (ASCSP) was first implemented in 1999 as a result of the 1998 reauthorization of the Child Nutrition Act. This program provides funds for the service of nutritious snacks for children enrolled in eligible after school care programs. To qualify for the reimbursement, the snacks must meet nutritional standards and must be served to students enrolled in after school programs that include an education or enrichment component. For more information, refer to Food Service Facts, Chapter 26. Special Milk Program The SMP provides milk to children attending schools and childcare institutions who do not have the opportunity to participate in other federal Child Nutrition Programs. The program reimburses schools for the milk they serve. The SMP is also available to children who attend “split session” classes (half day) and do not have breakfast or lunch offered to them. For more information, refer to Food Service Facts, Chapter 28. Fresh Fruit & Vegetable Program The Fresh Fruit and Vegetable Program (FFVP) became a permanent program as a result of The Food, Conservation and Energy Act of 2008 (Farm Bill). The FFVP provides all children in participating schools with a variety of free fresh fruits and vegetables throughout the school day. It is an effective and creative way of introducing fresh fruits and vegetables as healthy snack options. The FFVP also encourages schools to develop partnerships at the State and local level for support in implementing and operating the program. The goal of the FFVP is to create healthier school environments by providing healthier food choices, expand the variety of fruits and vegetables children experience, increase children's fruit and vegetable consumption, and make a difference in children's diets to impact their present and future health. Grantee schools receive reimbursement for the cost of making free fresh fruits and vegetables available to students during the school day. These fresh fruits and vegetables must be provided separately from the lunch or breakfast meal, in one or more areas of the school during the official school day. For further information, refer to Food Service Facts, Chapter 32.

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Home » Academics » Academic Departments » Chemistry » Chemistry Chemistry Better Tomorrow Bachelor of Science (B.S.) This area of study prepares students for employment as researchers in industry in a variety of fields from the synthetic to the analytical. The degree is also designed to give students who wish to pursue a doctorate in the chemical sciences, or a doctorate in pharmacy (Pharm.D.), a solid foundation for the rigors of those post-graduate processes. Why study Chemistry at KWU? We help you get the feel of it. As a Chemistry major at KWU, you will be busy with labs, interactive classes, research and other experiences that will enhance your career choices and chances to get into graduate school, medical school or other advanced health degree programs. Your will complete an undergraduate research project working closely with a KWU chemistry professor. There are also opportunities to work part time or be an intern in a Salina-area laboratory or health center. REU Opportunities KWU students are encouraged to apply for a Research Experience for Undergraduates (REU) offered at major research universities and funded by the National Science Foundation (NSF). Apryl Saunders ’16, a Chemistry and Biomedical Chemistry double major from Harrah, OK, went to the University of Oklahoma, in Norman, OK, to work in Structural Biology focusing on proteins. Kayla St. Laurent ’17, a Biology and Biomedical Chemistry double major from Hutchinson, KS, joined an organic chemistry lab team at Kansas State University to work alongside KWU alumna Chelsea Hanks '13 on building a molecule that selectively targets cancer cells. Chemistry graduates from KWU have had great success in medical school, veterinary medical school, pharmacy school, dental school, other professional schools related to the allied health fields and laboratories. Our students have gone on to graduate studies in chemical engineering, physical chemistry, forensic science and analytical chemistry at such schools as the University of Missouri-Kansas City, Lamar University, Kansas State University, the University of California and others. Chemistry Degree Chemistry Course Requirements

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Q5: Former resident wins national science prize Nick Williams, former Leavenworth resident, has won first-place in the written category of The Flame Challenge, a global science contest run by the Alan Alda Center for Communicating Science at Stony Brook University in New York. Nick Williams, former Leavenworth resident, has won first-place in the written category of The Flame Challenge, a global science contest run by the Alan Alda Center for Communicating Science at Stony Brook University in New York. 1. Nick, can you tell us how the contest works?The Flame Challenge is a science contest sponsored by Stony Brooke University, the Center For Communicating Science at Stony Brook, and the actor Alan Alda. The intent and "challenge" is for a scientist, or a teacher of science, to explain a complex scientific principle. The rules are that the scientist must explain a complex scientific principle so the answer would be clearly understood by an 11 year old, 5th-grade student. The contest is open only to scientists. The Flame Challenge is judged by 11-year-old kids. This year 20,000 kids judged this contest. When the results came down to the final, top three, 10 schools from around the country reviewed these three finalists to determine the winner.2.The question this year was "What is Time." How did you even begin to formulate an answer to that question which would allow fifth-graders to understand since most adults would have difficulty grasping the explanation?This was the second year for the Flame Challenge. I entered both years. Last year the question was "What is a Flame"? I did not place in that contest. This year the Question was - "What is Time"? I teach a 5th grade science class at the Lawrence Livermore National Laboratory (LLNL) in Livermore Calif. Classes of 30 -35 students each come from all over the San Francisco Bay Area on a "field-trip" to the Laboratory. As part of that field trip we present an hour and a half of hands-on science experiments for them. This is part of the LLNL Outreach Program to schools. I'm used to teaching 11yr old, 5th grade students. So instead of doing a lot of computer research on time, I mentally put myself in a classroom setting, and during my presentation (which can include almost 20 experiments) a student asks this question - What is Time? I try to answer all questions, but I only have about two minutes to answer this one because I have a lot of experiments to do in a short period of time. The answer you will find on the enclosed document is what I came up with. Remember, these are 5th graders and need to grasp a scientific principle at it's very basic level at this point in their science training. If they can grasp that concept now, and understand it, they will retain that concept and when they are in later grades they can expand on that basic concept for a more in-depth understanding.3. Tell us about the event from Alan Alda's childhood that was the impetus for The Flame Challenge.Mr. Alda was once asked his teacher, as an 11-year-old 5th-grade student, what a flame was. The answer he received ("it's oxidation") did not explain, or satisfy his curiosity, about what a flame actually was. So, Mr. Alda coordinated with Stony Brook University and the Center For Communicating Science to institute this Flame Challenge. In 2012 the question put to scientists was What is a Flame? This year the question was What Is Time?4. You graduated from Immaculata High School in 1960. What has your career been like, where has it taken you and do you credit your time 'spent' in Leavenworth for some of your success?Experiences since Immaculata. I took a not so traditional route to get my degree. After Imac I worked for Hallmark Cards for three years (bldg by the Centennial Bridge). Because of the military draft in place at the time I elected to join the Navy instead of being drafted into the Army. It's while I was in the Navy (1963-1967) that I received my initial training in Electronics. I spent almost three years aboard the USS Point Defiance (LSD-32), a landing ship that carried marines and their heavy equipment. Most of my time on the ship was off the coast of Vietnam during that conflict. After the Navy I decided to back to school for a Degree in Electronics Engineering. I graduated from Diablo Valley College in California in 1969, and started at LLNL in June of 1969. I worked at the Lab for 33 years before retiring in 2002. About 6 years ago I had an opportunity to back to the Lab, part-time, to be a Lab Tour Guide and a Fun With Science presenter.My Mom and Dad, Jane and Nick Sr., were both born in Leavenworth, so of course I was raised there. I attended St. Joseph grade school and then Immaculata. A sports enthusiast, I played all sports in grade school and high school. I was not a great student in either school, but I realized very quickly, while I was in the Navy, that in order to eventually succeed I had better buckle down a get an education that would satisfy me during my working career, which I did. Leavenworth was a good place to grow up and I think a great influence on my life. Leavenworth was, and in my mind still is, a small town. I grew up with great family value experiences (I am the oldest of 11). Great religious training and experiences reinforced the family values and set the tone for real life experiences as well. Of the 10 siblings I have, David Williams, Marge Connell, Terri Ray, Mike Williams, and Kenny Williams still live in the Leavenworth area. I'm married to my wife Dee (45 years), have four kids and 6 grandkids. We've lived in Livermore, Calif. since 1969.5. You are now a presenter for the Lawrence Livermore National Laboratory's "Fun With Science" program. How does the program help children and why do you believe so firmly in the need to effectively communicate science to the general public and in particular, to children?LLNL's Fun With Science Program. What a wonderful experience this has been. 11 year old students are enthusiastic, very curious, and very willing to experience new things and learn. In today's age, where virtually everything can be pulled up and explained on a computer, we at the Lab can actually let the kids get their hands on these science experiments, and together, we can perform science magic. Actually, I call it "explainable magic" because, although it seems like magic, all of the experiments/processes can be scientifically explained. And - we call it "Fun With Science" because we have 1 1/2 hrs of science FUN!!! I know I have as much fun as the kids. Now think back to your science in school days. Did you learn very basic science concepts in grade school, did you learn with hands on experiments, did you have fun learning these basic concepts, did you retain most of the basic science concepts you were taught? If you did, did it encourage you to take science classes in middle school, high school, college? Here's the question I ask myself when I'm in front of a class. Is what I'm doing going to help train and influence these students in such a way to encourage them to pursue science in later higher ed classes? That's my goal!Bonus Question: What was it like to not only meet Alan Alda, the famous actor who starred in M.A.S.H., but to be presented this prestigious award by him?Alan Alda. What a cool man. I had lunch with Mr. Alda. He was not formally schooled in science, but is still a science geek. He loves it, and loves anyone who has taken the opportunity, and has the skills, to teach children the basics of science. He was very interested in me, what my experiences were, what I was doing now, how I formulated my answer to What Is Time, what I taught at LLNL and how I taught it. Then, to be awarded this prize and have it presented by him was one of the very best experiences I have ever had. I feel very, very fortunate to have had this experience.

