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Beijing Academy of Artificial Intelligence 692

2016-50/3618/en_head.json.gz/15062

New reading test for six-year-olds All children will be given a phonics-based progress check in Year 1 so teachers can identify those not at the expected level in reading and in need of extra support, Education Secretary Michael Gove has announced. Mr Gove said too many primary school children were failing to reach the expected standard and that the short, light-touch test would be designed to assess how well Year 1 pupils could read simple, decodable words. He added that the screening check would be based on systematic synthetic phonics as it was internationally proven to drive up basic reading skills from a young age. Mr Gove said: "A solid foundation in reading is crucial to a child’s success as they progress through primary school, into secondary school and then in later life. "But, in spite of the hard work of teachers and pupils, too many children are currently not reaching the expected reading levels at age seven and age 11. "We are determined to raise literacy standards in our schools, especially of those not achieving the expected level – a light-touch phonics-based check will provide reassurance that children in Year 1 have learned this important skill, will enable us to pinpoint those who are struggling at an early age and will give them the help they need before it is too late. "It will be impossible to drill for and will be a true gauge of a child’s reading skills." The government wants all children to learn to read using synthetic phonics. Pupils in England will take the tests in Year 1 from 2012 and a pilot scheme will start next summer. There will also be a progress check to help identify children needing extra support. Most schools use the scheme already, but often alongside other methods. The government wants it to be used systematically - with children building up their phonic knowledge stage-by-stage. The latest results of tests taken by six and seven-year-olds showed: Just under 85% reached the expected level (Level 2) in reading, while almost 81% achieved this in writing. Fewer boys make the grade: 80.9% did so in reading this year and 75.5% in writing. Among children on free school meals nearly 72% reached Level 2 in reading and 64% did so in writing. At age 11, one fifth of children fail to reach the level expected in English (Level 4) - although achievement in reading is better than in writing.

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Holden town meeting backs Mountview School project, 615-11 Voters at a special town meeting Monday night overwhelmingly supported the proposed Mountview School Building project, moving it forward to a ballot vote on Thursday.The project, which would cost $54.3 million, is to rebuild a new middle school directly behind the nearly 50-year-old current building. The state has committed to reimburse 50.4 percent of the cost.After a presentation on the proposed project, selectmen, the Finance Committee and the Wachusett Regional School District committee all voiced their support for the new school.Several residents also spoke in favor of the project. William Allison said if the project fails, renovation at the school will be necessary.“And you can’t exceed 30 percent of the assessed value without having to do a full project,” Mr. Allison said. “The assessed value is about $7 million, and 30 percent is just over $2 million, and $2 million gets you nothing.”Resident and Mountview teacher Bill Turgeon urged support for the project.“The costs will increase, but reimbursement will go down,” he said of the alternative to rebuilding.The 615-11 town meeting vote authorized the town to borrow the money for the project. On Thursday, voters will head to the polls to vote whether to increase taxes to cover the cost of the borrowing. The project must be approved at the ballot box to move forward.— Sandy Meindersma

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Cuba Council Writes Reply To Statement Lilley Calls Venus Shot Successful; Mariner II Measures Temperature Set Designer at Loeb Left New York Theatre Career By Paul S. Cowan, May 19, 1961 A member of the Harvard Faculty may take part in a televised debate with a spokesman for the Cuban Revolutionary Council within the next month. The Revolutionary council yesterday published an open letter in the New York Times to the professors who last week criticized the "present drift of U.S. Cuban policy." In it, the Council expressed its desire "to discuss this question in a public forum televised from coast to coast on television and/or elsewhere." Four faculty members, Donald Fleming, professor of History, David Riesman '31, Henry Ford II Professor of Social Sciences, H. Stuart Hughes, professor of History, and Eric Bentley, Charles Eliot Norton Professor of Poetry, telegramed the Council yesterday afternoon requesting a meeting "to consider the best way in which to carry forward discussion." They emphasized that they are not spokesmen for the 70 professors who signed the statement, and said that they have not yet studied the best way of conducting the debate. When the Harvard statement was first published, Dr. Jose Miro Cardona telephoned John N. Plank '45, instructor in Government, to express his concern over the statement. He felt, according to Plank, that the signers had little comprehension of the real issues in the Cuban situation and was afraid of a trend of thought in this community which assumes that social revolution inevitably entails a violation of human liberties. Worried about the widespread influence of the Harvard name, Cardona suggested that Plank attempt to circulate a counter-petition. Plank declined, reminding Cardona that the faculty members who signed the first petition did not represent the entire faculty, but telling him that few other faculty members were likely to sign a statement of any sort. At the same time, according to Plank, the statement had distressed officials in the Kennedy Administration who essentially agree with the Council's argument. Signed by Cardona, Dr. Manuel de Varona, Dr. Antonio Maceo, Dr. Justo Carillo, Manuel Ray, and Carlos Havevia, the statement asserted that "you, the illustrious professors of Harvard, steeped in learning, should have explored the statistical facts in this situation before making such an irresponsible statement."

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Bill would reduce amount of teacher pensions that is taxed Hartford - The Finance, Revenue and Bonding Committee on Thursday held a public hearing on a bill that would provide an income tax break to retired teachers collecting state pensions.A pension tax cut for teachers was first proposed by Gov. Dannel P. Malloy, and state officials said at the hearing that they supported it.Proponents said the bill was fair because teachers' retirement benefits - primarily their state pensions - are fully taxable, whereas most other employees receive Social Security benefits that are not always taxed.Under Senate Bill 28, teachers would pay taxes on 75 percent of their pensions this tax year. In fiscal year 2015, that amount would be reduced to 50 percent."While not exactly even, because it is a different system, we think providing a 50 percent exemption provides general equity with other people who are receiving pensions alongside Social Security," Malloy's budget chief, Benjamin Barnes, told the committee.Increasing the amount of money retired teachers get to keep and spend means the state would lose about $23.4 million in revenue a year. But Department of Revenue Services Commissioner Kevin Sullivan said the bill addresses an inequity in the taxes teachers pay as opposed to other retirees and that discussing tax relief measures is a sign of an improving economy."I think it is a measure of how far Connecticut has come in just four years," Sullivan said, "that you are able to be here, having these discussions about how to get money back to taxpayers."In 2011, the Malloy administration pushed for, and the General Assembly passed, one of the largest tax hikes in state history - $1.5 billion.As of calendar year 2012, there were 32,475 retired Connecticut teachers. Teachers received on average a $47,000 annual pension that year, according to data from the Office of the State Comptroller. Under the proposal, only $23,500 of that amount would be taxable.Robyn Kaplan-Cho, retirement specialist for the Connecticut Education Association, a teachers union that represents about 43,000 people, said the CEA supports the bill."It clearly makes good sense from both a parity and an economic standpoint," Kaplan-Cho said.Michael Norman, legislative chairman of the Association of Retired Teachers of Connecticut, said his group has been advocating for a pension income tax break for years. "With the high cost of insurance and other living expenses, retired teachers need some form of financial relief," he said.Teachers' pensions have not kept up with inflation, and many leave Connecticut for another state that does not have an income tax, Norman said.Senate Bill 28 also includes tax cut measures such as an insurance premium tax cut for municipalities, extending a tax credit for angel investors or people who invest in start-ups, and a sales tax exemption for over-the-counter drugs. In total, the tax cuts would amount to a loss of $53.3 million in revenue in fiscal year 2015, Barnes said.If the bill is voted out of committee and approved by any other pertinent committees, it would head to the floor of the House and Senate for votes later this legislative [email protected] Teachers fear proposed cuts to health care funding Average Connecticut teacher retires with $47,000 pension

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New London officials expecting $3.6 million state reimbursement By Colin A. Young Day Staff Writer New London - Almost 13 years after the C.B. Jennings Elementary School construction project began, the city has still not collected about $3.6 million in state grant reimbursements for the $36 million project.But city officials said Friday they are optimistic the city will be reimbursed for the Jennings construction "in the very near term."For about two years, the city has been working with the Capitol Region Education Council (CREC), an agency that works with and advocates for public school systems, to finally collect its reimbursement."Their work is completed and has been for a number of months," City Councilor Michael Passero said. "We're now waiting, essentially, to receive the reimbursement from the state. I'm optimistic we're going to get the lion's share, if not all of it."Finance Director Jeff Smith agreed that the city expects to receive a substantial portion of the outstanding $3.6 million.Passero, who is also chairman of the School Building and Maintenance Committee, said CREC representatives faced a monumental task when they first became involved. "When CREC came in, they had an incredible paperwork mess to sort out," he said. "They spent two years of work researching and completing these grant applications to get the money for the Jennings school project."Passero said CREC went through boxes of old documents "in a forensic manner" to find the documentation - some of which had never been completed - that the state required.Smith said a renewed push to collect the $3.6 million began two years ago when he, Passero, Superintendent Nicholas A. Fischer and other city employees met with the state Division of Construction Services to go over exactly what the city would need to do to be paid back.Since then, "we've moved the ball forward," Smith said.In total, the city has failed to collect $6.9 million in grant funding, including $5.3 million in state funding for school construction projects dating back to 2000.The outstanding grant money, along with about $1 million in overspending on capital projects between 2007 and 2011, and the city's withering fund balance has created a serious cash flow problem for the city.On Monday, Smith presented to the City Council's Finance Committee a solution that would involve bonding roughly $10 million to free up cash the city needs to pay its bills and meet payroll. According to Smith, New London could run out of cash in mid-May or early June if it does not act by April 25.Passero said he is hoping the Jennings reimbursement comes before April 25, which would decrease the amount of money the city would be asked to bond. "Essentially, we've done our work. We've fulfilled our requirements and now we're waiting for the final agreement and the money to come through," Passero said. "Now the clock is ticking," he said. "I'd like to see the money come through in time so it doesn't become part of this bond package."Passero, who said he is adamantly opposed to what he called a "reckless and irresponsible" bonding proposal, said activity in Hartford could speed up the reimbursement process. "Our legislative delegation is advocating on our behalf to facilitate whatever needs to be done to get the bureaucracy moving," he said.Passero and Smith said there is no one individual to blame for the failure to collect the grant money; rather, the failure was the result of a systemic problem in a city that has seen a high rate of turnover in the mayor's office, the City Council, the superintendent's office and the finance department."Mistakes were made," Passero said. "But we've worked diligently over the last two years to correct those mistakes."And with CREC acting as the project manager for the school building project that includes the Winthrop Elementary Magnet School and Nathan Hale Arts Magnet School, Passero said, issues that fell through the cracks during the Jennings project are properly handled on a daily, weekly and monthly basis."I am 150 percent confident that we have solved the systemic problems with Jennings," he said. "It was a systemic issue; that's the way we approached it, and that's the way we solved the problem."[email protected] Finizio says New London will run out of cash in days New London running out of cash

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'Virtual classrooms' close to reality in NH | New Hampshire Contact us 'Virtual classrooms' close to reality in NH MANCHESTER - School officials are confident their plans for "virtual classrooms" in the high schools will be ready in time for the Jan. 22 start of the winter quarter.Mayor Ted Gatsas said he's been able to raise about $37,500 from the business community; a couple of companies are willing to contribute hardware for the program. "I think it's going to be a go," Gatsas said. "The financial end is going to be met." Under the plan presented in November by Superintendent Thomas Brennan, the district will set up "blended" classrooms, where students can take courses through the Virtual Learning Academy Charter School (known as V-LACS). The plan also calls for the creation of remote classrooms equipped with interactive video screens at the high schools, which would enable students at any of the three schools to participate in courses taught by a teacher at one of the schools. Brennan has estimated the cost for three "blended learning labs" at $30,000 for hardware and $43,500 per semester for three lab facilitators. Equipping the remote classrooms would cost around $3,700 each. Brennan did not return a call for comment regarding the details of the plan.The technology initiatives are part of a multi-pronged reform agenda pushed by Gatsas following the outcry over the crowded classrooms. The issue has prompted Hooksett and Candia to take steps to sever the contract they have to send their students to city high schools.Gatsas and district officials have presented the plan at meetings with residents and school board members of those towns. The plan has not been greeted with much enthusiasm by board members or parents, particularly activists who have called on the district to hire more teachers. Brennan has maintained the technology program is not meant to directly address classroom crowding, but that it would allow the schools to use resources and schedule classes more efficiently. Gatsas said along with the virtual classrooms, the district is moving forward with several components of the reform agenda."I think it's important that we achieve the goals we've set, getting virtual learning in place. Next we've got to achieve the redistricting and then lengthening of the school day," he said. Amid the district's financial woes, Gatsas has increasingly reached out to local businesses and charities to support initiatives he's backed. He was able to raise $25,000 to fund a national search for a new superintendent for the district. Gatsas said he didn't think members of the business community felt imposed on. "People in the business community have stepped up," he said. The companies willing to supply the technology hardware, which Gatsas did not disclose, may be interested in taking advantage of the district's newly enacted policy allowing advertising in schools. Representatives of the companies have met with the superintendent to discuss having some form of advertising in the computer-equipped classrooms, Gatsas said. The district's plans to turn to technology in the face of budget constraints and crowded classrooms have received national media coverage, with a recent article in The New York Times and a favorable editorial in The Boston Globe."Skeptics should give Manchester's plan fair consideration," the Dec. 19 Globe piece noted. "Done well, online learning and remote classrooms could actually enhance students' high school experience."- - - - - - - -Ted Siefer may be reached at [email protected]..

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Help▼ContentsSearchFAQSupportPortalsWatercoolerSuggestions Place:Whittington, Gloucestershire, England NameWhittington Alt namesWitentunesource: Domesday Book (1985) p 115 Located inGloucestershire, England See alsoBradley Hundred, Gloucestershire, Englandhundred in which the parish was locatedNorthleach Rural, Gloucestershire, Englandrural district in which it was situated 1894-1974Cotswold District, Gloucestershire, Englandadministrative district in which it is now located the text in this section is based on an article in Wikipedia Whittington is a village and rural parish in the county of Gloucestershire, England, situated some 4 miles south east of Cheltenham, just off the busy A40 road. The village is not large and the properties are spread along the main village roads. Whittington Court is one of the larger properties and was the old manor house. Set near Whittington Court is the parish church dedicated to St. Bartholomew. Whittington was located in the northwest corner of Northleach Rural District from 1894 until 1974 and since then has been part of the Cotswold District. [edit] Research Tips Gloucestershire Archives in Gloucester is where paper and microfilm copies of all records for this part of Gloucestershire are stored. Online sources which may also be helpful: Whittington from A History of the County of Gloucester: Volume 9/Bradley hundred] in the Victoria County History series provided by the website British History Online Three maps on the A Vision of Britain through Time website illustrate the changes in political boundaries over the period 1830-1945. All have expanding scales and on the second and third this facility is sufficient that individual parishes can be inspected. Gloucestershire Hundreds as drawn in 1832. This map was prepared before The Great Reform Act of that year. Note the polling places and representation of the various parts of the county. Gloucestershire in 1900, an Ordnance Survey map showing rural districts, the boundaries of the larger towns, the smaller civil parishes of the time, and some hamlets and villages in each parish Gloucestershire in 1943, an Ordnance Survey map showing the rural districts after the changes to their structure in the 1930s A Vision of Britain through Time has a group of pages of statistical facts for almost every parish in the county GENUKI gives pointers to other archive sources as well as providing some details on each parish. The emphasis here is on ecclesiastical parishes (useful before 1837) A listing of all the Registration Districts in England and Wales since their introduction in 1837 and tables of the parishes that were part of each district and the time period covered with detailed notes on changes of parish name, mergers, etc. The compiler has gone to a lot of work to provide this material. Respect his copyright. The FamilySearch Wiki for Gloucestershire provides a similar but not identical series of webpages to that provided by GENUKI English Jurisdictions, a supplementary website to FamilySearch outlining local parish boundaries in the middle on the 19th century. The information provided is especially useful for establishing the relationship of the ecclesiastical parishes in large towns and cathedral cities. Ancestry UK has recently added Gloucestershire Burials, 1813-1988; Confirmations, 1834-1913; Baptisms, 1813-1913; Baptisms, Marriages and Burials, 1538-1813; and Marriages and Banns, 1754-1938. (entry dated 1 Aug 2015) This page uses content from the English Wikipedia. The original content was at Whittington, Gloucestershire. The list of authors can be seen in the page history. As with WeRelate, the content of Wikipedia is available under the Creative Commons Attribution/Share-Alike License. Retrieved from "http://www.werelate.org/wiki/Place:Whittington%2C_Gloucestershire%2C_England" Categories: Gloucestershire, England | Whittington, Gloucestershire, England | Bradley Hundred, Gloucestershire, England | Northleach Rural, Gloucestershire, England | Cotswold District, Gloucestershire, England Don't want ads?