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Home International Baccalaureate History Page Analysis of Erasmus's Work: The Praise of Folly Praise of Folly: A Satirical Analysis of the Renaissance Mindset During the Renaissance, the power of the Roman Catholic Church was severely weakened by factors such as the birth of humanism, the invention of the printing press, and the influence of religious Reformers. Although Desiderius Erasmus of Rotterdam did not consider himself as part of the latter factor, the tremendous popularity of his most famous work, Praise of Folly, caused the public to question the members and the practices of the Church. In the span of one hundred and fifty pages, Folly, a Greek goddess who is also the narrator of the book, makes fools of virtually all respected people of the Renaissance, including kings, philosophers, authors, and especially the clergy. At the time it was written, Erasmus did not anticipate that Folly's words would eventually change the Western world. Raised by Drunkenness and Ignorance and self-proclaimed as the greatest benefactor of humankind, Folly is the originator of all foolishness (Erasmus 72). ...read more. He feels that Christians should simply be concerned with making the life of Christ their example, and that the separation of Christians caused the focus to be shifted off of Christ and onto petty matters. Erasmus asserts the notion that most monks were forever self-glorifying, and their thirst for power was a shadow cast over many aspects of their lives. Nearing the close of the book, Erasmus delivers yet another heavy blow with his analysis of the Church's authority. He accuses the Supreme Pontiff of being power hungry and greedy, for "if...they [meant to] take the place of apostles who were poor men...they should either renounce their ambitions for the office they [held] and resign without further regrets" (178). In comparison to the life of purity and piety they should be living, the Church had "wealth and honours...sovereignty and triumphs...taxes and indulgences" (179), all of which would ideally be replaced with the reading of Scriptures, with prayers, and with sermons. ...read more. For instance, Erasmus uses satire to end the book optimistically, even after he berates the clergy. He calls Christians the biggest fools of all for "they ignore insults... make no distinction between friends and enemies... sustain themselves on vigils, toil, humiliations" (201), and all the while they direct all of their endeavours toward God. Using this paradoxical twist, Erasmus praises true Christians as generous, good, and strong-willed in their faith. The myriad of ideas in Praise of Folly work together to convey the mindset of the Renaissance. One of the most noticeable things about the book is its constant references to the great thinkers of the ancient world. This is a very distinguishable characteristic of the Renaissance, humanism, which encouraged development of education and culture through the learning and application of Classical models. Even Erasmus feels that "rhetoricians of [the] day...fancy themselves practically gods on earth if they can ... work together a few Greek works into their Latin speeches, however out of place [they] are" (69). ...read more. This student written piece of work is one of many that can be found in our International Baccalaureate History section. Related International Baccalaureate History essays English Commentary - Postcards Also indicating his short length in her life but how important it was. The singing then followed by 'the words forced themselves up into her nose' indicating the strong affect the words had on her referring to her late husband. Film Analysis of The Patriot A third prove of inaccuracy is the rights of slave. George Washington has drawn a clear line to not include slave in the war, yet the continental army are short of candidate and bend the rules. The inaccuracies happen when Occam, a dark-skin slave is told that every slave that Japanese Christians after 1600's At first, Tokugawa Ieyasu "issued anti-Christian edicts, but did not enforce them" (Kublin, pg 90). In 1614, two years before his death, Ieyasu came down on the Christians with an iron hammer. The Shogun ordered all priest to leave Japan, he had churches destroyed, and Japanese Christian converts were told to recant their faith. Protestant Work Ethic The Protestant Work Ethic associates with the American dream. The American Dream is the idea held by many people in the United States of America that through hard work, courage and determination one can achieve prosperity. It comes from the Protestant Work Ethic. When looking at Botticelli and his specific works, how does he embody the concept ... In this painting, the graceful movements and melodious lines of his composition brings back the Gothic tradition of Ghiberti and Fra Angelico, perhaps even the art of the fourteenth century. Also, the Calumny of Apelles (Figure 3), another one of his paintings, was stimulated by the Greek Artist Apelles, whose Developments of Music During the Middle Ages Forney and Machlis 344). For his significant innovation, L�onin is now considered "one of the greatest musical minds in the history of Western music. [His] greatest achievement... came down as the 'Magnus Liber Organi', (the Great Book of Organum)" (Hamilton Para 2). Notes on the History and Development of the Arab-Israeli Conflict Arafat, rather than Hussein; this meant they could no longer claim that 'Jordan is Palestine' The Camp David Treaty: - Sadat now realised that the best way to put pressure on Israel was through the USA and so Egypt began to move out of the Soviet Camp and into the The Seven Wonders Of The Ancient World - A.W. his wife, Amytis of Media, who left her Iranian home when she married the king of Babylon. Whether Amytis planted the seed or whether King Nebuchadnezzar simply followed his father?s lead, he created more ?1151 Seven Wonders of the Ancient Worldthan gardens as he rebuilt Babylon, devastated by years of conquests and rebellions. See more essays Looking for expert help with your History work? May the League of Nations be considered a complete failure? Answer this question ... War Guilt Clause Don't have an account yet? Create one now!