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GIVING About the College Degree Checklists Accounting, Finance, & Economics Computer Science & Quantitative Methods EagleMail (E-mail) Forms Online Teaching & Learning Center (TLC) Roger Weikle Dean and Professor of Management Ph.D., University of South Carolina MBA, Marshall University BBA, Marshall University 204 Thurmond Building [email protected] http://faculty.winthrop.edu/weikler Area(s): Labor Relations, Employment Law, Human Resource Management Roger D. Weikle, now dean of the College of Business Administration at Winthrop University, has been in higher education and human resources for approximately 25 years. After receiving undergraduate and masters degrees in human resource management from Marshall University in Huntington West Virginia, he worked briefly in the coal and steel industry for the Pittston Company and Bethlehem Steel Corporation. After earning a Ph.D. from the University of South Carolina, Dr. Weikle became interested in a higher education teaching career and began his association with Winthrop University. Dr. Weikle has taught courses in human behavior in organizations, human resource management courses in the undergraduate, masters and executive MBA program, employment law, collective bargaining and public policy. His research interests parallel his teaching fields with much activity in the area of individual bargaining behavior, the effects of technology in the work place, union organizing campaigns, and the effects of performance appraisals and compensation on performance. This research has been published in journals in the United States, Europe and Canada. He is also a frequent contributor to academic seminars and other development programs. Dr. Weikle does more focused training for supervisors on the employment law implications of pre-employment interviews and performance appraisals. Dr. Weikle also does labor arbitration with the Department of Labor, Division of Labor Management Services’ Arbitration Panel, having been selected one the original five-person panel in 1989 and on various contracts in the steel industry. In the past few months, he has expanded this interest into other areas of alternative dispute resolution on private issues involving contract disputes in the construction industry. In recent years, Dr. Weikle’s work has been on issues associated with regional economic development and those contributing to the improvement of teaching, learning and applied curriculum in business schools. This work has led to active involvement with AACSB-The International Association for Management Education, SACS, The Southern Association of Colleges and Schools, and the Southern Business Administration Association. He holds board memberships on the Catawba Technology Education Consortium, the SC Council for Economic Education, The MBA Roundtable, The Frank L. Roddey SC Small Business Development Center (Chair), the Rock Hill Chamber of Commerce Area Council (Treasurer), and the Rock Hill Economic Development Corporation. On a personal basis, he is married to Elizabeth (Winthrop B.S. 1982; M.S. 1984), a consultant in medical nutrition therapy, and has a daughter, Claire.

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University | What happens to a student deferred? Carmen Lu What happens to a student deferred? Carmen Lu Jan 12, 2010 After Eric Bersin, 17, learned that Yale had deferred him last Dec. 15, he watched other friends and peers begin celebrating their early admittance to their first choice colleges and wondered if he made the right decision in apply early to Yale. “It is so frustrating having to wait until April to figure out where I’m going to school,” he said. “I am rather on edge about the whole thing.” This year, the Office of Undergraduate Admissions deferred just over half of the 5,261 early applicants to the Class of 2014. The Office maintains that deferred students have equally strong chances of admission as regular round applicants. But with regular decision applications outnumbering early action applications by almost four times last year, some deferred students spent their holiday break reevaluating their college options. And with high school students submitting record numbers of college applications, deferred Eli-hopefuls, too, are adding schools to their lists. Emily Hall, 18, of Nicholasville, Ky., said Yale had initially been at the bottom of her college list until she visited campus last summer. The brief trip impressed her so much, she said, that she decided to apply early to Yale and send regular applications to just two other schools: Brown University and the University of Kentucky, her safety school. Hall also decided to withhold her applications to her two other schools until she heard from Yale, knowing that if accepted, she would not bother to send them in. “As far as how I feel about my chances, I do not feel like they are very good,” Hall said. “With thousands more applications pouring into the admissions office, none of us have incredible chances.” Like many others who received disappointing news in December, Hall said she needed to change her game plan and prepare “for the worst-case scenario.” The high school senior, who has a 3.95 GPA and spent last summer conducting genetic research at the University of Western Kentucky, said she decided to apply to Georgetown University and Johns Hopkins University, two colleges she had visited over summer and liked but had chosen to leave off her earlier application list. Other deferred students, such as Kavya Shankar , 17, a senior at Lynbrook High School in San Jose, Calif., also added several more schools to their lists after receiving their decision. Shankar originally planned to apply to nine colleges, but has since added three more: Brown, Northwestern and New York University. Of the dozen deferred students interviewed, the majority said the deferral prompted them to apply to additional colleges as a precaution. “I was definitely disappointed with the deferral, and this just made me a lot more nervous about the rest of my applications,” Shankar said. “Getting deferred kind of made me disheartened by the college process in general.” While Dean of Admissions Jeff Brenzel said that high school seniors are applying to more schools than ever, he does not see the anxiety caused by early admissions deferrals and rejections as a main source of this increase in college applications. “The vast majority of early admission programs have been stable around the country for about 40 years in terms of their makeup and requirements,” he said. “In the absence of significant change in the overall landscape for these programs, it is hard to see how they could be a significant causal factor in rising applications.” Incomplete applications further added to the anxiety of deferral for students such as Eric Bersin, a high school senior from Long Grove, Ill. Bersin said he spent much of the holiday break frantically finishing five applications. “I waited to save on the application fees,” he said. “ I knew if I got into Yale I was going there.” Bersin had already applied to several schools before learning of his deferral. He designated two — the University of Minnesota and the University of Michigan — as his safety schools and two more — Harvard and Duke — offered students who applied sooner a better chance of securing interviews, Bersin said. Despite having already been accepted to both of his safety schools, which use rolling admissions, Bersin said he contemplated adding more colleges to the list of nine schools to which he had originally planned to apply. Ultimately, he decided that he would be content attending most of the schools on the list, he said. Given the anxiety caused by his deferral, he is now more eagerly eyeing Princeton, Brown and the University of Chicago. Now, as he waits for the release of regular round decisions in April, Bersin said he finds it ever more difficult to maintain the motivation that had driven him in past years, especially as some of his classmates are already celebrating acceptances to their first-choice college. “If it’s 2 o’clock in the morning and the paper I’m working on still needs revising or one piece of homework is still left undone, I’ll be able to call it quits and live with less-than-perfect work,” he said. Hall, Bresin and Shankar along with the rest of the applicants to the Class of 2014 will hear of their final admissions decision in early April. Pingback: New York University Undergraduate Admission Requirements | top - top mba schools()

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Now that Maine schools have been graded, what will be done? NextLearn About TableauTroy R. Bennett | BDNJulie Wagner holds a sign with her daughter, Libby, 6, outside Hall Elementary School in Portland Thursday afternoon at an impromptu support rally in the wake of the school's "F" rating by the governor. Buy Photo By Christopher Cousins, BDN Staff Posted May 03, 2013, at 3:58 p.m. Last modified May 03, 2013, at 4:27 p.m. AUGUSTA, Maine — The grades assigned to Maine schools this week under a new state grading system triggered a maelstrom around the unsurprising results: Schools with A’s were generally in wealthier communities, while those with F’s were generally in lower-income ones. Giving schools grades brought this reality of an income divide to the forefront of public discussion, which in the past few days has largely shifted from the merits of the grading system to how adjustments in funding for rich and poor school districts can or can’t equalize opportunities for Maine students. The LePage administration is hopeful that the Legislature will support a proposal to route millions of dollars over the next two years to some of the state’s lowest-performing schools. Meanwhile, the pressure on public schools, particularly high schools, is considerable this week, given the fact that the state’s 11th-graders are scheduled to take the SAT on Saturday, which will have a considerable effect on their schools’ next round of grades. There are myriad reasons why a household’s income is often a strong indicator of how a student from that household performs in school, according to Dr. David Silvernail, director of the University of Southern Maine’s Center for Education Policy, Applied Research and Evaluation. Other problems often come with poverty, ranging from parents with low levels of education to higher rates of child abuse and neglect. Parents in poor families sometimes are forced to work multiple jobs, which cuts down on the amount of time and resources they can devote to supporting their children’s education.Story continues below advertisement. Silvernail said there are examples in Maine of high-poverty schools performing well, but they’re the exception, not the rule. “In a high-poverty community, you can defy the odds, but it’s hard work,” said Silvernail. “It takes longer and requires a different level of funding. If you don’t do anything, the relationship is going to be strong until you take action and try to change it.” According to a Bangor Daily News analysis, Department of Education data show there is a correlation between a school’s percentage of students receiving free or reduced-price lunch — a measure often used to indicate a school community’s socioeconomic status — and the grade it received. Among the nine high schools in Maine that earned an A, none had more than 20 percent of their students receiving free or reduced-price lunch rates. Conversely, no high school with an F grade had less than 40 percent of students receiving free or reduced-price lunch. Among elementary and middle schools, the trend is similar, but there are more examples of lower-income schools succeeding. Schools receiving A’s ranged from Pond Cove Elementary School in Cape Elizabeth, where 2.2 percent of students receive free and reduced-price lunch, to Phillips Elementary School in Franklin County, where nearly 80 percent of students eat lunch at free or reduced rates. Only four of the elementary schools that received A’s had more than 60 percent of their student body eligible for free and reduced-price lunch. The connection between family income and F grades among elementary schools was clearer. Free and reduced-price lunch rates in those schools ranged from about 36 percent all the way to 97 percent at Governor James B. Longley Elementary School in Lewiston, which received the worst elementary school score in Maine. LePage tried to counter the argument about socioeconomics’ impact on school grades Thursday with the release of a list of 21 schools with free and reduced-price lunch rates above 50 percent that received A’s or B’s. “Overcoming poverty himself, Gov. LePage’s own personal story shows that income barriers do not define destiny,” said LePage spokeswoman Adrienne Bennett. “Poverty does not equate to failure, and we hope these grades and the data website will lead to healthy conversations about how these high poverty schools are achieving great results.” Silvernail has led research on the topic of how schools can succeed despite poverty in the community or loss of funds. He said he viewed LePage’s grading system as flawed because it didn’t take into account funding levels, not that he thinks any school should be excused from excellence on that basis. Instead, he said measuring a school’s efficiency, rather than just test scores and student achievement, would be more indicative of a school’s performance. In other words, which schools are doing better despite having fewer resources? “There is clearly a strong relationship between poverty and achievement,” he said. “If you have two schools and one is high poverty and the other is low poverty, about half the difference in their scores can be explained by the poverty level. However, we found high-poverty schools in Maine that are defying those odds.” The schools identified by Silvernail’s study include Bowdoinham Community School, which was given a C in the grading system; Great Salt Bay Community School in Damariscotta, which got a B; and Hampden Academy, which also got a B. Common themes among what Silvernail calls “more efficient schools” in a lengthy 2012 study were a variety of learning experiences, including aggressive remediation and enrichment programs that focus on individual students’ needs. In general, those schools also employ rigorous expectations but allow students more control and responsibility for their own learning. “These schools are also promoting and supporting this intellectual development in cost-efficient ways,” reads Silvernail’s report. “They are providing their community, parents and students a higher return on spending and are getting a bigger bang for their buck. The good news is that this work is not extremely expensive, it does not require external experts and it is already being done in all types of schools in Maine.” But none of this stops many educators from pointing to a school’s funding level as a key component of its performance. In Eastport-area schools, for example, Superintendent James Underwood says budget cuts in recent year have led to classrooms that contain three grade levels and extremely sparse budgets for textbooks, supplies and technology upgrades. “We can barely scrape enough tax money together here locally to fund the very basics,” said Underwood. Rep. Peter Johnson, R-Greenville, a member of the Education Committee in his fourth term in the Legislature, says routing more funding toward not-so-affluent schools in Maine is his primary goal as a lawmaker. He has sponsored several bills that would alter how money flows to districts in the state’s Essential Programs and Services formula, which is how the state determines what communities should spend on their schools. Due to the efforts of Johnson and others, the EPS formula is being studied at length. The results will be delivered to lawmakers in time for next year’s legislative session. “It’s still out of balance in my view,” said Johnson. “Coming out of this effort, what I would expect to figure out is some mechanism that you could tie more funds directly to economic disadvantages.” During the unveiling of the school grades Wednesday, Maine Education Commissioner Stephen Bowen said that his department is already considering changing the formula when grades are re-released this fall for high schools and next spring for elementary schools. He has said the grades no longer will be distributed along a bell curve and that data from the university and community college systems about the level of remedial work needed by students could be incorporated, but he has not indicated that a community’s wealth or a school’s efficiency will be a factor. One thing Bowen has promised is that the department will target funds and resources toward the lowest-performing schools. In addition to federal funding that already flows to low-performing, low-income Title 1 schools, LePage has proposed spending $3 million over the next two years to help non-Title 1 schools, but that provision requires legislative approval. Bowen has said that money could be used to hire consultants or specialists to train teachers and administrators and that the department could play a role in helping schools discover best practices from one another or otherwise collaborate. “We want to figure out what is working in schools, and we want to use that to help schools that are struggling,” said Bowen. “We want to focus on growth. Even if students are not at that proficient level, we want to make sure there was growth every year.” Rep. Brian Hubbell, D-Bar Harbor, a member of the Education Committee who analyzed school funding and other education issues before becoming a lawmaker, said he is not a fan of the grading system but can see some good coming out of it. “It reinforced that Falmouth and Cape Elizabeth kids are entering life with many more advantages than kids in Millinocket,” said Hubbell. “If what we’re doing is talking about the performance of an individual school, it’s not fair. There’s no doubt that teachers in Millinocket are faced with the extent of the challenge more than teachers in affluent districts are.” Previous story:« ‘Unreasonable’ restrictions on Plan B Next story:The danger in computer grading: What score would the Gettysburg Address get? » Similar Articles5.1.2013Grading system for Maine schools is uncompassionate, unreliable5.10.2014School report cards to be released starting May 13, will include data on school poverty levels1.10.2014Report: Maine schools with higher percentage of poor students typically have lower academic performance7.28.2008Programs to feed Maine schoolchildren5.18.2014State’s grading system frustrates school administrators