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Pasco Hernando Community College health center Information about the Pasco Hernando Community College health center, 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 ProgramsThose students who graduate with technical degrees, especially majoring in computer programming, business administration, and health care may indeed find more job openings. 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. Pasco Hernando Community College Health Center Franklin Pierce University hookups Emerson College physical therapy major Southwestern Illinois College health center Barry University database design Golden West College spring break 2015 Northeastern Junior College course requirements Pasco Hernando Community College Health Center Pittsburg State University RN degrees Temple University Courses Metropolitan College of New York course catalog San Francisco State University GED test Middlesex Community College SAT exam dates Northwestern State University passing grades Coyne College used textbooks Woodland Community College Grades Colby Community College Classes FLORIDA STUDENTS ALSO VIEWED:Stetson UniversityUniversal Technical Institute Auto MechanicsCentral Florida InstituteNew Professions Technical InstituteCortiva Institute Florida

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05 Nov PLNU’s Dr. Linda Beail Co-Authors Book on Sarah Palin After the significant campaigns of Sarah Palin and Hillary Clinton in 2008, women are not center stage in the current election, but women voters remain a critical target for both campaigns. In her book, Framing Sarah Palin: Pit Bulls, Puritans, and Politics, co-authored with Rhonda Kinney Longworth, Point Loma Nazarene University political science professor Linda Beail looks at what the frames applied to Palin during her campaign tell us about the state of American politics—and about the status of American women in politics in particular. Palin’s 2008 vice presidential candidacy garnered tremendous levels of interest, polarizing the American public—both Democrats and Republicans alike. Using the notion of "framing" as a way of understanding political perception, the authors analyze the narratives told by and about Sarah Palin in the 2008 election – from beauty queen, maverick, faithful fundamentalist and post-feminist rolemodel to pit bull hockey mom, frontier woman, and political outsider. They discuss where those frames are rooted historically in popular and politicalculture, why they were selected, and the ways that the frames resonated with the electorate. While many have wondered who Palin “really” is, trying to cut through the persona she projects and the one projected by the media, Beail and Longworth analyze why she touches such a nerve with the American electorate. Why does she ignite such passionate loyalty – and such loathing? How did her candidacy mobilize new parts of the electorate? What do the debates engendered by these images of Palin say about the current roles and power available to women in American society? What are the implications of her experience for future candidates, particularly women candidates, in American politics? “We examine media and popular culture portrayals of Palin, looking at the implications for party and gender politics. The book also has a good examination of evangelicals in American politics,” said Beail. Beail gave a lecture on the book on Thursday, Nov. 15, from 3:30-5 p.m. In addition to serving as political science professor, Beail is director of the Margaret Stevenson Center for Women’s Studies at PLNU. History & Political Science, Margaret Stevenson Center for Women's Studies, PLNU 05 Nov PLNU’s School of Education Earns National Accreditation In October, Point Loma Nazarene University’s School of Education received national accreditation from the National Council for Accreditation of Teacher Education (NCATE). NCATE is recognized by the U.S. Department of Education and the Council of Higher Education Accreditation to accredit education programs for the preparation of teachers and other professional school personnel. In addition to meeting the NCATE gold standard of excellence, PLNU’s School of Education credential and certificate programs were recently reaccredited by the California Commission on Teacher Credentialing. “This is a reflection of the high quality of all the programs in the School of Education and the hard work of our faculty, staff, and community partners,” said Dr. Carol Leighty, interim dean of PLNU’s School of Education. Achieving national accreditation was a big milestone for the School of Education, which received both California and national accreditation this year. From start to finish, the national accreditation process took nearly five years of research, preparation, application, and site visits. “We decided to go through NCATE accreditation because it’s the right thing to do,” said Leighty. “Not only that, but NCATE really looks at the entire function of the unit. They not only look at the knowledge and skills of our educators, but how we assess our students and faculty, governance, diversity, our relationship with the community, etc. They step back and get a bigger picture.” With NCATE accreditation comes national recognition, but also greater marketability for PLNU School of Education graduates entering careers and better reciprocity for graduates who go on to teach in other parts of the U.S. In the past six months, only 60 schools nationwide have earned this level of accreditation. “We also wanted to prove with reports and substantive data that we produce quality students,” said Andrea Liston, associate dean for accreditation, assessment & Mission Valley programs, who worked extensively on the accreditation application process. “In our classrooms, we all have to model being reflective educators,” said Liston. “This accreditation truly models that.” Education, PLNU 16 Oct PLNU Alumni Win Met Awards For the second year in a row, soprano Christen Blair Horne (12) has won a major opera competition, capturing the Metropolitan Opera National Council (MONC) Audition for the Western Region, San Diego District, held Saturday, Oct. 13, at the Crill Perfomance Hall on the campus of Point Loma Nazarene University. Joining Horne on the winners' podium was mezzo-soprano Alexandra Rodrick (11), who won the Robert Faulk Encouragement Award. Winners of the district auditions advance to the Western Region Finals on Sunday, November 4, at The Colburn School in Los Angeles.This is the fifth consecutive year PLNU students or recent alumni have won awards from the MONC. Horne’s achivement marks the fourth first-place finish for PLNU and Rodrick’s is the twelfth encouragement awards in the past six years“This is an outstanding achievement for an undergraduate university,” said PLNU associate professor of music, Dr. John Craig Johnson, who taught and mentored both Horne and Rodrick. Last spring, Horne took first place in the prestigious Virginia Hawke Scholarship Competition before graduating with honors from PLNU with a Bachelor of Arts degree in music. She contines to study with Johnson. This spring she will debut with the San Diego Opera as an American Guild of Musical Artists member in the chorus of Samson et Dalila and Assassinio nella cattedrale, and she will appear with Point Loma Opera Theatre on November 2, 5, 7, 9, and 11 as "Valencienne" in the student-led company's production of Die Lustige Witwe (The Merry Widow). Rodrick earned her Bachelor of Arts degree in music and ministry from PLNU in 2011. Rodrick was most recently seen with Wolf Trap Opera in productions of Rake's Progress and Don Giovanni. She was one of two mezzo-sopranos chosen to be a member of the highly selective Wolf Trap Studio Artists, working with leading directors, coaches, and teachers in the field of opera. She is now a graduate student on full-tuition scholarship to Bob Cole Conservatory of Music, California State University, Long Beach, studying with internationally renowned soprano and teacher Shigemi Matsumoto.Since 1954, MONC has been holding auditions to discover and help support upcoming opera singers. 02 Oct PLNU’S Fermanian Business and Economic Institute Earns State Forecasting Contract Dr. Lynn Reaser assumes role of Chief Economist of Controller’s Council of Economic Advisors SAN DIEGO, Calif. – (Oct. 1, 2012) Point Loma Nazarene University is pleased to announce that its Fermanian Business and Economic Institute (FBEI) has beenawarded a year-long economic forecasting and consulting contract with the State of California. The forecasting contract will position the FBEI as one of the leading economic voices in California beginning Oct. 1, 2012. During the contract year, the FBEI will provide economic forecasting services to the CaliforniaState Controller’s Office, enabling the controller to fulfill his constitutional duties as the chief fiscal officer of the State. “This contract is an affirmation of the reputation that PLNU has developed over the past few years,” said FBEI executive director Randy M. Ataide. “Our recent work in the field of business and economic consulting, forecasting and education addresses some of the most critical local, regional and national issues.” The FBEI’s chief economist, Dr. Lynn Reaser, assumes the role of the chief economist of the Controller’s Council of Economic Advisors. She has served the council as a member since 2010 and has advised the controller on economic issues related to California’s economy, the state’s fiscal health, and the most efficient use of state resources. She has also authored many economic articles for the controller’s website. In her role as chief economist, she will conduct special sessions for the controller and his executive staff on critical economic topics, issues and trends. Prior to joining PLNU in 2009, Reaser served in a wide variety of industry roles over many years and is a past president and fellow of the National Association for Business Economics. While the role of providing these services is multi-faceted, it is primarily centered on providing high-level independent macro-economic analysis to the Honorable John Chiang, the California State controller. Some of the critical responsibilities for the FBEI team which is composed of not only Ataide and Reaser but also director Cathy Gallagher and research assistant Dieter Mauerman, will be to provide data and analysis to the California State controller’s executive staff, analysis and verification of state cash flow estimates, as well as assist in the research, data preparation, analysis and display of economic and fiscal conditions. This new role will supplement the far-reaching work of the FBEI, which has encompassed a number of the most important economic topics in the San Diego region, the state and the nation.It is clear that the new responsibilities will build on the strong relationship between the FBEI and the State Controller’s office. In addition to Reaser’s work for the state, Chiang will be a keynote speaker at FBEI’s annual Economic Outlook Forum to be held on Thursday, Nov. 15 at the Liberty Station Conference Center. “The date of the Economic Outlook Forum immediately follows important elections,” said Ataide. “This timing enables Mr. Chiang and Dr. Reaser to analyze and comment on the economy in the context of a new political reality.” 09 Sep 9-11 Ceremony to be Held on Campus On Tuesday, September 11, the Associated Student Body will be hosting a 9/11 Memorial in front of the Golden Gymnasium. Students, faculty, and staff are invited to take a few moments to visit the memorial for a moment of prayer and reflection and to consider praying for the families affected by the attacks, for our police, fire departments, military, and other groups that serve us daily offering thanks for their sacrifice and for our freedom and liberty. The memorial will be on display from 9 a.m. to 9 p.m. The Office of Spiritual Development also sent the campus community prayers to be used on 9/11: Prayer for those who grieve: God of all mercy, We look to you on this day which is marked with sorrow and bereavement. Comfort all whose hearts are heavy and sad. Draw near to all who cry out, may your healing flow to the broken places, may your sustaining and guiding presence mark their day. Grant, O Lord, that they would know the fullness of your love, the peace that passes understanding, the new mercies you offer each day. “May the God of peace, who brought back from the dead our Lord Jesus, the great Shepherd of the sheep, by the blood of the eternal covenant, make you complete in everything good so that you may do his will, working among that which is pleasing in his sight, through Jesus Christ; to whom be glory forever and ever. AMEN (Hebrews 13: 20-21) Prayer resources from Book of Common Prayer according to the usage of the Episcopal Church, Church Hymnal Corporation, 1979. (These prayers are in the public domain and may be printed here and used by Christians of any denomination) For the Human Family O God, you made us in your own image and redeemed us, through Jesus your Son: Look with compassion on the whole human family; take away the arrogance and hatred which infect our hearts; break down the walls that separate us; unite us in bonds of love; and work through our struggle and confusion to accomplish your purposes on earth; that, in your good time, all nations and races may serve you in harmony around your heavenly throne; through Jesus Christ our Lord. Amen. Eternal God, in whose perfect kingdom no sword is drawn but the sword of righteousness, no strength known but the strength of love: So mightily spread abroad your Spirit, that all peoples may be gathered under the banner of the Prince of Peace, as children of one Father; to whom be dominion and glory, now and forever. Amen. For Peace Among Nations Almighty God our heavenly Father, guide the nations of the world into the way of justice and truth, and establish among them that peace which is the fruit of righteousness, that they may become the kingdom of our Lord and Savior Jesus Christ. Amen. For Our Enemies O God, the Father of all, whose Son commanded us to love our enemies: Lead them and us from prejudice to truth; deliver them and us from hatred, cruelty, and revenge; and in your good time enable us all to stand reconciled before you; through Jesus Christ our Lord. Amen. For the President of the United States and All in Civil Authority O Lord our Governor, whose glory is in all the world: We commend this nation to thy merciful care, that, being guided by thy Providence, we may dwell secure in thy peace. Grant to the President of the United States, the Governor of this State (or Commonwealth), and to all in authority, wisdom, and strength to know and to do thy will. Fill them with the love of truth and righteousness, and make them ever mindful of their calling to serve this people in thy fear; through Jesus Christ our Lord, who liveth and reigneth with thee and the Holy Spirit, one God, world without end. Amen 05 Sep Barnts joins the PLNU athletic staff SAN DIEGO, Calif. - Point Loma Nazarene University Athletic Director Ethan Hamilton announced today that Danny Barnts has been named the department’s Director of Athletic Communications. His start date at PLNU will be September 17. Barnts replaces Jorge de la Torre, who left last month to become the Athletic Director at Edmonds Community College in Lynnwood, Wash. Barnts comes to Point Loma from Western Oregon University where he has served as the Sports Information Director for the past four years. Prior to that he worked for two years at Boise State while also earning his master’s degree in athletic administration. The Crescent City, Calif. native completed his undergrad work at Washington State University. "First I want to thank Ethan Hamilton and PLNU for this opportunity,” Barnts said. “I am very excited to join their team during this time of transition to NCAA Division II. There is great potential in PLNU athletics and I look forward to being a Sea Lion." In his new position, Barnts will be in charge of PLNU’s athletic website (www.plnusealions.com), media relations and social media. “We are very excited to have Danny join our department,” Hamilton said. “We believe he will be a great fit in every facet and are eager for him to begin work with our coaches and staff.” Athletics, PLNU