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Favorite Commentscuckumon on CUMB Releases First Round Of Fall Orgo Night FlyersBane on In Memoriam Of [email protected]ANYONE BUT DEAN HINKSON on Speculating (And Hoping) About Barnard's Next President Recent CommentsFan Luv on Major Keys: CORE Presents DJ Khaled and Arianna HuffingtonDisappointed on The Best (Worst) Tweets From Columbia AthleticsJeb Bush on Major Keys: CORE Presents DJ Khaled and Arianna Huffington Jan21 Barnard COO Packs up For Swarthmore January 21, 20141:36 pm 1 Comments Spiffy tie there, Greg Barnard’s COO (Chief Operating Officer), Greg Brown, is heading down to Swarthmore after eight years serving on the west side of Broadway. As the COO and formerly as the VP for Finance and Planning, he sponsored “Taking Care of Barnard” and in 2012 was named Administrator of the Year by SGA. The times, they are a-changin’. From DSpar: “Still, there’s simply no getting around how much we will miss him. Since his arrival at Barnard in 2006, when he was hired by Judith Shapiro as VP for Finance and Planning, Greg has been the colleague, the right-hand, that every college president hopes to find. He has guided our finances and operations with skill and apparent ease, and has changed the way we do business, all for the better. In 2009, I promoted Greg to COO and, as such, he has overseen Finance, Human Resources, Campus Services (Facilities, Public Safety and Events Management), BCIT, and General Counsel. Each of these vital departments has benefited in countless ways from his expert leadership.” Read the rest of the email after the jump. To members of the Barnard Community — I am writing to share news that can only be delivered with a very heavy heart. After 8 years of unparalleled service to Barnard, COO Greg Brown will be leaving the College as of April 4 to head to Pennsylvania and Swarthmore College. Beginning in June, he will be taking on a new role as Swarthmore’s vice president for finance and administration. At Swarthmore, Greg will have the opportunity to bring his keen understanding of liberal arts institutions to a campus community that is poised for tremendous growth and change. If anyone knows the challenges that academic institutions face—financial, administrative, and otherwise—Greg does, and his proven track record in all aspects of running a college will be brought to bear at Swarthmore. Of course, he also has considerable expertise in managing the Barnard/Columbia relationship and this will certainly translate to Swarthmore’s tri-college consortium that includes Bryn Mawr and Haverford. The move is an exciting one for Greg, with a new setting and new problems to solve, and there’s no doubt that he will take it on with his signature level-headedness, intelligence, and commitment. Among Greg’s stellar moments was his decision to move the management of Barnard’s endowment from the College to Investure. The results of this change are apparent in our robust endowment returns over the past five years, even in the aftermath of the 2008-09 market crash which brought with it one of Barnard’s toughest financial times. He implemented a streamlined system of financial reporting to the Board of Trustees, worked with the SGA to establish the Financial Advisory Council which looks at financial matters of interest to our students, and increased the overall transparency of Barnard’s financial operations. Our all-staff meetings won’t be the same without the touch of humor Greg brings to his clear and open presentations of the College’s dollars and cents. Greg masterfully oversaw the financing and opening of The Diana Center, instituted significant improvements to our computing and administrative systems and, in his exceptional leadership of HR, greatly improved service and redesigned the administrators’ performance evaluation process. He led the ­­­2012 academic space planning process and is currently chairing the campus-wide steering committee charged with the creation of our new academic building. In fact, there are few, if any, areas of the College that have not benefitted from Greg’s efforts, and so many of you have had the good fortune to work closely and collaboratively with him. On the faculty side, he has regularly presented at faculty meetings, attended all meetings of the Faculty Budget and Planning Committee, and worked closely with the Faculty Finance and Resources Committee. On the staff side, he’s directed the all-staff meetings, which have become both informative sessions and community builders, and run the Joint Faculty and Administrators Benefits Committee. As for the Board, he’s been entrusted with some of its most important undertakings, especially with the workings of the Budget & Finance, Audit & Compliance, Investments, and Building, Environment & Technology committees. He gives an annual financial update to the alumnae Leadership Council, and for the students, Greg has held Town Hall meetings on the College’s finances and has periodically met with the SGA Executive Board and Rep Council. In appreciation for his efforts, the SGA named Greg the Administrator of the Year in 2012. On a personal note, I’ve been extremely lucky to have Greg right across the hall. From day one of my presidency, he has been an invaluable font of knowledge, an honest and wise collaborator, and a true friend. Working with him has been an honor, a pleasure, and a great deal of fun, even under the most stressful of circumstances. Of course, Greg wants to ensure the smoothest possible transition and will do all he can over the next few months to make this happen. He and I will be working closely with his direct reports during the transition period, and I will get back to you as plans evolve around how best to secure his successor. Greg is treasured here at Barnard, not only for his considerable brainpower and abilities, but for his devotion to our entire community. We should consider ourselves very fortunate to have had his guidance and will find a time to come together to celebrate him before his departure. Meanwhile, I know you will all join me in wishing Greg the very best. Debora Spar Photo via Swarthmore Tags: administration, barnard auction, but why does swarthmore need even more, ch-ch-ch-changes, DSpar, greg brown, he be on his suit and tie « Late Night IllumiKniti Strike PSA: It’s Going to Get Cold » 1 Comment Literally no one cares 1 January 21, 2014 @ 9:26 pm Track Bwog just feels the need to make an article out of every single mass email.

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Loyola Student Dispatch Bringing Breaking News to Loyola University Chicago Loyola News Crime & Campus Safety Month: April 2010 Loyola dancers put their best foot forward On April 30, 2010September 28, 2014 By Kim CumminsIn Loyola University ChicagoLeave a comment By Kimberly Cummins The Loyola University Chicago Dance program will hold its bi-yearly Informance Friday in Mullady Theater. The Informance, slated for 7:30 p.m. Friday, is an event held each semester showcasing the work of students enrolled in all levels of dance classes. Showing three styles of dance, the Informance is an informal event that presented by the Department of Fine and Performing Arts. With styles including ballet, jazz, and modern dance, the event allows the audience a look into college-level dance at its finest. Tickets for general admission are $5 and can be preordered online at Informance. Loyola adds new sorority to campus On April 29, 2010September 28, 2014 By jmeyer76In Loyola University ChicagoLeave a comment By Jessica Meyer Chi Omega beat out two other sororities to become a new chapter at Loyola University Chicago and will start recruiting in the fall. With the help of a great community and the ability to support a new chapter, Chi Omega is seen as the best choice. Questions were asked about the well roundedness of the sorority, as well as their ideals and how they will fit into Loyola’s campus. Panhellenic Council interviewed Phi Mu and Alpha Delta Pi in the process, but were beat out in the consensus process. The Council is the governing body behind all inter sorority relations, as well as the supervisor of sorority life. “We looked at their values with university and Greek values, those being unity, scholarship, service and leadership,” said Gina Waterman, 21, a junior advertising and public relations major and president of Panhellenic Council. Chi Omega is the largest women’s fraternity in the world, with 171 collegiate chapters and 290,000 members. One of the sorority’s biggest ideals is serving those around them, as well as helping others. “They brought representatives from Northwestern and DePaul, showing that they have a great community in Chicago, not just at Loyola,” said Jessie Barnes, 18, a freshman business major and a member of Greek life at Loyola. “I think their big national name will boost Greek life here.” Not all people feel that this large sorority will help the other sororities on campus, with the fall semester bringing many representatives to campus, persuading other students to join the initial executive board at Loyola. “I think it will be harmful in the long run and detrimental to smaller sororities on campus because of their large name,” said Tamara Koritarov, 19, a sophomore psychology major and a member of Greek life at Loyola. Overall, Chi Omega will meet the demand with higher enrollment of students on campus, allowing for more sororities to come onto campus. “We feel like they have the full package and will be able to draw in a new section of already existing Loyola students,” Waterman said. Parisian gallerist to appear at Loyola On April 29, 2010September 28, 2014 By aperez2In Loyola University ChicagoLeave a comment Sunday on the Island of La Grande JatteBy Alex Perez Art historian and Parisian gallerist Christopher Boicos will make a presentation tonight discussing Chicago as home to four important masterpieces of modern French painting in the collection of the Art Institute of Chicago, according to LU Focus . This free Parisian event will take place at 6 p.m. in Loyola University Museum of Art. Examined together, Gustave Caillebotte’s Paris Street, Rainy Day (1877), Georges Seurat’s A Sunday on the Island of La Grande Jatte (1884-86), and Henri de Toulouse-Lautrec’s Moulin de la Galette (1889) and Moulin Rouge (1892-95) provide a fascinating vision of the people e of the great cities of the world in the early modern era, LU Focus reports. Silhouettes end season on high note The Silhouettes singing group ended its year on a high note at this years Spring Fever event, performing before a standing-room-only crowd at Bremner Lounge. Alumni were honored and asked to sing with their former group to the song, “Stand By Me.” Audience members were delighted to hear performances like “Don’t Stop Believing,” or a group favorite “Hallelujah,” “I enjoyed it a lot, and I’m really glad I went. I really liked the ‘Don’t Stop Believing’ piece, because they had performed it before, but I liked it better this time around. I also liked their act of Lady Gaga because it was something different and probably very difficult to put together,” said Sonia Verma, 20, a sophomore psychology major. The overall favorite song seemed to be “Bad Romance,” with the entire group using props that were reminiscent of Gaga. “’Bad Romance’ was my favorite song to sing because it was such a crowd pleaser. It was so fun to learn and perform,” said Madison Beaton, 19, a sophomore communication studies major. Throughout the evening, prizes were raffled off, including gift cards to places like Chipotle, Starbucks and Jamba Juice. “Everyone really gave their all, and this concert included seven new songs, some of which the group arranged themselves,” Beaton said. “It was awesome that they could showcase their hard work.” Over the past year, the group gained several new freshman members. The Silhouettes then had to make the dynamic of the group flow smoothly all over again. “In the past year we have improved so much musically and vocally. Every single girl in the group is committed to producing the best music possible, which is something that started at the beginning of the school year and has grown exponentially since then,” said Robyn Galloway, 21, a senior education major, and president of The Silhouettes, “I am so excited for the future of this group.” Men’s Volleyball moves on to championship On April 29, 2010September 28, 2014 By aaronkearneyIn Loyola University ChicagoLeave a comment By Aaron Kearney Loyola University Chicago’s Men’s Volleyball team is moving on to the Midwestern Intercollegiate Volleyball Association championship after sweeping Lewis University in three straight sets Wednesday night. The boys beat cross-town rival Lewis 30-26, 30-23, 30-18, in a match at Alumni Gym, catapulting the Ramblers into the MIVA final at Ohio State University, against Ohio State, at 6 p.m. Saturday, according to Loyola Athletics online. Mike Bunting led the Ramblers with 15 kills, George Kamberos, and Kris Berzins also added 11 kills each. Ian Karbiener carried Lewis with 14 kills. Loyola will look to make it into the national final four with a win saturday at No. 1 ranked Ohio State. The two teams have met twice this year already, with the Ramblers winning at home, and the Buckeyes winning in Columbus, Ohio. Spring Block Party features food, folks and fun On April 29, 2010September 28, 2014 By lfiandacaIn Loyola University ChicagoLeave a comment By Lisa Fiandaca Loyola University Chicago’s Water Tower Campus normally reflects the busy and active atmosphere of the surrounding downtown area. However, the campus displayed a different scene Wednesday afternoon when the university closed off the intersection of East Pearson Street and North Wabash Avenue. Students and faculty were thrilled to take the time to enjoy free food and live music in the streets of downtown Chicago in between classes during Loyola’s annual Spring Block Party. “The block party is a great community builder,” said Lee Hood, a first year journalism professor at Loyola. “I hope Loyola continues this in the future.” People lined the streets to grab lunch and socialize with fellow students versus heading straight to classes. “It really fosters a sense of community in the downtown campus and shows our community to the rest of the city,” said Kaitlyn Isaia, 23, a social work major in the five-year B.S.W./M.S.W. program. With the congestion of the city, the campus does not have much space to host larger events throughout the week as does Loyola’s Lake Shore Campus in Rogers Park. “Lake Shore always has a lot of activities going on during the day, such as Ramblerfest last week,” said Sarah Zambrano, 19, a sophomore accounting and finance major. “All my classes are downtown, so it’s nice to have an event here for a change.” Students agree that these activities downtown are too rare, and wish there were more of them. “I would like to see events like this happen more often,” said Anthony Petrungaro, 20, a sophomore economics major. “With the tuition we’re paying, I’d say the students deserve a free lunch or two every now and then.” Stritch Dean reappointed to prestigious post On April 28, 2010September 28, 2014 By loyolastudentdispatchIn Loyola University ChicagoLeave a comment Dr. Richard Gamelli, distinguished surgeon and dean of the Loyola University Chicago Stritch School of Medicine, has been reappointed editor-in-chief of the Journal of Burn Care & Research, according to Loyola University Health System. Here are details from the news release: Gamelli, 61, will serve a second, five-year term as editor of the journal, which is the official, bi-monthly publication of the American Burn Association (ABA), an international organization that promotes and supports burn-related research, education, care, rehabilitation and prevention. The publication is the only peer-reviewed journal in the United States devoted exclusively to the treatment and research of burns. “Many important changes in the operation and quality of the Journal have occurred under Dr. Gamelli’s leadership, and we all look forward to an ongoing productive working relationship in the years ahead,” read a statement in part issued by the ABA Board of Trustees, which made the reappointment at its recent annual meeting in Boston. Gamelli is the 20-year chief of Loyola’s Burn Center and a world authority on the treatment of burn wounds, research and prevention. A resident of Burr Ridge, he joined Loyola in 1990 as chief of the Burn Center and as the founder and director of the Burn & Shock Trauma Institute in the Stritch School of Medicine. In 1995, he was named the Robert J. Freeark Professor and Chairman of the Department of Surgery, Stritch. In February 2010, he was appointed senior vice president of Loyola University Health System (LUHS). The system includes Gottlieb Memorial Hospital, the Loyola Center for Ambulatory Surgery at Oakbrook Terrace North in Oakbrook, Ill., RML Specialty Hospital, a facility co-owned by LUHS, and, adjacent to the main medical center campus, the Edward J. Hines Jr. VA Hospital, which has a cooperative research and patient care initiatives with LUHS. Gamelli is a former member of the LUHS Board of Directors. In April 2009, Gamelli was appointed dean of Stritch, which is part of LUHS. In 2002 Gamelli received the Faculty of the Year award from Loyola University Chicago. He was inducted as a faculty member in Alpha Omega Alpha Honor Medical Society. He also delivered the commencement address to the Stritch School of Medicine in 2006. Most recently, he was elected to lead the Council of Clinical Chairs and was awarded the Ralph P. Leischner Master Teacher Award from the Stritch School of Medicine. Gamelli is a past president of the ABA, where he has been an active member since 1979. He recently was named a member of the Surgery, Anesthesiology and Trauma Study Section, Center for Scientific Review, of the National Institutes of Health. In addition, Dr. Gamelli has served as the associate editor of the Journal of Trauma and is a member of the editorial board of Annals of Surgery, Shock, Burns, and the Journal of the American College of Surgeons. Loyola students chill before Finals Week On April 28, 2010September 28, 2014 By cschmid23In Loyola University ChicagoLeave a comment By Caitlyn Schmid The Loyola University Chicago Department of Programming is hosting its annual Be Chill Bash on Friday to help students gain composure before finals. Students are welcome to come to CFSU from noon until 3 p.m. on the last day of classes to enjoy free food and fun. Free Caribou Coffee, Coldstone Creamery, massages, giveaways, and an oxygen bar will be available to help students unwind for a few hours. All are welcome to come enjoy the fun and relax before Finals Week begins. College Republicans host global warming skeptic With Loyola University Chicago’s efforts to raise awareness of environmental impacts on college campuses and Earth Day last week, Loyola continues the theme to discuss global warming. The Loyola University Chicago College Republicans will be hosting “The Myth of Global Warming” presented by attorney and author Christopher Horner at 7 p.m. Wednesday in Mundelein Center auditorium. Horner is a Senior Fellow at Competitive Enterprise Institute and has represented CEI, scientists, and members of the U.S. House and Senate in court on matters of environmental policy in the federal courts. As an author of many different publications, such as law reviews, legal and industrial trade journals, print and online opinion pages, Horner has also published two best-selling books. These two include “Red Hot Lies: How Global Warming Alarmists Use Threats, Fraud and Deception to Keep You Misinformed” and “The Politically Incorrect Guide to Global Warming and Environmentalism,” which was on the New York Times bestseller list for nearly half of 2007. Loyola Men’s Volleyball in semi-final tonight On April 28, 2010September 28, 2014 By aaronkearneyIn Loyola University ChicagoLeave a comment Loyola Men's Volleyball. Photo Courtesy Loyola Athletic Department.Loyola’s Men’s Volleyball team plays a key match tonight, with a victory sending the Ramblers to the Midwestern Intercollegiate Volleyball Association Finals. The Ramblers face crosstown rivals Lewis University at 7 p.m. in Alumni Gym. With a win last week over Grand Canyon University, the 15th-ranked Ramblers moved into the MIVA semi-finals, according to Loyolaramblers.cstv. The Ramblers slammed the Antelopes winning in three straight sets, hitting the ball at 0.549 percent. Mike Bunting and Kris Berzins each had 10 kills to lead the ramblers. Robbie Brannick led the Antelopes with only 3 kills. Top Recent Posts Loyola retains No. 99 rank on U.S. News college list Clarke’s opens at Loyola Loyola hosts leadership seminar Loyola student robbed at gunpoint Uptown hosts CAPS Night Like LSD on Facebook Like LSD on Facebook Watch LSD Weekly Round-up Follow LSD on Twitter Social Media ConnectionView Loyola Dispatch’s profile on FacebookView LoyolaDispatch’s profile on TwitterView LoyolaDispatch’s profile on YouTubeSearch Search for: September 2016 August 2016 July 2016 June 2016 May 2016 April 2016 March 2016 February 2016 January 2016 December 2015 November 2015 October 2015 September 2015 August 2015 June 2015 December 2014 November 2014 October 2014 September 2014 August 2014 July 2014 June 2014 April 2014 March 2014 February 2014 January 2014 December 2013 November 2013 October 2013 September 2013 July 2013 June 2013 May 2013 April 2013 March 2013 February 2013 January 2013 December 2012 November 2012 October 2012 September 2012 August 2012 July 2012 June 2012 May 2012 April 2012 March 2012 February 2012 January 2012 December 2011 November 2011 October 2011 September 2011 August 2011 July 2011 June 2011 May 2011 April 2011 March 2011 February 2011 January 2011 December 2010 November 2010 October 2010 September 2010 August 2010 July 2010 June 2010 May 2010 April 2010 March 2010 February 2010 Recent TweetsFollow @LoyolaDispatch Blog at WordPress.com.

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Building Better Scholarly Environments One Faculty Member's Perspective on the The Value of Diversity By Roxane Harvey Gudeman I had a limited education, as I have only gradually come to understand. In the 1940s and 1950s I attended respected urban public schools, then studied at Radcliffe, Harvard, and the University of Minnesota. None was formally segregated, but none offered a diverse faculty or student body, and all had curricula focused on European and European-American intellectual traditions and history. Today's students at these same institutions and at Macalester College where I teach are more fortunate, for they can benefit from the diverse perspectives that have been introduced to curricula and academic communities since my student days. An example of diversity's contribution to the educational enterprise occurred this past spring when I taught a cultural psychology senior seminar at Macalester. The planets were in harmonious orbit, and the classroom experience came closer than usual to the ideal. A few enthusiastic students even suggested that the class become a required course, a rare recommendation among this individualistic cadre! But it was the unique blend of students who illuminated and energized the class, not me nor the curriculum, for they brought multiple perspectives and expertise to a shared intellectual venture. This group of twelve majors, engaged in a "capstone" experience, came together to explore the place of culture in psychology's theories and methods and to think creatively about the future of cultural psychology. They were final semester seniors who had spent four years at our small Midwestern liberal arts college. All had faced the complexities of diversity on campus in class and out and had become skilled at building constructive multicultural encounters. To their readings, assignments, and discussions, each brought a unique range of special interests and life experiences. The twelve students came from nine U.S. states and two countries; the Americans ranged from the first through the sixteenth generation since arrival. They included African-Americans (2), Asian-Americans (3 -- of Japanese, Korean and East Indian heritage), Hispanic-Americans (2), multi-ethnic Americans (2), and European-Americans (5). There was one international student, and a wide variation by religion, social class, international experience, and urban/rural upbringing. In this class the whole was greater than the sum of its parts. It was the collectivity of students that exponentially enhanced class discussion and contributed to better research for every member of the class. For example, the U.S. students of color helped us interpret and analyze readings pertaining to biculturalism. The Latino students helped a European-American design a study of learning at a Spanish immersion school in St. Paul. A Turkish international student made valuable contributions when we discussed another student's research on the significance of gendered features of the Japanese language. (Turkish lacks the kinds of grammatical gender marking found in Japanese and other languages spoken by class members.) Students with multiple cultures or origin introduced challenging perspectives on issues of cultural identity in the United States and on the process of cultural acquisition and enactment. All students were able to contribute cogent original ideas and interpretations because their rich variety of experiences in varying geographical and (multi-)cultural contexts created opportunities for nuanced comparative analyses. Classroom encounters of these kinds did not occur at "quality" educational institutions when I was a student of social science. Even when occasional non-European-Americans were in my classes, they were there to learn Western models and methods, not to teach and collaborate. What a lost opportunity for everyone -- students, faculty, and researchers! If challenges to affirmative action continue, and if the academy is forced to retreat from its commitment to diversity, I picture my college and classes once again peopled by European-American Minnesotans in place of the catalyzing mix among faculty and students we are working to achieve. All of the students in last spring's senior seminar comfortably met the college's criteria for admission academically and in other ways. But many would not have been at that table had Macalester College not included domestic diversity and internationalism as two pillars of its educational mission (the other two are academic excellence and community service). Macalester has put its resources behind those commitments and recruited students of all social classes and ethnicities from throughout the United States and the world. It also has been able to offer need-blind admissions; over 70% of our students receive financial aid. Of course, the college additionally has sought a balance of students interested in a variety of disciplines and extracurricular activities in order to create the rich academic and social environment that it believes is essential to fulfilling its mission. As a private college, Macalester should be able to continue determining how it can best achieve its institutional goals, unless government intervention and regulation force a retreat. But all of us who believe in the many educational values of diversity must find ways to demonstrate this value to others in the academy, and in political and legal arenas. Roxane Harvey Gudeman teaches psychology at Macalester College in Saint Paul, Minnesota and is a member of Committee L on Historically Black Institutions and the Status of Minorities in the Profession.

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Nonprofits founded to help one immigrant group branch out to aid others - The Boston Globe Nonprofits founded to help one immigrant group reach out to others Pei Xia Kuang and Eugenio Rojas at the Asian American Civic Association in Chinatown, which has students from China, Brazil, Egypt, Morocco, Syria, Thailand, and Venezuela. By Jeremy C. Fox In a Chinatown classroom, immigrants huddled in groups one recent morning to select three core American values for a class discussion. As they sat clustered beside a window overlooking Tyler Street, Pei Xia Kuang, Eugenio Rojas, Doaa El Rashidy, and Elaine Sousa quickly selected two topics, but struggled to agree on a third.Instructor Richard Goldberg cautioned the students — natives of China, Venezuela, Egypt, and Brazil, respectively — to consider whether a concept under consideration was familiar to each. “Make sure everybody’s comfortable with [the choice], because you’re going to have to explain that not only to yourselves but to the other groups,” Goldberg said.When Goldberg began teaching at the Asian American Civic Association in 1993, most of his students were, like Kuang, immigrants from China. Today, they come from all over the world. This class — which also includes students from Syria, Morocco, and Thailand — is increasingly typical at the Civic Association and at other local organizations created to serve one immigrant group: Over time, the nonprofit institutions are branching out to assist diverse populations as they offer free or low-cost assistance in learning English, preparing for college or the workforce, and becoming US citizens. “Little by little, we’d have one Spanish speaker, one Albanian,” said Goldberg, who added that the diversity forces students to focus on communication skills. “Only in the past six to seven years has it really become more diverse. Richard Goldberg, an English instructor, says the Asian American Civic Association has become more diverse. “English really becomes the common language,” he said by phone from his office at the association, founded in 1967 as the Chinese American Civic Association. “It’s really very different with a homogeneous group, where someone can turn to the person next to them and speak their native language.” Ronnie Millar, executive director of the Irish International Immigrant Center in downtown Boston, said the 25-year-old organization has provided legal, educational, and wellness services to people from 120 countries.“It’s a rich range of people,” Millar said. “In our citizenship class, we have 14 or 15 different countries represented.”The center’s six lawyers consult with about 1,200 families each year and represent about 500 annually in their efforts to obtain green cards, become citizens, or reunite with family members, he said.Millar, 50, came to the United States from Belfast, Northern Ireland, 19 years ago. He said part of being Irish is welcoming those who are not Irish.“As an organization, we’re deeply connected to our Irish heritage . . . in terms of hospitality and welcome,” Millar said. “There’s a goodness about Irish people and an openness and inclusiveness. In Ireland, we open the door to our neighbor.”Such open-door policies help ensure that these organizations’ services will remain in high demand even as immigration trends change over time.For Jewish Vocational Services, founded in 1938 to help European Jewish refugees fleeing Nazism and the looming world war, inclusiveness extends to welcoming Muslim immigrants from the Middle East and North Africa, peacefully bringing together two communities often at odds over land and beliefs. ‘English really becomes the common language.’ RICHARD GOLDBERG, Asian American Civic Association “They’re seeking the American dream,” said Jerry Rubin, president and chief executive officer of Jewish Vocational Services. “The organization is their open door to that opportunity just the way we were to the Jewish immigrants in 1938. I think that’s something very powerful for the Jewish community and for the broader community. It transcends some of the more challenging relationships.”Immigrants from varied cultures find these organizations and others like them largely by word of mouth and referrals from other agencies. Rubin and Goldberg said some clients are members of groups whose migration is a recent phenomenon or who are coming in smaller numbers, so that organizations tailored to their needs are small or nonexistent.Haider Alhemayri grew up in Baghdad and emigrated in 2011, joining two older brothers and a sister who fled Iraq after a brother received a death threat for working as a translator for the American military.In Boston, Alhemayri, 27, quickly secured a job with help from Jewish Vocational Services, where he felt so welcomed that he asked friends in Iraq why there were no Jewish people back home.“I told them, like: ‘They are so great. They helped me out,’ ” said Alhemayri, a Muslim. “The picture they make in Iraq is [Jewish people] are terrible. That’s not true.”Alhemayri heard from a Jewish Vocational Services classmate about the Asian American group, where he later went to improve his English and prepare to build upon his degree in biology from the University of Baghdad.Asian American Civic Association staff helped Alhemayri apply to Boston University’s BioScience Academy, which gives college credit and training in biotechnology laboratory skills to students who have completed an associate’s or bachelor’s degree. He studied there during the 2012-2013 academic year, then worked as a lab technician until funding for his position ran out.Alhemayri has since struggled to find work in his field and has gone back to his old job, in a downtown sandwich shop, while preparing to pursue a master’s degree in biomedical engineering and return to cancer research, his focus at the BioScience Academy.Despite the recent setback, Alhemayri feels fortunate to have begun a new life in the United States.“Here, there is a kind of hope, but over there, there is none,” he said. “Even when I’m working here as a cashier, the way that people treat me, there is a big difference. . . . I feel like I’m a human here.”Jeremy C. Fox can be reached at [email protected]. Follow him on Twitter @jeremycfox.

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> Copenhagen Business School Copenhagen Business School, Denmark Solbjerg Pl. 3, 2000 Frederiksberg, Denmark About Copenhagen Business School Copenhagen Business School (CBS) was established in 1917. Today, with 20,000 students and 1,500 employees, CBS is one of the largest business schools in Europe and one of the 8 Danish universities The Executive building at CBS has been designed by Henning Larsen Architects and is characterised by open space, panoramic views of the park and lots of natural light. Creating an inspiring learning environment where our students can thrive is at the top of our list. The Executive MBA programmes are housed at Råvarebygningen previously the raw materials storage building in Porcelænshaven (The Porcelain Garden), an area formerly occupied by Royal Copenhagen Porcelain. This building has now been imaginatively converted into a competition-winning design by Henning Larsen Architects. The CBS Library, which is also Denmark's National Library for Business Economics and contains the most comprehensive catalogue of books on all aspects of organisational and business life in Denmark. With more than 300,000 volumes and access to more than 5,000 electronic journals and publications, it is the only place in Denmark where students can enjoy the level of access to up-to-date knowledge and business research. The CBS Online Library is continuously being improved in order to integrate e-resources with the traditional library collection, so that staff and students have easy access to all e-resources both on and off campus. CBS is a modern university with its main campus located in modern buildings in Frederiksberg, close to the heart of Copenhagen. Copenhagen is a great place to live, but like in most major cities, finding available housing is competitive and can be quite expensive. Because it is difficult to find housing, it is important, that you start to look at the options available as soon as possible. As with most urban universities, Copenhagen Business School does not have a campus as such. Danish universities do not own student-housing facilities, and student residences are not connected to the university. Danish students tend either to live at home, in private flats, or in one of the housing facilities available for young people in the Greater Copenhagen Area (Storkøbenhavn). We encourage all our international students to begin looking into housing options from the moment you start considering CBS as a potential study destination. Copenhagen has an efficient public transportation system that covers the entire Greater Copenhagen Area (see Anticipating Arrival Guide's section 2.3. Transport for ticket prices), so you will have a larger number of opportunities available to you – many significantly more affordable – if you are flexible about where to live. However, please consider the transportation costs. København, Denmark International students DKK 150,000 - 220,000 Read more Aarhus University Local students EUR 25,500 - EUR 135,000 International students EUR 25,500 - EUR 135,000 Read more Technical University of Denmark (DTU) Local students EUR 13,500 - 13,500 International students EUR 13,500 - 13,500 Read more Copenhagen Business School

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ECU, REDLANDS COMMUNITY COLLEGE, DUNCAN COMING TOGETHER TO CELEBRATE ‘CHRIS LANE NIGHT AT THE BALLPARK’ Posted on: October 12, 2013 ADA, Okla. – East Central University and Redlands Community College, along with the City of Duncan, Okla. and Duncan Public Schools are coming together to celebrate the life of Chris Lane on Tuesday, Oct. 15. ‘Chris Lane Night at the Ballpark’, to be held at the Duncan High School’s baseball field, will feature an exhibition baseball event between ECU and Redlands. The festivities begin at 5 p.m. Lane’s life was tragically cut short in Duncan in August. The 22-year-old Australian baseball player was preparing for his senior season at ECU, playing catcher one year with the Tigers as a junior and, prior to that, spending two seasons playing at Redlands in El Reno. “Duncan is a high-quality and high-valued community in Oklahoma and they have proven it with the support of the Chris Lane family. We want to let everyone know Duncan is a great community,” said ECU President John R. Hargrave. “Chris Lane was not only a quality athlete, but a quality student. By the Duncan community wanting to support this scholarship funding endeavor, and give more students, like Chris, an opportunity to pursue a degree, just proves my point about the kindness and generosity of the people in Duncan. “We want to invite everyone to come to ‘Chris Lane Night at the Ballpark.’ We want it to be a celebration of the good things about Chris Lane. He was an honor student. He had a 3.4 grade-point (average).” “A lot of our athletes come to school to play athletics. Chris played athletics to come to school,” said ECU Director of Athletics Dr. Jeff Williams. ‘Chris Lane Night at the Ballpark’ is free, but donations are being accepted to go to the Chris Lane Memorial Scholarship Fund. Concessions, donated by Arvest Bank in Duncan, and the Duncan Regional Hospital, will be sold by a number of community volunteers at the event as proceeds will go toward the scholarship fund as well. Sarah Harper, girlfriend of Lane, is scheduled to throw out the first pitch. Jack Bryant, acting president of Redlands Community College, says the event is designed to honor Lane’s memory and help with healing. “We are proud to participate with ECU in this scrimmage at Duncan. The tragedy which occurred has had a devastating impact on so many lives and we are happy to honor the memory of Christopher and help Duncan through their healing process,” said Bryant. Chris Deal, president and CEO of the Duncan Chamber of Commerce, describes the event as a time of unity. “It’s going to be a wonderful event. We are thrilled,” said Deal. Anytime you can get together and celebrate a life that was tragically cut short, it’s a great thing. It’s a time for the community to come together and memorialize Chris.” The City of Duncan has already displayed support and honor toward Lane as a 5k race was recently held in his honor to generate funds for the Lane family. “We’ve had an outpouring from the community through volunteers, churches and civic groups,” Deal said. According to Duncan High School Head Baseball Coach Tim Hightower, numerous volunteers have stepped forward for this event to handle the field preparation, donation booth, concessions, scoreboard operator and announcer. “Hopefully, we can get the community out to the ball field. This is three communities coming together,” said Hightower, one of the event organizers. -ECU- For Immediate Release: Contact: Brian Johnson or Amy Ford East Central University Communications and Marketing 580-559-5650 or 405-812-1428 (cell) Accessibility