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EmailA to ZContactsSite MapNewsMultimediaSearch Topics and PeopleShortcuts Other News Emergency Info Media Central Event Streaming Public Events Calendar Faculty News Student Publications The Daily Princetonian Campus Media Local News World News About PrincetonAcademicsAdmission & AidArtsInternationalLibraryResearch Administration & ServicesCampus LifeVisiting CampusStudentsFaculty & StaffAlumniParents & FamiliesUndergraduate ApplicantsGraduate School ApplicantsMobile Princeton Web AppMobile Princeton App for AndroidMobile Princeton App for iOSConnect & SubscribeHome » News » Archive » Archives exhibition tuned to the timesNews at PrincetonSaturday, Dec. 10, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive An exhibition beginning Feb. 19 at the Mudd Manuscript Library highlights more than two centuries of musical life on campus, focusing primarily on the development and evolution of student vocal and instrumental groups. Above, Clifford Dupree, president of the Glee Club, sings the University's anthem, "Old Nassau," at Commencement in 1972 while leading his fellow Princetonians in the song's accompanying "from the heart" salute. At left: Predating even the University Orchestra, the Banjo Club (shown here in 1898) was among the earliest instrumental groups to form at Princeton. Along with the Mandolin Club, these small ensembles began performing at Glee Club concerts in 1884, and continued to play steadily until the 1930s. The University Marching Band forms the Princeton shield during a football game in the 1950s. The Mudd Library exhibition features early records from the Marching Band, the Tigerlilies, student jazz bands and groups formed by alumni returning for Reunions. Below left: The Roaring Twenties a cappella group performs in a 1985 arch sing. Concerts held under the University's many arches are among the numerous forms of musical expression that students have created for themselves at Princeton. Photos courtesy of the Princeton University Archives Historical Photograph Collection Featured StoryAll Featured Stories|« Previous Featured Story|Next Featured Story »Archives exhibition tuned to the times A new exhibition, "Tune Every Harp and Every Voice," at the Mudd Manuscript Library draws upon the library's rich holdings to document more than two centuries of musical life on campus. On view from Feb. 19 until July 27, the display demonstrates that the history of music at Princeton bears witness to the changes of the University as a whole. The exhibition focuses primarily on the development and evolution of student vocal and instrumental groups on campus such as the Glee Club; a cappella groups like the Nassoons; the University Band and Orchestra; and now-defunct groups like the Banjo Club. Even students who did not participate formally in any of these groups are still connected to generations of other Princeton alumni through a now canonized corpus of songs extolling Princeton. This exhibition displays important, notable and rare examples of Princeton songs that have long provided the soundtrack of campus life. The centerpiece of the exhibition, and in many ways the lodestone of Princeton music, features a celebration of Princeton's most famous and most enduring song, "Old Nassau," which has been Princeton's anthem since 1859. Its words were written that year by Harlan Page Peck, a member of the class of 1862. When an effort to sing it to the tune of "Auld Lang Syne" proved unsuccessful, Karl Langlotz, who taught German at Princeton and directed a choral group, wrote the music for it. Exhibition items taken from the University Archives at the Mudd Manuscript Library reflect the vast and varied holdings of the library itself. Among the rare items on display is Langlotz's personal violin upon which he composed "Old Nassau," along with examples of the variations in the song's lyrics that were prompted by the ever-changing face of the University population. The opening line of the song, originally "Tune every harp and every voice,'' became "Tune every heart and every voice'' around the mid-1880s. Accompanying the violin is a wide sampling from the archives' sheet music collection of the variety of songs that have been written about Princeton, and song books used during senior step singing, a tradition in which the class gathers to sing songs that reflect on their campus experiences. Ephemera from concerts, including the tickets, programs and posters, give testament to the variety of musical expression that students found and were able to create for themselves at Princeton. Drawn from the archives' audiovisual collection, albums on display include early records from the Marching Band, the Tigerlilies, student jazz bands and groups formed by alumni returning for Reunions. The recordings demonstrate the skill with which these groups were able to take advantage of new technology to make their music available far beyond the traditional campus boundaries. Musical events on campus have been well documented by campus photographers, and some images on display include group portraits from musical clubs dating back to the mid-19th century, ranging from the Marching Band in action to spontaneous musical concerts held under Princeton's many arches. The exhibition also honors and reflects on the experiences of the classes of 1957 and 1982, which celebrate their 50th and 25th anniversaries, respectively, this June. A portion of the exhibition draws from a wide variety of photographic and documentary sources to recall notable events on campus during these classes' tenures. Among the events that are highlighted for the class of 1957 is a trip to "The Ed Sullivan Show" made by members of the 1956-57 Triangle Club; the retirement of President Harold Dodds; a campus visit by then-Sen. John F. Kennedy; and the controversy surrounding fiery campus chaplain Father Hugh Halton. Events documented for the class of 1982 include the long debated final report of the University's Committee on Undergraduate Residential Life; the visit of Queen Beatrix of the Netherlands; the football team's first victory over Yale in 15 years; and the campus debate sparked by an editorial in The Daily Princetonian commenting on race relations on campus. "Tune Every Harp and Every Voice" is open to the public without charge from 9 a.m. to 4:45 p.m. Monday through Friday and until 7:45 p.m. Wednesday. The Mudd Manuscript Library will be open from 9 a.m. to 1 p.m. Saturday, Feb. 24, for Alumni Day and Saturday, June 2, for Reunions. Beginning in June, exhibition hours will be 8:45 a.m. to 4:15 p.m. Monday through Friday and until 7:15 p.m. Wednesday. The Mudd Manuscript Library is located at 65 Olden St. For more information, call (609) 258-6345 or e-mail [email protected]. Submit Multimedia © 2016 The Trustees of Princeton University · Princeton, New Jersey 08544 USA, Operator: (609) 258-3000 · Copyright infringement · Web page feedback · Photos: Courtesy of Mudd Library

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EmailA to ZContactsSite MapNewsMultimediaSearch Topics and PeopleShortcuts Other News Emergency Info Media Central Event Streaming Public Events Calendar Faculty News Student Publications The Daily Princetonian Campus Media Local News World News About PrincetonAcademicsAdmission & AidArtsInternationalLibraryResearch Administration & ServicesCampus LifeVisiting CampusStudentsFaculty & StaffAlumniParents & FamiliesUndergraduate ApplicantsGraduate School ApplicantsMobile Princeton Web AppMobile Princeton App for AndroidMobile Princeton App for iOSConnect & SubscribeHome » News » Archive » Petraeus challenges seniors to pursue life of public serviceNews at PrincetonFriday, Dec. 09, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive In his Baccalaureate address May 31, U.S. Army Gen. David Petraeus, a Princeton alumnus and commander of the U.S. Central Command, urged members of the class of 2009 to pursue public service -- stressing that the best and brightest are needed to tackle local, national and international challenges. "Princeton has uniquely prepared you for such service," Petraeus said. Wasim Shiliwala was one of several seniors who read during the service, which included prayers and readings from various religious and philosophical traditions. Images for news media Complete gallery of downloadable photos Web StoriesTo News Archive|« Previous by Date|Next by Date »Petraeus challenges seniors to pursue life of public service Posted May 31, 2009; 06:53 p.m.by Kitta MacPhersonTweet e-mail One of the nation's top military leaders challenged Princeton University's graduating seniors May 31 to enter a life of public service, exhorting them to continue what is a proud university tradition and promising them that such a path is a meaningful way to live. "Be bold and fearless in channeling your energy into the undaunted pursuit of worthwhile work," said U.S. Army Gen. David Petraeus, a Princeton alumnus and commander of the U.S. Central Command, speaking at this year's Baccalaureate ceremony. The event, an interfaith worship service, is one of Princeton's oldest traditions. Before outlining his case for lives devoted to civic benefit, however, Petraeus warmed the crowd with some lighthearted remarks. From his high perch in the University Chapel pulpit, the former paratrooper wondered about his exit following his address, saying, "I'm glad I'm parachute-qualified." In introducing Petraeus' Baccalaureate address, Princeton President Shirley M. Tilghman paid tribute to his leadership in rethinking American military strategy in Iraq. Turning his attention to the students, Petraeus stressed that the problems that beset local, national and international communities call for public servants who are the best and brightest of their generation. "Princeton has uniquely prepared you for such service," Petraeus said. Doing such work, he noted, will "provide you with work worth doing, with unique opportunities for camaraderie and with considerable scope to develop your leadership potential." Public service is a longstanding Princeton tradition, Petraeus said, citing some of its most celebrated practitioners, including Woodrow Wilson, the former U.S. and University president who graduated from Princeton in 1879, and First Lady Michelle Obama, who graduated from Princeton in 1985. Petraeus stressed the University's informal motto of "Princeton in the nation's service and in the service of all nations." Seniors listened intently during the ceremony, which is one of Princeton's oldest traditions. He related how he had struggled with the complexities of his courses, particularly a microeconomics course, as a graduate student at Princeton, where he would eventually earn his master's in public affairs and a Ph.D. from the Woodrow Wilson School of Public and International Affairs in 1985 and 1987, respectively. Yet those lessons guided him well during his tours in Iraq when he and his fellow officers realized that nation building, including conveying the democratic principles of a free market, was going to be as important as military prowess in stabilizing the country. "Your education here has emphasized broad knowledge, critical thinking and the ability to communicate your thoughts coherently," Petraeus told the students, his voice reverberating through the vaulted spaces of the University Chapel. "And the quality and character of such a background are particularly well suited to public service, where the problems are complex and the resources thin. You may be surprised at how the knowledge and skills you have acquired here at Princeton -- whether in the social sciences, the natural sciences or the humanities -- will serve you as you serve others." Accompanied by colorful kites, members of the class of 2009 approached the University Chapel for the interfaith worship service.Petraeus spent 19 months as the top U.S. commander in Iraq before assuming his current duty in October 2008 as leader of the U.S. Central Command, which oversees American forces in East Africa, the Middle East and Central Asia. Previously, he was the first commander of the Multinational Security Transition Command in Iraq and the NATO Training Mission in Iraq. Prior to those assignments, he was the commanding general of the U.S. Army's 101st Airborne Division (Air Assault) in Iraq. Petraeus commended the graduating students in Princeton's ROTC program, but he also reminded the class that public service can be accomplished through many different kinds of careers and in many different places. "While the challenges are different, our own neighborhoods and communities also require creative solutions," he said. "Indeed, you can be a servant of the greater good with a private sector career, as well." He emphasized the importance of academic research and teaching, mentioning, in particular, his adviser and longtime mentor, Richard Ullman, the David K.E. Bruce Professor Emeritus of International Affairs. And he praised the record of Princeton President Shirley M. Tilghman, thanking her for her "magnificent leadership." "You have navigated the always tricky waters that swirl around institutions of higher learning with great skill and a deft, steady hand," he said. Seniors filled the chapel for the Baccalaureate service, which dates back to 1760, when the graduating class comprised 11 students.In her introduction of Petraeus, Tilghman extolled his accomplishments, noting that he has been described by many as a "genuine American hero." While stressing that much remains to be accomplished in Iraq, she paid tribute to his leadership in rethinking American military strategy through his principles of counterinsurgency, which are, she said, eliminating "simplistic definitions of victory and defeat in favor of incremental and nuanced progress." Senior Bryan Berry, a molecular biology major who hopes to attend medical school, found Petraeus' remarks fitting. "Public service is really emphasized here at Princeton and it makes sense to address the students here and call them to service," he said. "These really are the leaders of the future." The address reinforced his decision to choose a helping profession, Berry said. Seniors Lauren Whitehead and Dylan Alban, both majors in Spanish and Portuguese languages and cultures, also agreed with Petraeus' call to action. "He was inspirational," said Alban, who will be traveling to Indonesia as part of Princeton-in-Asia, an internship program. "It was the right message." Seniors shared moments of reflection with family members and friends as they awaited the service."His words were certainly very apt," agreed Whitehead, who will also participate in the Princeton-in-Asia program, traveling to Thailand next year. "We are so interested in public service and understand its vital role." The Baccalaureate service was webcast live and will be available for later viewing. End-of-the-year activities will continue with Class Day on Monday, June 1, and Commencement on Tuesday, June 2. Petraeus engaged with students and family members after the ceremony. Back To Top