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Understanding Each Other By Clyde A. Parker Several years ago some graduate students I was working with formed a study group to discuss why groups of people behave the way they do. One day one of them said, “I’ve been thinking a lot about what we’re doing. As hard as it is, I believe this is something we could use with our high school students.” Another added immediately, “Oh, I agree. It would be utter foolishness to try it!” A little surprised, I asked the second person, “What did you hear John say?” He replied quickly, “Oh, he said this kind of format would never work with our students.” I then asked the rest of the group what they had heard John say. About half said that he had meant the group method would be useful; half said he didn’t think it would work. I then asked, “Why did we hear opposite things?” There was a period of silence. Then a former army colonel said, “Because we only hear what we want to hear!” The group remained silent as he continued: “I don’t think you understand. My wife has been telling me this for ten years and I never listened. Now I see that she is right. I never listen to her except when she says what I want to hear!” Of course, it isn’t always that easy. Besides hearing just what they want to hear, some marriage partners consciously or unconsciously “protect” themselves by avoiding or distorting communication. Some husbands and wives seem to be more concerned with “winning” than with communicating. For example, after a difficult day a wife might say, “The children were terrible this afternoon,” hoping for understanding and compassionate support from her husband. He, sensing that to become involved would be emotionally draining, avoids the real issue and protects himself by responding with, “By now, I would have had the house under control.” He “wins” a point—as he supposes—by showing his superior executive skill, but communication is lost. On the other hand, the husband might come home from work delighted with an important achievement, only to find his wife too busy to listen. Perhaps she is protecting her own ego from the disappointment of a discouraging day, but in “winning” the self-protection game, she sacrifices open communication. To build a climate of understanding with each other, we first have to understand ourselves and the ways we play the protection game. We have to separate what we are hearing from what our spouse is saying. And to really hear another person, we have to risk conceding a point, doing something we don’t want to do, or bringing about a change in our thinking or in our behavior. Avoiding or distorting communication is easier in the short-run than listening to each other and facing the responsibility that hearing might require. For, understanding each other requires trading the protection game, in which one person loses and the other wins, for open communication, through which both can win. I remember a couple (whom I’ll call Jim and Sue) who never seemed to be able to discuss important issues openly—and it was baffling and frustrating to both of them. As I talked with Jim I learned that his mother was a very controlling and demanding woman. The family had learned that to get along they had to agree with her and let her “win” in every conversation. That was their protection game. Jim had very deep love and respect for his mother, but he also knew that she was often wrong. Over the years his frustration had been deeply buried because it had been unsafe to express how he felt about her constant badgering. As a result, he had developed deep feelings of self-deprecation and guilt. The only way he could feel safe in his interaction with Sue was to constantly seek her support—to the extent that all conflict in their marriage was avoided. Consequently every time they tried to talk about anything important, the issues would get distorted and mixed in with Jim’s fear of being dominated and hurt by a difference of opinion or a temporary lack of support. Unknowingly, Jim was playing the same old game with a new partner! His way of “winning” with Sue was to avoid conflict instead of resolving it. As they came to understand what was happening, he and Sue were able to start carrying on adult conversations devoid of defensive maneuvers. A week after the discussion on group behavior I mentioned at the beginning of this article, the former army colonel in the group of graduate students related two experiences that resulted from our discussion. One day his wife asked him if he had talked with their eight-year-old about the mess in her bedroom. He felt a surge of frustration and some anger at being accused of negligence and was about to say, “I don’t think that is my responsibility.” But he caught himself and decided that his wife was probably not accusing, but only inquiring. So instead of responding to a distortion of her question, he focused on her real meaning and said, “I’m never very successful in talking with her about things like that,” thus admitting one of his limitations as a father. They then had an extended conversation about their need to work together as parents to effectively discipline the children. His wife was able to make several helpful suggestions to him which he later found useful in talking to their daughter. Later in the week, they started to talk about their budget. He had always handled the budget, considering it his duty as husband—but he found it difficult to make it stretch far enough. When she raised a question about some unpaid bills, he started to defend himself by saying, “You don’t trust me to use the money wisely.” She calmly said, “No, that’s not what I said.” Reminding himself that he needed to listen to what she was really saying, he asked for clarification. She expressed some concerns, and they had a long talk about his anxiety to make things stretch. Because of his change in attitude, he was receptive, for the first time, to her offer to help out by making a budget and setting limits on credit purchases. Through her warmth and support, he realized that he could quit protecting himself by always needing to be in control of the finances and being “right” in money matters. Now they felt united—they could work together on the problem. Real understanding between partners requires that they give up needing to win in their interaction. When they can gently and lovingly inquire into the other’s meaning instead of defending their own position, new closeness and communication are possible. In relationships that are open and free from distortions, conflicts generally tend to get worked through to an acceptable solution, and often mutual support is strengthened and intimacy deepens. Clyde A. Parker, a professor of educational psychology and father of four children, serves as first counselor in the bishopric in his St. Paul, Minnesota, ward.

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Cokie Roberts to Deliver 2011 Commencement Address March 18, 2011 Cokie Roberts Maryville University has announced that Cokie Roberts, respected journalist, author and ABC News political commentator, will deliver the 2011 commencement address on Saturday, May 7. The University will present Roberts with an Honorary Doctor of Humane Letters degree during the ceremony. Roberts, who is also a senior news analyst for National Public Radio, was named a “Living Legend” in 2008 by the Library of Congress; she is one of few Americans to attain such honor. For six years, from 1996-2002, Roberts co-anchored ABC’s weekly interview program, This Week, with Sam Donaldson. In more than 40 years of broadcasting experience, Roberts has won countless awards, including three Emmys. She has been inducted into the Broadcasting and Cable Hall of Fame and was cited by American Women in Radio and Television as one of the 50 greatest women in the history of broadcasting. Roberts and her husband, Steven V. Roberts, write a weekly column syndicated in newspapers nationally by United Media. The Roberts are also contributing editors to USA Weekend Magazine. Together, they recently authored, Our Haggadah: Uniting Traditions for Interfaith Families. As an interfaith couple, the Roberts family has adapted and expanded their traditions for each Seder to welcome all who wish to take part in the celebration. Our Haggadah is their personal handbook of the Passover meal, originally composed on a typewriter and stapled together. The couple has also written From this Day Forward, an account of their marriage and other marriages in American history. The book became an immediate New York Times best-seller, following Roberts’s number one best-seller, We Are Our Mothers’ Daughters, an exploration of women’s roles and relationships throughout American history. Her histories of early American women, Founding Mothers and Ladies of Liberty, are also best-sellers. Along with serving on the President’s Commission on Service and Civic Participation, Roberts is on the boards of several non-profit institutions. She is the mother of two children and grandmother of six. Founded in 1872, Maryville University is a four-year, private university located in St. Louis, Missouri, and ranked by US News & World Report as one of America’s Best Colleges in the Regional Universities – Midwest category. Maryville University students may choose from 50 academic programs, including degrees at the bachelor’s, master’s and doctoral levels. Approximately 3,700 students are enrolled through the College of Arts and Sciences, the John E. Simon School of Business, the School of Health Professions and the School of Education.

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METLIFE FOUNDATION FUNDS NEW JERSEY'S FIRST JUNIOR ACHIEVEMENT BIZTOWN® Million Dollar Grant To Junior Achievement of New Jersey Supports A Program That Brings 'Economics of Life' To Life To Students PRINCETON - December 10, 2013 - On Sunday, December 8 at MetLife Stadium, Junior Achievement of New Jersey was presented a $1 million by MetLife Foundation to own and operate a JA BizTown® program in the state of New Jersey. The MetLife JA BizTown® of New Jersey combines in-class learning with a day-long visit to a simulated town. This national capstone program allows students to operate banks, manage restaurants, write checks, and vote for mayor. It helps students to connect the dots between what they learn in school and the real world. "It was so cool to be holding a $1 million check! I've had JA volunteers in my classroom ever since I was a little kid," explained a sixth-grader from Lincoln School, who will be visiting the MetLife JA BizTown in June 2014. "I'm excited to learn more about how businesses are run by actually working in one for a day. I plan to be a CEO!" "I'm going to be a professional athlete," another student chimed in. "But if that doesn't work out, I'm going to run my own sports academy!" "Receiving this incredibly generous contribution from MetLife is a testament to the great work JA is doing for our country and here, in New Jersey. The return on investment is that thousands of children and their children's children will benefit from this gift because we reach kids at such an early age and leave life long impressions. We empower young people to own their economic success so they can be productive and responsible citizens, savvy leaders and successful entrepreneurs," said Catherine Milhone, President, Junior Achievement of New Jersey. JA of New Jersey will pilot the program in the classroom during the spring 2014 semester with select schools culminating with field trips to the simulated town in early June next year. "It is our responsibility to ensure a strong and sustainable economy now and for the future. MetLife Foundation is committed to programs like JA BizTown® because we believe that sound financial knowledge is the first step in building a rich financial future," said Dennis White, CEO and president of MetLife Foundation. "Junior Achievement has a long standing history of providing these types of programs and services to young people. Their programs are always evolving with the times and it is through experiential learning programs like their BizTown model that our kids will truly benefit," he said. The JA professional team of New Jersey trains the educators and provides all of its curriculum and programming at no cost to the schools. Through the help of corporate and community volunteers at the simulation, the students will learn first-hand what it is like to run a business and be a consumer while being mentored by adult role models. About MetLife Foundation MetLife Foundation was created in 1976 to continue MetLife's long tradition of corporate contributions and community involvement. Today, the Foundation is dedicated to advancing financial inclusion, committing $200 million over the next five years to help build a secure future for individuals and communities around the world. MetLife Foundation is affiliated to MetLife, Inc. a leading global provider of insurance, annuities and employee benefit programs, serving 90 million customers. Through its subsidiaries and affiliates, MetLife holds leading market positions in the United States, Japan, Latin America, Asia, Europe and the Middle East. To learn more about MetLife Foundation, visit www.metlife.org. For Media:Nandika Madgavkar MetLife Third Quarter 2016 Financial Update

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Follow this link to skip to the main contentNASA - National Aeronautics and Space AdministrationNASA Home > Centers > Langley Home > Langley News > Researcher NewsSendPrintFollow this link to Share This PageShareNASA PeopleText SizeGrow Text SizeShrink Text Size Snapshot: Tremaine Wills04.16.11 Image above: Tremaine Wills earned an academic scholarship to Hampton University, and she has returned to school to work on her Masters in Business Administration while working as a co-op at NASA Langley. Photo credit: NASA/Sean Smith By: Jim Hodges Tremaine Wills' energy level is as high as her motivation, but that motivation really accelerated when she began to slow down. She was junior, and a distance runner with the Warwick High School track team when she strained a hamstring in a championship meet. "From there, my whole mental attitude toward the sport started to change," said Wills, who works as a co-op student in procurement at NASA Langley. "I wasn't as great as I used to be, and it definitely took a toll on me." She healed, but her times in the 800-meter run didn't, and it became time to take stock of her future. "After trying to recover and not being able to perform the way I had, after seeing my times get slower and slower and I wasn't able to compete the way I had, and after being in the back of the pack instead of at the front, I thought, 'OK, time for Plan B,' " she said. It involved an understanding that a student-athlete was, first of all, a student. The student portion of her life was invested in the challenging International Baccalaureate program at Warwick, which opened her eyes after she took early childhood success for granted. "When I was in middle school, I would maybe see one B on a report card in a year," Wills said. "When I was in the IB program, I started seeing Cs on papers and that forced me to think harder, to expand my mind and to expect more of myself. It made me understand that there's more to school than just learning for a test. IB taught me to acquire concepts and keep them, and not just to throw them away when the test was over." At Warwick, she accumulated advance placement credits and enough knowledge to score 1,390 on the reading and math portions of the Scholastic Aptitude Test. Wills also was student government president and was voted "most popular." It's the sort of resume that opens college doors. "It was a blessing, really, especially because I wasn't performing at the level I used to and I wasn't sure I would be able to get an athletic scholarship," Wills said. "And college tuition is not cheap." Motivation came from within but not completely. "I had tried to drop out of IB so many times, but my mother wouldn't let me," Wills said. "I definitely had some strong motivation at home to do well in school. My mother wouldn't accept average because she did not think I was average. "That made me understand that I needed to require more from myself." Also, she admitted, "it felt good just to make her proud. (Motivation) definitely needs to start from home, and a lot of people don't get that and that's maybe why they develop an alternative motivating force." She earned an academic scholarship from Hampton University, from which she earned a degree in business administration. While at Langley, she is continuing on in graduate work toward her MBA. "I think I want to focus on finance, but I'm not sure yet," she said. "I think it would help me out in working with some of the contracts I'm working on (in Langley's procurement office). I think I want to take some courses in business law as well." Wills still runs along Chesapeake Avenue in Hampton for exercise. Even while working fulltime at Langley and carrying a fulltime academic load, she finds time to volunteer as a coach with a track club she competed with in her youth. Perhaps most important, though, is her work with a young woman who is about to graduate from Bethel High School. The woman is a student at the Communities in Schools Performing Learning Center, in a dropout prevention program. "Her mom died," said Wills, whose ordinarily bubbly manner now turned serious. "She says I remind her of her mom. We usually have lunch on Wednesdays and talk about whatever she wants to talk about. To hear her talk about finishing school makes meglad that I can make a difference." And it makes Wills understand what she has had. "Fortunately I've been blessed to have a really strong background where I didn't have to experience some of the things that other people have gone through," she said. "I've had a lot of support, and some people don't have that and it hinders their performance. Just having a really strong, motivating family, I've been lucky to have people who are building instead of shutting down your dreams." That sensitivity occasionally makes it hard to understand the world as it is. "I think I'm a sensitive person," said Wills. "I believe in the golden rule. I see tragedy, and I don't like seeing people hurt. Sometimes I think we live in a broken world and I'd like to put a band-aid on it. "I know I can't do everything, but I'd like to do what I can." No matter how much energy it takes. + Return to the Researcher News

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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 » Nelson, Petta awarded prestigious Packard FellowshipsNews at PrincetonFriday, Dec. 09, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive Web StoriesTo News Archive|« Previous by Date|Next by Date »Nelson, Petta awarded prestigious Packard Fellowships Posted October 31, 2008; 11:38 a.m.by StaffTweet e-mail Celeste Nelson, an assistant professor of chemical engineering, and Jason Petta, an assistant professor of physics, have been chosen to receive the highly selective David and Lucile Packard Foundation's Fellowships for Science and Engineering. The fellowship program was founded in 1988 to help promising early-career professors pursue science and engineering research with few restrictions and little paperwork. Each year a panel of distinguished scientists and engineers selects 20 researchers to receive $875,000 each over a period of five years. Nelson received a Ph.D. in biomedical engineering from Johns Hopkins University in 2003. She conducted postdoctoral research at the Department of Cancer Biology at the Lawrence Berkeley National Laboratory, before joining the Princeton engineering faculty in 2007. Her research focuses on understanding how the final architectures of living tissues and organs is determined, specifically focusing on how individual cells integrate complex biological signals (both biochemical and mechanical) dynamically and spatially within tissues to direct the development of organs. Petta earned his Ph.D. in physics from Cornell University in 2003. He worked as a postdoctoral fellow at Harvard University before joining the Princeton faculty in 2007. Petta is an experimental condensed matter physicist. His research group isolates single quantum states in semiconductor compounds by making super-small devices using advanced nanofabrication techniques. He is interested in controlling single quantum states in order to create "quantum bits," the elementary building blocks of a future quantum computer. In addition, he is performing experiments that will improve the understanding of how the fragile quantum states are destroyed due to interactions with the environment. "The fellowship program provides significant funding for the fellows to advance their research to new levels at a critical period early in their careers," said Lynn Orr, a Packard Foundation trustee, the chair of the fellowship advisory panel and the Kellen and Carlton Beal Professor at Stanford University. "These talented scientists will use this funding to find innovative solutions to major scientific challenges." The new class of fellows joins a distinguished group of researchers working across science and engineering disciplines, many of whom have gone on to win other distinguished awards. In the past 20 years, Packard fellows have contributed significantly in areas ranging from early universe observations to genetics of the human population, from quantum mechanics to ancient climates, and from cryptography to the rapid identification of viruses. Back To Top

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Country(s)United StatesAustraliaIndiaHong KongUnited Kingdom- - -More CountriesIndustry News Author Abandons his Best Selling Book and Changes Life after Accepting Christ Author gives up thousands of dollars in book royalties after he becomes a Christian. Dreams that his language learning books will now be useful to anyone (especially missionaries) hoping to change a life like his was. 1 2 BookCoverImage French cover Sept. 6, 2012 - PRLog -- Professor D.J. Western loves languages. And until recently he considered the gift of tongues as a gift that man could earn (or work towards obtaining) on their own. Indeed for much of Professor Western’s life he believed that if you were just good enough you’d get into heaven on your own. Faith is a nice opiate, but not real – at least that is what Western used to believe. Then in March of this year, Western had a big change of heart. After the death of his father-in-law, and the near collapse of his family, Western was hit over the head with the realization that he couldn’t do it alone and that he really did need God in his life. On March 11th 2012, D.J. Western accepted Christ as his Lord and Savior. Immediately his life changed. Over the past several years Western had been working on developing a line of books that were in accordance with his passion for languages, but were not in line with being a good Christian. One of his books, Excuse My What??!! was based entirely on “interlingual word taboos.” These are words that sound like profanity in one language but are innocuous in another. This book had many words that were just not appropriate for anyone much less his children. For Western, this was his best seller. He had already sold many copies to college professors and students alike all searching for comedy as a way to learn a new language. However, with his new found faith, Professor Western could not stomach the idea that he could sell a book to a stranger that he would not even let his kids read. In line with his new faith, Western stopped sale of the book, destroyed all of his remaining copies, and discontinued permanently the sale of the book on-line. Currently Professor Western is working on a revised edition that will achieve his first goal of helping individuals learn languages, but will not be froth with inappropriate language. This new book, Excuse My What? (minus the “?!!”) is simply a book filled with funny words and phrases meant to make language learning fun – but not vile. Western hopes that missionaries wanting to learn a new language will enjoy his new book and that it will help inspire them to learn a new language. Western also cleaned up his three other books, Advanced French Vocabulary Made Easy, Arabic Vocabulary Made Easy Volume I, and Arabic Vocabulary Made Easy Volume II. From these books, he took out all references to words that were not suitable for all audiences, and included a new “religious terminology” section designed to help missionaries around the world. Professor Western’s books are designed to make language learning fun. He uses an innovative method that will help any language learner master difficult vocabulary terms. By associating new vocabulary terms with funny mnemonics, learning vocabulary is now easy. As an example, Professor D.J. Western points to the word “lightning" in Arabic. The word is pronounced “barq.” According to Professor Western, if you think about the phrase, “the dog ‘barq’ed at the lightning” the term now becomes easy to remember. In his book Arabic Vocabulary Made Easy, Professor Western provides over 200 mnemonics using similar word associations. He also presents clever pictures to help visual learners key in on the new terms. Many students have found that in a short period of only a few hours, they were able to retain most, if not all, terms presented in the book. In addition to the 200 mnemonics, Professor Western gives over 100 words that are the same or close to the same as words in English. Sometimes it is difficult in Arabic to identify these words, Professor Western has now made this easy too. Professor Western’s ultimate goal is to provide a powerful language learning tool to help those wanting to go forth and spread the message of Christ. Along those lines he intends to continue to publish books on various languages hoping to inspire those who read them. “I never used to tithe before” Professor Western admits, “but if my books ever take-off, it is my intention that in addition to my 10%, the majority of my sales will go towards God’s work at funding mission trips.” You can find more information about Professor Western’s books on http://www.excusemywhat.com. He also provides free language learning tools on http://www.excusemywhat.blogspot.com/ All of his books are available on Amazon (Advanced French Vocabulary Made Easy, and Arabic Vocabulary Made Easy Volume I and II). He expects his revised Excuse My What? will be available by 2013.http://www.youtube.com/watch?v=rsKEpeZNhmEPhotos:https://www.prlog.org/11968119/1https://www.prlog.org/11968119/2End Source:Excuse My What Email:***@yahoo.com Tags:Christian, Foreign Language, French, Arabic, Missionary, Excuse My What Industry:Religion, Education, Open source Location:United States Account Email Address Account Phone Number Disclaimer Report AbusePage Updated Last on: Sep 06, 2012

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What was a feudal contract in medieval times? During the medieval period, a feudal contract was a contract between a lord and his vassals. The contract consisted of an oath of fealty and defined the obligations of the vassal to the lord as well as the obligations of the lord to his vassals. What is a feudal contract? How did Lord Krishna die? How was myrrh used in historical times? ARoxo Feudalism was the system of rule during the medieval period. The liege lord granted land to a vassal in exchange for service and an oath of fealty. All land was owned directly by the monarch. All lords of the land swore fealty to their king as part of their feudal contract. In exchange for services and military assistance, the king allowed each baron, or lord, to use a set portion of land as his own. The king gave land based on the number of men the lord committed to the king's service and also based on services rendered, familial ties and personal friendships. The lord then gave out land and estates to knights in exchange for an oath of fealty and a contract of military service. In turn, the knight had the right to give plots of land, home and protection to yeomen in exchange for an oath of fealty and service as an infantry man or other non-military service. As the medieval period progressed, other titles besides barons, knights and yeomen were granted, including dukes and counts, based on the size of the land granted. Additionally, feudal contracts were agreed upon in exchange for things other than military service, including produce, protection and salary. Learn more about Ancient History humanities360.com webcache.googleusercontent.com Who founded France? France was established over time, from the period of Charlemagne to the Hundred Years' War. The territory ruled by the Valois dynasty after the Hundred Yea... What does B.C. mean in relation to a time in history? B.C. is an abbreviation for "Before Christ," used to indicate that one is speaking about the historical period preceding the estimated year of the birth of... What is the oldest era? The Precambrian Era is the oldest period of history on Earth. This era comprises about 88 percent of Earth's total geologic existence. It is the period bet... What did people wear in ancient India? Cotton attire was most common among ancient Indians, since they were the first to cultivate this crop from around 2500 B.C. From the Aryan period around 15... When did the last ice age take place? What did the Incas live in? What did the Chinese trade on the Silk Road? What are the contributions of the Gupta Empire? What is the main difference of the Old Stone Age and the New Stone Age? How did ancient India influence our culture today? Medieval Time Period Medieval Times Coupons Medieval Time Clothing Discount Coupons for Medieval Times Free Medieval Times Coupons Medieval Times Discount Tickets Role of Women in Medieval Time Medieval Times Facts What is the cradle of civilization? What did Charles Darwin discover? What was ancient Hebrew civilization like? How long did it take to get across the Atlantic in the 1700s?

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Tenured & Tenure-Track Faculty Special Faculty Appointments Pence Law Library Faculty Emeritus Law Faculty Alan Jacobs Email: [email protected] Alan Jacobs is a retired corporate attorney with substantial experience in corporate finance, mergers and acquisitions, SEC and stock exchange listing compliance and corporate governance matters. He has counseled numerous public and private companies regarding, among other things, internal investigations and related administrative proceedings, allegations of fraud and accounting irregularities, conflicts of interest and fiduciary duties in the context of multi-million dollar acquisitions and dispositions, debt and equity offerings and commercial transactions. Mr. Jacobs was a partner in two national law firms, an Executive Vice President, Secretary and General Counsel of three NYSE-listed companies, a member of the Staff of the SEC and a practicing accountant. He has lectured in Corporation Law, Securities Regulation, Law and Accounting and Corporate Finance. Mr. Jacobs is licensed as a Certified Public Accountant and admitted to practice law in CA, DC and TX. He is a former member of The NASDAQ Delisting Panel and Board Advisory Services Group of the National Associate of Corporate Directors, and a member of the Negotiated Acquisitions and Federal Regulation of Securities Subcommittees of the Business Law Section of the American Bar Association. He is listed as a Preeminent AV rated lawyer in Martindale & Hubbell and was honored in Best Lawyers in America for Mergers and Acquisition Law in 2006 and 2007. Currently Teaching LAW-581-001 U.S. Busnss Law (Fall) LAW-856-001 Corporate Finance (Spring)

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binghamton.edu → academics Seven great schools, one amazing University Harpur College of Arts and Sciences is the oldest and largest of the University’s six schools. Nearly 70 percent of Binghamton undergraduates and 44 percent of graduate students earn degrees within its three divisions: humanities, science and mathematics, and social sciences. Harpur offers the ideal liberal-arts foundation — effective oral and written communication, rigorous scientific analysis, independent thinking and cultural literacy — for any career or advanced course of study. At the Thomas J. Watson School of Engineering and Applied Science, undergraduate and graduate students earn degrees in bioengineering, computer engineering, computer science, electrical engineering, industrial and systems engineering, materials engineering, mechanical engineering, and systems science. Unique undergraduate initiatives like the new general engineering minor, the First-Year Engineering Program and the Watson Engineering Learning Community have created a supportive, vibrant and diverse environment in which to study the technologies that shape our world. For 30 years, the Decker School of Nursing has awarded bachelor’s and advanced degrees in this critical and fulfilling profession. According to the Bureau of Labor Statistics, the two most in-demand health-care jobs over the next decade will be registered nurses and home health-care specialists. The Decker School offers the latest training simulators, like two SimMan units — they breathe, they talk, they bleed! — a mock home-care suite and an alternative-therapies suite. Graduate programs specialize in family nursing, community health nursing and gerontological nursing. The College of Community and Public Affairs is temporarily located in the Engineering Building on the Binghamton University campus until repairs from the September floods can be made to its University Downtown Center home. Its students and faculty work closely with non-profit and government community partners through internships, independent study and fieldwork. The college offers an undergraduate degree in human development, as well as master's programs in public administration, social work and student affairs administration. Undergraduate and graduate students at the School of Management enjoy a stunning new facility in which to learn the theory and real-life practice of management and accounting. Students can even help manage a portfolio of over $130,000 using professional trading software in the high-tech Zurack Trading Room. School of Management students profit from study-abroad partnerships with dozens of accredited business schools around the world and 12 student organizations, academic fraternities and honor societies. The school’s Executive MBA program is ideal for working professionals. The School of Pharmacy and Pharmaceutical Sciences is the University's newest school and is scheduled to open its doors to students in 2017, with the entry of the first class of Doctor of Pharmacy (PharmD) students, pending approval of the degree program by the New York State Board of Regents and the award of precandidate status by the Accreditation Council for Pharmacy Education. The school will also offer a PhD degree in pharmaceutical sciences, concentrating on cutting-edge, translational research. Beginning in 2018, the school will be housed in a $60-million, state-of-the-art building in nearly Johnson City, N.Y., that includes research and simulation labs and classrooms. Just two miles from the main Binghamton campus and a block from one of the region's largest hospitals, the new building will be also home to 30 to 35 new faculty. Students will learn contemporary pharmacy skills in an innovative curriculum delivered by faculty active in translational, clinical and health outcomes research. Graduates will be well prepared for many different careers, including clinical specialties, regulatory agencies, industry and research. The Graduate School of Education awards masters degrees in childhood education, adolescence education, literacy education, special education and educational studies, as well as certificates of advanced study in educational leadership and doctoral degrees in educational theory and practice. Faculty and students partner with local school districts on a wide variety of innovative educational projects. Undergraduates interested in teaching careers in math and science can opt for the Harpur College-Graduate School of Education 3 + 2 program, attending Harpur College for their bachelor’s degree and completing studies for a master’s degree in teaching for grades 7-12 (in mathematics or science) through the Graduate School New to Binghamton? Check out Binghamton at a glance Read about our history and our mission, vision and values Learn about our six different schools and colleges

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Religion and Spirituality Week on Campus by Eils Lotozo | Feb 10, 2012 | 1 comment Although Haverford is officially non-sectarian, spiritual life still plays a vital role outside the classroom for many members of the College community. Religion and Spirituality Week, organized by Coordinator of Religious and Spiritual Life Emily Higgs ’08, seeks to increase dialogue between the various world faiths while celebrating the individual uniqueness of each religion. Professor of Philosophy Ashok Gangadean Prof. Ashok Gangadean Meditates on a “Global Sacred Space” A talk by longtime Haverford Professor of Philosophy Ashok Gangadean was one of three events that helped to kick off the week on Tuesday. However, Gangadean assured the audience that he was not just giving another academic talk. True to the Quaker spirit, he encouraged attendees to actively participate.“This is not a lecture,” Gangadean began. “It’s a meditation.” Prof. Gangadean, who frequently refers to his classroom as a “laboratory,” then continued to briefly trace the history of the world’s major religions by emphasizing their similarities. For Gangadean, this global perspective offers a clear remedy to “human pathologies and dysfunctions” like warfare and violence that have plagued humanity over the years. Relating his ideas back to Haverford, the professor highlighted the “breakthroughs” of the Quaker tradition, specifically the spiritual and communal openness of Quaker meetings. Gangadean sees an enormous potential in this “technology,” as he terms it, and hopes that will further global awakening toward an integral, universal consciousness. Will O’Brien Discusses “Religion and Money” A light, fluffy snow blanketed campus for the second day of Religion and Spirituality Week, but it didn’t stop Will O’Brien from leading a talk and discussion on “Sabbath Economics.” O’Brien, who coordinates the Alternative Seminary in Philadelphia, takes a progressive approach to Biblical interpretation by emphasizing the profound social justice behind Christ’s teachings. He began his talk with a couple of anecdotes—one was from his college days at Notre Dame University. Concerned about his involvement in liberal politics, his college priest urged him to temper his radicalism by quoting from the Bible. O’Brien also recounted the recent controversy behind Barack Obama’s use of the Judeo-Christian tradition at the annual National Prayer Breakfast to justify some of his policy decisions. O’Brien believes the Bible contains many pleas to voluntarily “redistribute the wealth.” He specifically discussed passages from the Book of Deuteronomy which, ironically, contained the passage the priest used to try to influence him as an undergraduate. Religion and Spirituality Week continues this afternoon (Thursday) at 4:30 to the Humanities Center at 4:30 p.m. for an Interfaith Gathering and Sacred Text Study. Attendees are encouraged to bring a text, prayer or song from their own tradition. The weekend will feature a variety of religious services and an Alternatives to Violence Project workshop (preregistration required). For more information and a full schedule of events go to www.haverford.edu/news/stories/57161/51 —Matt Fernandez ’14 D.McAuliffe on February 10, 2012 at 5:49 pm I think this is great. It is important that those who define themselves as spiritual/religious should be allowed to express themselves in a peaceful and civilized manner such as this. The fact is, the similarities between the various spiritual/religious groups are usually greater than the differences. Also, with so much anti-spiritual sentiment these days, it is nice that the campus takes a week out to encourage and support those who have such beliefs.

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New Business Center Director Named at Cal State Fullerton Center Helps Students Become Entrepreneurs April 3, 2009 :: No. 162 At Cal State Fullerton’s Mihaylo College of Business and Economics, John B. Jackson is the new director of the Center for Entrepreneurship. Jackson has taught marketing and sales classes at Cal State Fullerton since 2003. A 1977 business administration alumnus and entrepreneur with his own small-business consulting firm, he has served as a corporate vice president overseeing sales, marketing and research for high-technology businesses, including Bowne and Co. and Forrester Research. “I’ve been a part of the college’s entrepreneurial team for six years and have thoroughly enjoyed working with my peers and the students here,” said the Yorba Linda resident. “I look forward to this new opportunity to work closely with students striving to start their own businesses, as well as working with members of the business community.” Established in 2002 to help support the entrepreneurship concentration within the business administration major, the Center for Entrepreneurship helps students develop skills and knowledge in order to successfully create a business and compete as an entrepreneur. The center also operates as an outreach program at community colleges, provides mentorship, conducts needs assessment and tracks student progress. Within the center is the award-winning Small Business Institute, which matches small companies with student teams who advise on ways to expand or improve their business. Photo: Available online at www.fullerton.edu/newsphotos Media Contacts: John B. Jackson, Center for Entrepreneurship, 657-278-8413 or [email protected] Pamela McLaren, Public Affairs, 657-278-4852 or [email protected]