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dansk Deutsch español Français italiano Nederlands norsk português suomeksi svenska Cengage Learning Names Sandi Kirshner as Chief Marketing Officer from Cengage Learning Cengage Learning Logo. (PRNewsFoto/Cengage Learning) Facebook Twitter Pinterest Cengage Learning Logo. (PRNewsFoto/Cengage Learning) STAMFORD, Conn., June 20, 2013 /PRNewswire/ -- Cengage Learning, a leading educational content, software and services company, today announced the appointment of Sandi Kirshner as Chief Marketing Officer. She will be based in the company's Boston, MA office and will serve on the executive team reporting to Kevin Stone, Chief Sales and Marketing Officer. In this role, Kirshner will be responsible for all marketing and communications activities within the company. (Logo: http://photos.prnewswire.com/prnh/20070724/NYTU125 ) "I am excited to welcome Sandi to the Cengage Learning team," said Michael Hansen, Chief Executive Officer, Cengage Learning. "Having been immersed in the education industry for the majority of her career, Sandi has proven herself as a leader in the industry who understands the importance of a strong go-to-market strategy that directly resonates with customers. Her commitment to students, faculty, administration and policy leaders make her a perfect match for where we are and where we are planning to go as a company. It is an exciting time to be in educational publishing, and I look forward to working with Sandi as she adds to her, already impressive, list of contributions to our industry." Kirshner joins Cengage Learning from Pearson where she served in various roles for a large part of her career. Most recently, she was Executive Vice President for Higher Education Policy and a member of the Higher Education Executive Committee, The Pearson Policy Steering Committee and Chairperson of the Accessibility Governing Board. Prior to that position, she served as Chief Marketing Officer for Higher Education, President of the Addison Wesley Higher Education Group and President of Allyn and Bacon. In these roles, Kirshner developed a deep sense of the challenges and opportunities that exist in today's higher education marketplace. She understands how to develop and implement branding, messaging and campaigns that produce maximum impact and how to build relationships with key stakeholders – including students, faculty, authors, and thought leaders. She is keen on spotting up-and-coming trends and working to mobilize an organization to move ahead of the trends. Kirshner holds an MS in Marketing Communication and a BS in Journalism, both from Boston University. About Cengage Learning Cengage Learning is a leading educational content, software and services company for the academic, professional and library markets worldwide. The company provides personalized services and course-driven digital solutions that enhance the educational process resulting in a more engaged learner. Through the integration of content, unmatched services and digital solutions, Cengage Learning delivers a best-in-the-industry experience, resulting in better curricula and improved learner outcomes. Cengage Learning is headquartered in Stamford, CT. For more information on Cengage Learning please visit www.cengage.com. SOURCE Cengage Learning RELATED LINKS http://www.cengage.com Preview: Gale Continues to Grow its Digital Collections Program with Expanded Series Preview: Milady Delivers Current Styles and Trends to Today's Hairstylists with the Launch of the Turning Trends into Money Video Series Cengage and Practice Labs Partner to Offer IT Students a Live... Cengage Partners with Tatweer Company for Educational Services to... WebAssign Expands Content Offering with New Math Textbooks