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ILLINOIS | Campus Administrative Manual Enter a search term: Campus Administrative Manual > Emergency Plans, Environmental Health and Safety, Security and Risk Management > Possession of Weapons It is a violation of the Illinois revised statute to possess or store weapons on university property unless the following procedures are adhered to. 720 Illinois Compiled Statutes 5/21-6 makes it a class A misdemeanor to possess or store on property "supported in whole or in part with State funds or Federal funds administered through State agencies or in any building on such land" any weapons "without prior written permission from the Chief Security Officer for such land or building." Under this statute, weapon is defined as including "a handgun, sawed-off shotgun, sawed-off rifle, any other firearm small enough to be concealed upon the person, semiautomatic firearm, or machine gun...any other rifle, shotgun, spring gun, other firearm, stun gun or taser as defined in paragraph (a) of Section 24-1 of this Code, knife with a blade of at least 3 inches in length, dagger, dirk, switchblade knife, stiletto, ax, hatchet, or other deadly or dangerous weapon or instrument of like character...a bludgeon, black-jack, slingshot, sand-bag, sand-club, metal knuckles, billy or other dangerous weapon of like character." The University considers souvenirs and weapons which have been rendered permanently inoperative to fall within this law, as well as any bomb, bombshell, grenade, bottle or other container containing an explosive or noxious substance. For the purpose of implementing the provisions of this statute, the Chief Security Officer for the Urbana-Champaign campus and all properties administered under the auspices of the Urbana-Champaign campus has issued a statement of regulations and procedures. Inquiries about the weapons policy should be directed to the Chief Security Officer. Possession Regulations Before written permission is granted, the registration procedures outlined by the Chief Security Officer must be complied with. The weapon must be shown to the Chief Security Officer's designee (the University Police) and described in detail in the written permit issued. Permission will not be granted to possess or store any weapon where possession would be in violation of the laws of the United States, the laws of the State of Illinois or the regulations of the University of Illinois. Generally, permission will not be granted to possess or store any bludgeon, black-jack, slung-shot, sand-club, sand-bag, metal knuckles, throwing star, any knife (commonly referred to as a switchblade knife) which has a blade that opens automatically by hand pressure applied to a button, spring or other device in the handle of the knife or that opens by operation of inertia, gravity, or both, any device (commonly referred to as a ballistic knife) that propels a knifelike blade as a projectile by means of a coil spring, elastic material, or compressed gas, any dagger, dirk, billy, dangerous knife, razor, stiletto, broken bottle, stun gun or taser or any other dangerous or deadly weapon of like character, any machine gun, semiautomatic assault weapon, armor piercing bullet, explosive bullet, large capacity ammunition feeding device, any tear gas gun projector or bomb or any object containing noxious liquid gas or substance, other than an object containing a non-lethal noxious liquid gas or substance designed solely for personal defense carried by a person 18 years of age or older. Permission to possess guns will be restricted generally to those used only for hunting or for practice or competition on a firing range. Hence, the permission to possess or store guns would generally be restricted to shotguns, .22 caliber rifles, and .38 caliber or smaller handguns with a 4-inch minimum barrel length. Exceptions may be made on an individual basis for special match quality firearms. Permission to store or possess any firearm will generally be granted only for possession and storage in the specific area designated by the University as a weapon storage area, the firing range, or in the living quarters of families maintaining households on University property and for the necessary travel to and from any such area. Permission generally will not be granted to possess or store any firearm in any dormitory, classroom building, or recreation facility of the University (except the Armory). Registration in any course where weapons are used in connection with the course shall constitute written permission for students to use any University-owned or -controlled weapon in connection with the course. Employees or agents of the University who are required by the University to possess or control weapons owned by the University are authorized to possess or store such weapons in the performance of their duties provided such weapons are registered with the University Police. Local, State, and Federal peace officers authorized to possess weapons under the laws of the State of Illinois, members of the armed services and reserve forces of the United States, and members of the Illinois National Guard are authorized to possess and store weapons used in the performance of their official duties. Further questions concerning this policy statement should be directed to the Executive Director of the Division of Public Safety, 333-1216. Also refer to Business and Financial Policies and Procedures 7.3 Purchase Orders 12.2 Capitalization and Valuation of Property and Equipment 12.4 Acquisition, Transfer, & Disposal of Equipment Date Issued: January 25, 2000 Date Revised: September 12, 2003 Approved by: Executive Director, Division of Public Safety Emergency Plans, Environmental Health and Safety, Security, and Risk Management: Section V/C - 2 Contact Campus Administrative Manual staff to request an addition or revision to the Campus Administrative Manual.

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Admin Offices : Public Affairs : Press Releases : 2011 Press Releases : 06-20-11 CU initiatives planned and budget approved for FY12 CU initiatives planned and budget approved for FY12 Cameron University’s governing board reviewed major university initiatives for the upcoming year and approved an annual budget of nearly $47 million for Fiscal Year 2012 during its regularly scheduled meeting today in Ardmore. The Board of Regents for The University of Oklahoma, Cameron University and Rogers State University approved a $46,841,415 operating budget with more than $32 million allotted for student instruction, scholarships and student services during the upcoming academic year. “Cameron University will continue its pace-setting record of progress in spite of repeated state funding cuts,” says Cameron President Cindy Ross. “Through comprehensive planning, program prioritization, prudent budgeting and tough decision-making, we remain committed to providing students a top-quality education and complete collegiate experience. Our strategic planning process enables us to provide access to a top-quality education and improved student services by optimizing a shrinking budget.” Academic year 2010-11 was one of the best years in Cameron’s impressive 102-year history. Most notable among its accomplishments, Cameron achieved an unconditional affirmation of accreditation from the Higher Learning Commission, with the Commission noting that Cameron University is a “role model institution” with “student learning at the center of what it does” and “despite significant statewide budget cuts, the institution was able to redesign itself to meet changing student needs.” Additionally, Cameron achieved the highest enrollment in its history, with more than 6,300 students making Cameron their “University of Choice.” To help students succeed, several new student services were added, including an Academic Advising Center and Student Wellness Center. These considerable accomplishments were achieved during a time of reduced state support. During the past three years, Cameron’s state funding has stair-stepped downward, resulting in a decline of more than $1.7 million (-7.6 percent). The pattern of historically low state funding continues into FY 2012 with a 5.8 percent reduction in funding. “As the dramatic history of state funding cuts continues, we are once more forced to identify areas where we can reduce spending,” says President Ross. “Through reallocation of existing resources, a modest tuition and mandatory fee increase, increased private support, and use of reserve funds, we have maximized the portion of the budget allocated to instruction, academic support and student services. We refuse to compromise the quality of education that Cameron students need and deserve.” The coming academic year builds on Cameron’s nine-year transformation and promises that the best is yet to come. Cameron is positioned to lead the state’s regional universities in academic and student support and to reach the ambitious goals detailed in “Plan 2013: Choices for the Second Century.” “Cameron’s commitment to student learning is unwavering,” says President Ross. “This year’s scarce dollars will be used to focus on maximizing resources to provide students access to a top-quality education and to provide improved student services. As always, student learning is at the heart of our mission.” Major reallocation efforts have been made among academic programs. The Department of Multimedia Design will be merged with the Department of Computing and Technology, and some of the faculty will be reassigned to support the high demand Organizational Leadership program as well as the Physical Sciences Department. Effective with the Fall 2012 semester, undergraduate resident tuition and mandatory fees will increase 5.88 percent to $153 per hour, an $8.50 per hour increase. A full-time, resident undergraduate student will pay an additional $102 per semester. There will be no increase in academic service fees. Offsetting the additional cost to students are increased scholarships and other financial support. Resident tuition waivers and university scholarships will increase by seven percent over last year – an 18 percent increase over the past three years and a 156 percent increase in the past 10 years. Additionally, private scholarship support has increased an astounding 189 percent in the past eight years. Finally, opportunities for student employment will be expanded, and the minimum wage for student workers will be increased from $7.25 to $7.50 an hour. Despite the increase in tuition and fees, Cameron University remains the second-most affordable of Oklahoma’s universities. Cameron University continues to be a great value. For FY 2012, Cameron University’s tuition and fees for 30 credit hours is almost 20 percent less than that at Oklahoma’s regional peer institutions. In addition to the increase in scholarship support and student employment opportunities, Cameron will continue to offer CU $upports You, a comprehensive student assistance program implemented in 2009. CU $upports You features the following programs: Check It Out Books Makes textbooks for general education classes and other popular courses available for check out through the Cameron University Library. Currently, 44 percent of the circulation in the library is attributed to this program Allows students to pay tuition and fees in four installments during the semester and avoid being placed on an enrollment hold for the following semester. Displaced Worker Assistance In cooperation with the South Central Oklahoma Workforce Investment Board and the Association of South Central Oklahoma Governments (ASCOG), area Workforce Development Offices, and Oklahoma Employment and Securities Commission, Cameron works to assist displaced workers in returning to school with additional financial support. This year, 80 students received more than $283,000 of support. Yellow Ribbon Program for Veterans A partnership with the United States Veterans Administration that provides support to veterans eligible for Post 9/11 GI Bill benefits. This year, 17 veteran students received almost $15,000. Support for Military Spouses Provides support for military spouses through the Military Spouse Career Advancement Financial Assistance Program. This year, 108 students received $181,780 in assistance. Emergency Loan Program Provides students with short-term loans to assist with unexpected expenses and allows them to continue their studies. This year, 14 students received $4,025 in support. Cameron will also continue the “Cameron Gold” scholarship, which supplements “Oklahoma’s Promise,” also known as the Oklahoma Higher Learning Access Program (OHLAP), to cover costs not covered by “Oklahoma’s Promise” such as fees and books. This will be the fifth year for Cameron to offer this program. Since its inception in 2007, 313 students have participated and received additional support of $234,254 from the Cameron Gold program. “Keeping higher education affordable is a priority at Cameron University,” says President Ross. “For the past three years, Cameron has ranked nationally among the top three universities with our students graduating with the lowest debt. Specifically, 65 percent of our students graduate with no debt. This national ranking and the various financial support initiatives implemented in recent years speaks to Cameron’s commitment to keep a quality education affordable for all students.” Other initiatives for the upcoming year include: Implementation of “The Cameron University Guarantee” for graduates entering the workforce Increased high-impact educational opportunities for students, including increased Study Abroad opportunities for students, expanded internship and career services programs, and growth of civic engagement opportunities and service learning Enhancements to the learning environment, including construction of the Academic Commons Implementation of the “Aggie Sharp Start” Learning Community for at-risk freshmen Expansion of automated student services, including implementation of DegreeWorks for academic advising, degree audit and credit transfer Creating non-credit and credit certificates in adult education with faculty experts teaching people to teach or train adults Cameron’s strategic planning will also continue with the development of a four-year progress report on “Plan 2013: Choices for the Second Century”; development of a new five-year strategic plan, “Plan 2018”; and an updated Campus Master Plan. “Consistent with Cameron’s theme, ‘Every Student. Every Story,’ these budget initiatives provide each student additional and exciting opportunities to write his or her own unique Cameron story,” says President Ross. PR#11-121

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Board approves equivalent of 3.5 full-time teaching positions increase for next year NEW ULM – In a move intended to help the administration with pending staff and budgetary planning, the District 88 Board of Education Thursday night approved an increase of 3.5 teaching position equivalents for next year. The action is intended to help reduce class sizes, and is made possible by the passage last November of a new local operation levy. It also factors in an anticipated 1 percent increase in state basic school funding. At roughly $50,000 per teacher per year, the action also carries an approximate combined price tag of $175,000. It is up to administrators to decide how the positions would be allocated among school buildings. The board also directed the administration to spend some $57,000 of the new funding on making up an anticipated shortfall in federal and state-funded basic literacy and gifted-and-talented programs. (Specifically, the programs include Title I, Title II, Literacy and Gifted and Talented funding.) Expenses for these programs are staff-related and directly benefit students, noted Remme. The choice is to either cut the underfunded services to students, or else subsidize them locally. In background information, Remme recapped that the new local tax levy will bring in an anticipated $1,334,534 per year. If state basic per pupil funding increases by 1 percent – which many consider likely under the current Legislature – the district would receive, approximately, another $188,508, at current student counts. The new revenue available, then, next year, would amount to a combined $1,453,042. However, officials and the board agreed that, before adding any positions, the board should end deficit spending – making up the $740,000 taken out of the fund balance last year, expressly to minimize classroom cuts. Next, the board factored in the cost of new contracts. Collective bargaining costs are known for five out of six employee unions, noted Remme. Employment agreements have also been completed with all (except one) non-unionized employees, and with the new superintendent to replace the retiring Remme. In all, these new contracts will result in increasing district costs and using up $371,000 of the new money. The unspoken-for remainder is just $342,042 a year (and that’s the funding used to add back previously cut positions). The board discussed, but did not at this stage take action on, the allocation of the remaining, smaller portion of the new funding. Some acknowledged priorities include more support for extra-curricular activities, staff development, technology enhancements, and developing a newly-mandated teacher evaluation model. Remme pointed out the urgency of putting some money back into the previously reduced extra-curricular activity budget. Some equipment (helmets) must be replaced due to safety requirements, he especially pointed out. Uniform replacement has been reduced and suspended over the past couple of years, and seventh and eighth-grade programs need support, he added. Several board members expressed regret about their inability to allocate more funds to class size reduction. Some noted that it is always easier, if needed and possible, to add positions later, than it is to add now, then turn right back and cut because programs cannot be sustained. Some observed that custodial and secretarial staff is also stretched very thin. Board member Patricia Hoffman urged putting some resources into innovative, enrichment classes for advanced students (an expense that is also staff-related). Remme noted that $238,109 in funding will need to be set aside, by law, for staff development. This requirement had been temporarily lifted in recent years, to help districts deal with funding cuts. Remme observed that the impact of the re-instatement of the set-aside requirement can be minimized, by coding some existing practices to staff development. Examples include coding a proportional share of the salary of the curriculum development director (high school co-principal Steve Weber) to this fund, and other similar steps. New board member The board appointed Christie Dewanz to fill the board position vacated by Jill Hulke. Dewanz will serve until the November 2014 general election, at which time someone will be elected to the seat. Hulke, elected last November, resigned after it was discovered she was ineligible to serve because she lives just outside the district. The board invited people to apply for the seat, and five candidates did. The board’s personnel committee reviewed the applications, before recommending the appointment of Dewanz. Dewanz works for Brown County Family Services. She is a graduate of New Ulm High School. She attended the U of M, Waseca, and Mankato State University. She is involved with the New Ulm Basketball Association, the New Ulm Music Boosters, the Searles Baseball Association and other groups. She is a 4-H leader. She has for children, two in college and two who attend New Ulm Public Schools. She stated in her application that her goals as a board member include: building positive community relations, a focus on cultivating pride in the schools, providing quality teachers and coaches, providing safe facilities, respectfully listening to concerns from staff and community, providing resources for classroom instruction and accountability to tax payers, and providing a curriculum for all students to excel. During a work session preceding the regular meeting, the board heard a report from consultants Springsted, Inc., on the possibility to use tax abatement financing for an estimated $600,000 project to rebuild the main campus parking lot. “Tax abatement” in this case is not an actual abatement or non-payment of taxes, explained the consultants. Instead, taxes are “captured” from properties that “benefit” from the project. This tool can be used to finance public infrastructure. It would allow the district, if it chooses to use it, to conserve deferred maintenance or capital improvement funds for other projects. In just one example, funding the parking lot project in this way would result in a tax increase of $2 per year on a $100,000 home (calculation based on eight to 15-year-term bonds). The report was for information-only. The discussion that followed indicated that while board members saw some advantages to the option, some were also concerned about the public-relations aspect of what can be described as a tax increase on the heels of a new local levy referendum. Some were concerned about the timing of the project (specifically, lining up a good contractor to do it this late in the year).