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Early out Wednesday to be eliminated in ThompsonNew contract between district, teachers approved on unanimous vote.By Jeff StahlaManaging EditorPosted: 04/16/2014 10:12:56 PM MDTBERTHOUD - The early-out Wednesday schedule will be eliminated starting next school year in Thompson School District, district officials said. That change to the district policies was the biggest outcome from months of negotiations between the district's Board of Education and its teachers. Perhaps it was fitting that the largest venue for regular meetings of the Thompson School District Board of Education was the site where the school board and Thompson Education Association announced their agreement on a new contract. Almost all of nearly 500 seats were filled Wednesday as board members and teacher representatives praised each other and the process that brought together not just labor and management, but school board members who have been in conflict with each other since last November's election. The memorandum of understanding between the district and the teachers was approved on a unanimous vote. The new contract calls for a salary increase that averages 1.5 percent, and includes the opportunity for teachers to advance on the salary schedule that is based on experience and education level. "I believe we're doing the right thing to move in the right direction," said board President Bob Kerrigan. Outgoing Thompson Education Association President Laurie Shearer presented the board with a petition signed by nearly 1,100 employees and community members thanking the board for their efforts in good faith during the negotiations process. She also read a new preamble to the agreement that she said reflects the commitment of teachers, administrators and board members.Advertisement "Quality education for all students is our primary focus," she said. A complete discussion of the conclusion of the early-out Wednesday calendar was ongoing at press time, but in documents supplied to the board, administrators noted that students will have about days' worth of instruction. To make up for the planning, data evaluation and instructional development time lost, the district will add six professional development days to the schedule. For 2015-16, they will be Sept. 19, Oct. 16, Jan. 5, Jan. 20, April 20 and May 22. In other board action: • The board gave the go-ahead to a resumption of agricultural education program in the district. As Bill Markham told the board, it's no longer a matter of "plows and cows," but includes lots of other scientific skills. One full-time teaching position would be split between Thompson Valley and Berthoud high schools. The board moved it from its discussion agenda to become an action item, showing the enthusiasm members had for the program. Contact Managing Editor Jeff Stahla at 970-635-3691 or [email protected] Email Font ResizeReturn to Top RELATED

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Teachers at low-performing school will be replaced The Los Angeles Unified School District board has agreed to replace at least half the teachers at a low-performing campus. The board approved the plan unanimously Tuesday despite a rally by students who walked out of Huntington Park High School and marched about seven miles to the board meeting in downtown. The students said the major shake-up would disrupt their education. The nation's second-largest district has been re-interviewing teachers at low-performing schools. Under the turnaround plan, at least half the teachers and other employees at the school will be replaced by July. Last year, only 5 percent of the school's students tested as proficient or better in math and 24 percent were proficient or better in English. Huntington Park High School has a 26 percent dropout rate. Information from: Los Angeles Times, http://www.latimes.com

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Home > Social Sciences > Science History > News Articles Laura Bassi: The First Female Professional Scientist That Few People Know Of By News Staff | September 1st 2013 11:47 AM | 1 comment | Print | E-mail | Track Comments Tweet Technology may not seem like more of a woman's world than science, but in some ways it is - Ada Lovelace is revered by computer programmers and is well-known in popular culture, while Laura Bassi, the first women to forge a professional scientific career, is basically unknown outside physics. Laura Bassi was born in Bologna in 1711 and rose to celebrity status across the globe, gaining a reputation as being the best physics teacher of her generation and helping to develop the discipline of experimental physics.She was the "woman who understood Newton", even more of a fascination then because so few men in science understood Newton. Bassi held numerous professorships and academy memberships throughout her life, becoming professor of anatomy in 1732 at the University of Bologna and elected to the Academy of the Institute for Sciences at the age of 21. In 1733, she was given the chair of philosophy. Bassi was only the second woman to receive a university degree. She was so well regarded her professorship at the University of Bologna was created solely for her, beyond the normal number of faculty positions, as was her admission to the Academy of Sciences of Bologna Institute -- an equivalent of the Royal Society -- which was the vehicle that propelled Bassi into the public eye. Laura Bassi. Credit: Wikipedia. Bassi's career was not without bumps in Italian science of the 1700s. Colleagues considered it indecent for a young woman to be teaching ideas of nature so they pressured the archbishop of Bologna to make an injunction on her professorship - she was only allowed to lecture when she was specifically asked. After marrying fellow professor Giuseppe Veratti in 1738, Bassi was able to invite guests to her house to discuss physics without violating her teaching restrictions. In 1749 Bassi officially opened her domestic school. Her fame continued to grow. In 1764 physician John Morgan, a friend of Benjamin Franklin, visited the Bassi–Veratti home laboratory and watched Bassi perform Newton's prism experiments, excited to tell his famous American friend that he had met her. Alessandro Volta, who later became the inventor of the battery, sent Bassi his earliest publications, hoping to gain approval for his work. The culmination of her eventual appreciation by the world of science came in 1776, two years before her death, when Bassi was appointed Bologna Institute professor of experimental physics. She had to work far harder than men to get approval, but she finally got it. So why haven't you heard of her? Physics has been around a long time and the hard sciences are less involved in social justice than the soft and social sciences, so they don't make a big deal of the fact that the first professional female scientist was a physicist. And she did not publish a lot, no fundamental work like Newton's Principia, only four of her papers appeared in print during or after her lifetime and her unpublished papers went missing in the early 1800s. "She produced the kinds of incremental results that tend to accrue with far more ordinary research that -- although not worthy of a Nobel prize -- is essential to the daily pursuit of science. She reminds us of the importance of the kind of person who can reveal dimensions of science other than a singularly great discovery or insight," writes Paula Findlen in her fascinating article on Bassi. Article: Paula Findlen, 'Laura Bassi and the city of learning', Physics World August 29, 2013 Natural Symptoms May Be Misdiagnosed As Tamoxifen Side-Effects Determining Prostate Cancer Risk With A DNA Methylation Biomarker Are Marijuana Warning Labels Needed? Users Say Yes All Articles About News Releases From All Over The World, Right To You... Related Articles on Science 2.0Yesterday &amp; Today: The Top Women ScientistsAda Lovelace And Others Inspire Women In STEM, But We Must Make Careers Worth Their WhileÉmilie Du Châtelet - An Essay On Heat - 1739 - #1Mind The Gender Gap: Why Women Must Still Fight For Equality In ScienceAda Lovelace Day, In Which I Get Brownie Points From Wikipedia:In 1738, she married Giuseppe Veratti, a fellow academic with whom she had twelve childrenHow’s that for combining family and career! — Robert H. Olley / Quondam Physics Department / University of Reading / England Robert H Olley | 09/02/13 | 02:03 AM Know Science And Want To Write? Register Now To Get Your Own Column! AmazonSWAG

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Lyons library director retires after more than a dozen years of service Vicki Reinhardt 'really is the library' Karen [email protected] Lyons Village Library became Lyons Township District Library under Library Director Vicki Reinhardt's watch. On Friday, after almost 12 1/2 years at the library's helm, Reinhardt is retiring. The library board and Friends of the Lyons Township District Library are holding a farewell party for her from 2 to 5 p.m. Friday, so patrons and friends can stop in for refreshments and to say goodbye. Prior to becoming library director, Reinhardt spent eight years as a library aide, working at Boyce Elementary School in Ionia, Twin Rivers Elementary School in Muir and Ionia Middle School. Before that, she spent four years in elementary and middle school classrooms as a paraprofessional."Working for a school library and a public library is so different," she said. "There was so much I didn't know, about law, policy, procedures. It's been such a learning experience – I feel like I am still learning."When Reinhardt joined the Lyons library staff, she didn't know it would become a district library for Lyons, Muir, Pewamo and Lyons Township. That, too, presented a learning curve, because district library law and operations are different from those of a village library. "You take it for granted that you know something, until it becomes a challenge that you have to dig into more deeply and learn more about it," she said.What has been consistent for Reinhardt in working with both types of libraries is the opportunity to serve, and her enjoyment of helping people."My favorite thing is serving the patrons and making them happy," she said. "I love ordering books that patrons want and enjoy. When someone needs something, I like to research it. I like making people happy – that is what I will miss the most."Reinhardt said she feels fortunate to meet "great people," she said, listing some of the groups she was instrumental in launching at the library, including the weekly writing group, a monthly book discussion group and children's story hour; and others she has enjoyed, such as the Friends group and participants at programs and events she has planned and attended in the community. "The library is not just a building, but the patrons who come in and the people who work in it are the library," she added.She noted that one of the benefits of working in a small library is that she has become friends with so many people in the district the library serves."My staff members, the patrons who come in and the people involved in the community are my friends," Reinhardt said. "The community really pulls together when there is a need, because everybody knows everybody."For many in the district, Reinhardt has been the face of the library, said staff member Shelly Corbeil."She always looks on the bright side of things, and comes into work with a wonderful attitude," Corbeil said. "She really is the library.""Vicki has always welcomed my kids, and she's been a huge supporter of home schooling and us as a home schooling family. My kids love her and they'll miss her, too," said Lyons resident Jennifer Dugan, who also is a member of the Friends of the library. "Whatever we want to try to do, she's always been a huge help. She's always easy to work with. We're going to miss her." Susan Craft, who is the library board's vice president, said she was on the village council when Reinhardt was hired in November 2000."She did a nice job doing the transition over from the village library to the district library in January 2003," Craft said. "She did a great job for the library. I wish her well. I'm glad she is following her heart, and doing what she wants to do with her life." Board President Jerry Rich said Reinhardt has been "a great advantage for the library," especially since the library's transition to a district library."She has kept that in her head and heart since all that took place," Rich said. "She has given of herself, and she is very much responsible for where the library is at today. She has meant a lot to the library and she is going to be missed greatly by everybody."Reinhardt said she plans to get back to writing stories and poetry for children; playing her violin, guitar, Native American flute and a host of other instruments she has taught herself to play; crocheting rugs and learning how to quilt; making even more frequent trips with her husband to the Upper Peninsula to camping and kayaking; as well as taking nature photographs, walking and reading. She also plans to spend more time with her family, husband, Jerry; daughters Hope Verro and Emily Tucker; and grandchildren Lauren, Devon and Mikey Verro and Grace, Eli and Lily Tucker. "My grandkids are kind of bummed out because they won't get to come to the library to see grandma anymore," she said.Follow Karen Bota on Twitter @KarenB_ISS.

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New Master’s in Finance Offered in Fall 2013 5/10/2012The University of St. Thomas will offer a Master of Science in Finance, beginning in fall 2013, and the Cameron School of Business will be one of only two schools in Houston that offers an MSF program. The program is designed to facilitate working professionals in the field of finance. Dr. Joe Ueng, Cullen Endowed Chair of Finance and department chair, said the MSF will be attractive to working professionals because the area is so specialized. Some of the top career fields for UST graduates include finance jobs like financial analyst, banking and business administration. “Increasingly, there has been a growing demand for the Master of Science in Finance,” Ueng said. “We will attract MSF students coming to UST who would otherwise not consider the Cameron School of Business.” UST boasts business accreditation from the Association to Advance Collegiate Schools of Business. Less than 5 percent of business schools worldwide have earned this distinguished honor, and UST is the only private university in Houston to achieve AACSB International accreditation for both undergraduate and graduate business programs. For the MSF degree, students will be required to take 30 credit hours: 24 hours of core classes and 6 hours of electives. Students without prior business courses must take at least 9 credit hours of prerequisite courses. CSB’s Bridge to Business program eases the transition to MBA, MSA or now MSF programs for students without an undergraduate business or accounting degree. Students may take compressed-track courses offered in August, October, January, March or May, so students can start a graduate degree without waiting for traditional semesters to begin. “Finance concentration is one of the most popular concentrations among our graduate business students. MSF will allow University of St. Thomas graduates to pursue careers in financial service industry,” said Dr. Natasha Delcoure, associate dean and director of graduate business programs. “The popularity of finance has strong marketability because the economy is bouncing back.” Students interested in the MSF degree program should contact Delcoure at 713-525-2101 or email [email protected].

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Youngsters are urged to share their experiences by youth charity Youth Life Project have launched a Youth Stories Project. From left, are Danielle Brown, Shakira West-Moreland and Nicola Johnson Scott D'Arcy A YOUTH charity is launching a new project to get young people to tell their stories in a bid to engage with the community. The Youth Life Project, which was launched in the wake of the riots in London last year, has teamed up with youth website Fixers UK for a project called My Story. It follows the success of a campaign the Swindon-based charity ran called Youth Stories as a way to provide a channel through which young people can communicate their thoughts, feelings and experiences. The charity’s founder, Danielle Brown, said the scheme was designed to show what the world is like through the eyes of young people and the ultimate goal was to produce a book of short stories. She said: “Taking the campaign further with the My Story project, our goal is to put together a book of the stories told, not only young people, but by people of all ages, as we believe childhood experiences can still have an effect on your adult life. “With its many unique and wide ranging stories it is hoped the book will invoke a range of emotions for the reader. “But, most of all, we hope this book can make a difference in at least one person’s life. “It could encourage others to speak out, tell their story, it could bring a sense of empathy to a reader who hasn't been through such experiences in their lives, and it could help bridge the gap between the youth and the old. “We want this book to have a positive effect in many ways and on many lives and people have the chance to be a part of that. “Your story can be told in way of a letter, a short story, an artist’s impression, a case study, newspaper article, a comic strip, or a poem -however you best express your feelings, but it must be true.” Meanwhile, The Youth Life Project is looking for people to run workshops for young people on creatively expressing themselves and are asking musicians, artists, writers and dancers get in touch. The day of free workshops, including art, street art, writing, music, beauty and more will take place on December 1. There will also be opportunities for work to be published within a book with help from Fixers. Email [email protected]. Email [email protected] with a story or for further information on the project.

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Set up in 2011, the family-run company had 87 pupils signed up last year. This year the number surged to 235, said one of its Spanish founders, Ruben Camarero.“It is an important language for the future,” he said. “We decided it was a language that would interest people because Spain is in an enormous economic crisis and China is drawing a lot of interest worldwide.”In the classroom, Fu plays from her laptop the nursery rhyme known in Europe as “Frere Jacques”, sung in Mandarin in a version well-known to Chinese children.As she repeats the names of fruit to the five toddlers, correcting their intonation, four-year-old Angela jumps around excitedly, her long brown hair whirling.“Banana!” she yells. “Xiangjiao!”

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