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What does the Bible say about dinosaurs? Are there dinosaurs in the Bible? Question: "What does the Bible say about dinosaurs? Are there dinosaurs in the Bible?" Answer: The topic of dinosaurs in the Bible is part of a larger ongoing business within the Christian community over the age of the earth, the proper interpretation of Genesis, and how to interpret the physical proves we find all around us. Those who believe in an older age for the earth tend to agree that the Bible does not mention dinosaurs, because according to their paradigm, dinosaurs died out millions of years before the first man ever walked the earth. The men who wrote the Bible down couldn’t have seen dinosaurs alive. Those who believe in a younger age for the earth tend to agree that the Bible does mention dinosaurs though it never actually uses the word “dinosaur.” Instead, it uses the Hebrew word tanniyn (pronounced tan-neen; Strong’s #08577). Tanniyn is translated a few different ways in our English Bibles; sometimes it’s “sea monster,” sometimes it’s “serpent.” It is most commonly translated “dragon.” The tanniyn appear to have been some sort of giant reptile. These creatures are mentioned nearly thirty times in the Old Testament and are found both on land and in the water. In addition to mentioning these giant reptiles in general nearly thirty times throughout the Old Testament, the Bible describes a couple of creatures in such a way that some scholars believe the writers may have been describing dinosaurs. Behemoth is said to be the mightiest of all God’s creatures, a giant whose tail is likened to a cedar tree (Job 40:15ff). Some scholars have tried to identify Behemoth as either an elephant or a hippopotamus. Others point out that elephants and hippopotamuses have very thin tails, nothing comparable to a cedar tree. Dinosaurs like the Brachiosaurus and the Diplodocus on the other had huge tails which one could easily compare to a cedar tree. Nearly every ancient civilization has some sort of art depicting giant reptilian creatures. Petroglyphs, artifacts and even little clay figurines found in North America resemble modern depictions of dinosaurs. Rock carvings in South America depict men riding Diplodocus-like creatures and, amazingly, bear the familiar images of Triceratops-, Pterodactyl- and Tyrannosaurus Rex-like creatures. Roman mosaics, Mayan pottery and Babylonian city walls all testify to man’s trans-cultural, geographically-unbounded fascination with these creatures. Sober accounts like those of Marco Polo’s Il Milione mingle with fantastic tales of treasure-hoarding beasts. Modern day reports of sightings persist though they are usually treated with overwhelming skepticism. In addition to the substantial amount of anthropic and historical proves for the coexistence of dinosaur and man, there are other physical proves, like the fossilized footprints of humans and dinosaurs found together at places in North America and West-Central Asia. So, are there dinosaurs in the Bible? The matter is far from settled. It depends on how you interpret the available proves and how you view the world around you. Here at elhijodedios.com we believe in a young earth interpretation and accept that dinosaurs and man coexisted. We believe that dinosaurs died out sometime after the Flood due to a combination of dramatic environmental shifts and the fact that they were relentlessly hunted to extinction by man. Recommended Resource: Related Topics: What does the Bible say about Creation vs. evolution? What is the age of the earth? How old is the earth? Why are there two different Creation accounts in Genesis chapters 1-2? What caused the extinction of the dinosaurs? What is the Gap Theory? Did anything happen in between Genesis 1:1 and 1:2? Questions about Creation elhijodedios.com Home

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Goodspeed's History of Southeast Missouri Andrew Klump, a native of Perry County, Missouri, was born in 1837, and is the son of Anton and Tresa Klump. He remained at home on the farm until after attaining his majority, when he married and located upon a farm seven miles east of Perryville. There he remained until 1867, when he sold his farm, and for two years was engaged in operating a sawmill. The next five years he devoted his time to teaming between St. Marys and Perryville. In 1874 he purchased the farm of 115 acres upon which he now resides, and has since been engaged in farming and teaming. His marriage occurred on February 5, 1859. His wife's maiden name was Maria Jane Knott. She is the daughter of Henry Knott, and was born in Perry County on December 9, 1841. Mr. and Mrs. Klump are the parents of three sons: Joseph H., born in 1861; James, born in 1864, and John, born in 1868. The family are communicants of the Catholic Church. The Goodspeed Publishing Company compiled a series of histories of various counties in the U.S. in the late 19th century. The information in the History of Southeast Missouri, published in 1888, was provided by the contemporary residents of Perry County and her neighboring counties. The biographies are a valuable source of genealogical information, despite a few minor inaccuracies. We are glad to present the transcribed biographies here for anyone researching Perry County's history. Rankin Family History Project Sonoma County, California [email protected] Design and content by Shirley Ann Rankin Updated Saturday, April 06, 2002 © Copyright RFHP 1999-2005. All images and content on this website may not be reproduced without permission. Names, dates and other facts are in the public domain and you are welcome to them. Census Records |

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Keyword Search of ii Submit Site Search Search Keyword Search of ii Fellowships & Grants Masters of Arts Degrees World History & Literature Initiative About Us [X] close Centers, Programs & Initiatives NRC/Title VI Established within the College of Literature, Science, and the Arts in 1993, the University of Michigan International Institute (II) stimulates research and teaching on critical areas of the world and on international issues that cut across world regions and disciplines. The institute fosters cooperation among the university’s departments, schools, and colleges. Since its launch, the II has developed and supported international teaching, research, and public affairs programming that helps students and faculty see the world through a global lens. The II houses 17 centers and programs focused on specific world regions and global themes. Our centers rank among the nation’s finest in their respective fields of study and bring together faculty experts from across the U-M campus. Six of our centers have been designated as U.S. Department of Education National Resource Centers. These designations are earned in prestigious national peer-reviewed competitions. Each year, the II and its centers distribute over $4 million to U-M faculty and students, resulting in approximately 500 awards for international study and research. These awards promote global understanding across the campus and help build connections with intellectuals and institutions worldwide. International Institute 1080 South University Ave. [email protected]

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In the Shadows of the Slaughterhouse, Part 1 By Abbie Fentress Swanson Oct 29, 2013 TweetShareGoogle+Email View Slideshow At the primary school in rural Noel, Mo., teachers and staff function as educators about as often as they do de facto social workers. Abbie Fentress Swanson/Harvest Public Media Just a short walk from Main Street sits the Tyson slaughterhouse, which employs about 1,500 people. Walk Main Street in Noel today and you’ll find a Hispanic hair salon and taqueria across the street from an African market and mosque. Listen Listening... / 4:58 Harvest Public Media's three part series on children of immigrant slaughterhouse workers begins today. It’s almost 9 a.m. in Noel, Missouri, and Noel Primary School teacher Erin McPherson is helping a group of Spanish-speaking students complete English language exercises. But it’s tough going. One student in a bright blue T-shirt – 9-year-old Isac Martinez – has not yet picked up his pencil. He’s clearly sick. When McPherson asks him what’s wrong, Isac’s small voice is barely audible in between coughs. He says he threw up four times last night but did not go to a doctor. Even though she might like to stop class to give Isac some individualized attention, McPherson can’t afford to. She’s got 100-plus English language learners in her charge. But as is often the case at Noel Primary, McPherson is part-teacher and part-caseworker. “It’s not just English. They come with all kinds of questions. Where they can find this, or find that. Support, home life,” McPherson said. The challenges for McPherson and other Noel teachers offer unique insight into life in this remote town of 1,832 people in the Ozark Mountains not far from the Missouri-Kansas-Arkansas-Oklahoma border. Roughly 220 students, age 3 to 9, attend school at Noel Primary. And about 75 percent of their parents are immigrants and refugees who moved to Noel to work at the Tyson Foods slaughterhouse. This has been dubbed the “Christmas City” and “Canoe Capital of the Ozarks,” thanks to the Elk River that winds through town. But Noel is actually thriving because of the chicken plant. For rural Missouri, plant jobs pay decent wages that start at $9.05 an hour. Still, poverty looms large. More than 90 percent of these kids qualify for free and reduced meals. The number of homeless children at the school has doubled in the past five years. Noel is just two miles square and isn’t much more than a Main Street; the nearest food pantry and free clinic are miles away. In effect, Noel schools have become the safety net for children whose parents work at the plant. “We talk about frostbite. We talk about where you can go to get food if you’re not working yet. We do shots, talk about shots, the availability of them,” said Deborah Pearson, principal at Noel Primary. “Dentists come into our school and they check every child in the building. They do cleanings once a year. Glasses are a big thing. We do whatever we can to support these people.” ‘Know what America is’ Tyson turned down Harvest Public Media’s request for a plant tour and interview. But in an email, the company said that the Noel complex, which includes the plant, along with a truck shop and service center, has a $77 million annual economic impact on the region and employs about 1,600 people. Hispanics, most of them Mexican, came to work at the plant in the 1990s. Pacific Islanders and refugees from parts of Africa and Myanmar followed. In the past two decades, Noel’s Main Street has gradually changed to reflect its new residents. There are a Hispanic hair salon and taqueria across the street from an African market and mosque. “If you want to know what America is, come sit in front of the feed store and watch people go by in a turban, in an island skirt and in their overalls, and they’re all just going to work,” said Angie Brewer, who is principal of Noel Elementary. The school sits beside the railroad tracks just a short walk from Main Street. About 11 languages – from Swahili to Penglopese – are spoken among the school’s 400 or so students in third through eighth grades. “We are the government agency in town. People come here if they need shoes, if they need clothes, if they’re hungry. We send 37 backpacks home every weekend with kids that just don’t have enough food,” Brewer said. Noel schools didn’t always look this way. Brewer grew up in nearby Anderson, Mo., and graduated from Noel High School in 1992. Her dad worked at the chicken plant one summer when it was owned by Hudson Foods. (Tyson acquired Hudson in the late 1990s.) Back then, Brewer remembers the schools were all white. Now, 66 percent of Noel Elementary’s students are minorities. Almost half the school is Hispanic. Immigration issues have become part of the regular school day. “We have kids who are afraid because their parent has been stopped on their way to catch chickens and they are concerned that they will be deported,” Brewer said. “Last year, we had three families come in the next day, their dad was gone in the night. They were taken off the chicken truck and their mothers were scared.” Tyson says it takes its responsibility to the community of Noel very seriously. The company gave 40,000 pounds of meat to food banks in the area since 2000. In August, it donated $35,000 to feed the school district’s neediest families. Tyson’s Burmese and Somali translators help enroll children in school. Mending cracks Brewer is grateful for this assistance and believes that Tyson is one of the reasons Noel has not gone the way of many small, rural towns and slipped away. But she says it is the dynamic group of teachers working in her school that will make the difference for the kids of parents working in the plant. “No one’s going to fall through a crack in Noel, Missouri. It’s not going to happen,” Brewer said. “I mean some of these are my own children's friends and these are my friends. They're real people and you’re not reading about them on TV or hearing about them. They’re people that I know. I’ve been to their house. I’ve sat on their couch. I’ve held their hand. They’re real people and they deserve the best.” For Somali newcomers, who started moving to Noel in the late 2000s, this town has been particularly challenging. In August, tires on more than a dozen cars they owned were slashed. Somalis also say they are not welcome at Kathy’s Kountry Kitchen, a diner on Main Street where servers wear t-shirts saying ‘I got caught eating at the KKK’. “When you find yourself as a family especially, in a place that is pretty remote and hasn’t recently been used to welcoming immigrants, you may feel pretty lost,” said University of Missouri education professor Lisa Dorner, who has done extensive research on immigrant children growing up in small towns and suburbs. “A lot of schools in towns like this, they do become an integrative force, if you will. They become the place where a family can find things out and they often find out those things then filtered through the children,” she said. The influx of immigrant and refugee families to Noel is beginning to get attention outside the schools. A nonprofit mental health provider called The Ozark Center is starting to counsel refugee children. Crowder College hopes to start an after-school program for plant children next year. A private health-care clinic in town wants to bring in more doctors. Noel, of course, is not unique in its challenges. U.S. Department of Labor data show there are hundreds of rural meatpacking towns like Noel across the country. Dorner believes that immigrant children in these towns have a good chance of succeeding. By acting as guides for their families in America, they become bilingual, self-sufficient and often get jobs helping others later in life. Life lessons Around dusk one night at the housing project next to Noel Elementary, half a dozen teenagers from Somalia, Ethiopia and Mexico played a pickup soccer game. One of them, a plucky 13-year-old named Mohamed Hassan, came to Noel two years ago from a refugee camp in Kenya. His parents work at the Tyson plant. Soon though, they may move to Kansas City for better jobs. “It’s hard to work at Tyson. I can feel it,” Mohamed said. “Because if I meet somebody that is older than 25 or 26, they always say like, they broke their finger, they hurt their finger, or like, they always say, ‘I’m tired’ or something like that. Everybody would like to move to a different job, except Tyson.” Yet Mohamed says he likes Noel. “When I first came, I didn’t know any English. And now I do, a lot. I learned at this school and I am going say to them, ‘Thank you for teaching me all that,'” he said. Video Dispatch Abbie Fentress Swanson traveled to Noel, Mo., and sent back this look at a changing town. This story is part one of Harvest Public Media's three-part series In the Shadows of the Slaughterhouse. This project was reported with assistance from the Institute for Justice & Journalism’s “Immigration in the Heartland” fellowship. TweetShareGoogle+Email Garden City: Tending to a cultural crossroads in Kansas 3 years ago In the Shadows of the Slaughterhouse, Part 3 3 years ago In the Shadows of the Slaughterhouse: their dreams 3 years ago © 2016 Iowa Public Radio

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Have A News Tip? Let Us Know!Program GuideSeen On TVDownload The Free CBSLA App Feds Reject Anti-Semitism Claims At 3 UC Campuses Filed Under: Anti-semitism, Government, Israel, Palestine, Tammi Rossman-Benjamin, U.S. Department Of Education's Office For Civil Rights, UC Berkeley, UC Irvine, UC Santa Cruz, University of California, University Of California Campuses, Zachary Pelchat Zeena Sabri (L) and Rima Karuf join members of the Society of Arab Students at the University of California, Irvine to protest the destruction of a cardboard wall that was supposed to portray the security wall built to keep Palestinian suicide bombers out of Israel on May 27, 2004, in Irvine, California. The students believe the burning of the wall in the campus free speech area was a hate crime. (credit: David McNew/Getty Images) SAN FRANCISCO (AP) — The federal government has dismissed allegations that three University of California campuses failed to effectively respond to claims of anti-Semitism that arose out of pro-Palestinian events at the schools. The U.S. Department of Education’s Office for Civil Rights said in letters sent last week to leaders at UC Berkeley, UC Santa Cruz and UC Irvine that the protests, teach-ins, lectures, graffiti and heated confrontations that gave rise to the claims didn’t constitute harassment of Jewish students. In its Aug. 19 letters to the universities, the Education Department said in most cases the activities at issue were acceptable expressions “on matters of public concern directed to the university community” and “not a legally sufficient basis to establish a hostile environment” was interfering with Jewish students’ educations. “In the university environment, exposure to such robust and discordant expressions, even when personally offensive and hurtful, is a circumstance that a reasonable student in higher education may experience,” Zachary Pelchat, the leader of the team tasked with investigating the complaints, wrote. “In this context, the events that the complainants described do not constitute actionable harassment.” The complaints were brought under Title VI of the 1964 Civil Rights Act, which prohibits discrimination on the basis of race, color, and national origin in programs and activities such as public universities that receive federal funding. Hebrew lecturer Tammi Rossman-Benjamin, who filed the complaint dealing with UC Santa Cruz, said Wednesday that she found the government’s decision to dismiss all three complaints on the same day would exacerbate the tensions and have a chilling effect on supporters of Israel. “The message the federal government sends with the closure of these three Title VI complaints, which is to say almost all the complaints of their kind that have been launched in the U.S., is that not only are Jewish students not protected, but anyone who speaks out on their behalf is not protected either.” Rossman-Benjamin said she plans to appeal. The Department of Education has a quasi-judicial board that hears appeals in civil rights cases. As part of its investigations, which started at Irvine in 2007, Santa Cruz in 2011 and Berkeley in 2012, the department interviewed and surveyed students. Representatives from the Office of Civil Rights also visited the Berkeley campus in March, when a Jewish student group hosted a “Israel Peace and Diversity Week” and opponents of Israel’s policies in the West Bank staged a counter-demonstration featuring a mock bus painted with the words “No Palestinians.” The allegations the Education Department investigated stemmed from a variety of events dating back more than a decade. At Berkeley, they included claims that anti-Jewish comments were made at meetings to discuss a student senate bill calling on the university to divest from companies that support Israel’s military in the Palestinian territories. Rossman-Benjamin alleged that officials at Santa Cruz did not respond quickly enough when graffiti depicting swastikas along with the Star of David surfaced on campus and that some of her Santa Cruz colleagues failed to intervene or joined in when students were verbally attacked for defending the Jewish state. The Irvine complaint chronicled a series of contentious exchanges between Jewish and Muslim students, including a claim by a student wearing a pro-Israel T-shirt to an event hosted by the Muslim Students Association that she was yelled and cursed at. Federal officials concluded, however, that in most cases students sympathetic to the Jewish state were targeted for their political views, not national origin. The chancellors of the Santa Cruz and Berkeley campuses, George Blumenthal and Nicholas Dirks, issued statements applauded the conclusions the Education Department reached. “This campus values the free and open expression of ideas, and we diligently safeguard our students’ civil rights,” Blumenthal said. “We are, therefore, pleased that these allegations have been thoroughly investigated and dismissed.”

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Fifth Lecture Highlight FIFTH LECTURE HIGHLIGHTSQUOTES FROM MARINA ABRAMOVIC Text by Ulisses Carrilho Photographs by Hick Duarte Thursday, April 9 - 2015 Body Drama was the main subject of Marina Abramovic’s fifth lecture at Terra Comunal - MAI. Ten minutes before the lecture, the doors of the auditorium opened and the audience was received by Marco Paulo Rolla, an artist from the MAI Presents section of the exhibit, performing with his accordion. Rolla remained on the stage for the duration of the conference. "It's very difficult look to [at] something when nothing happens, to quiet your mind for it. Long durational performances are about that. They are about time and just being there. It's about ability to look for something knowing that nothing will happen."Abramovic started off the lecture by talking about body parts and the importance of artists creating works with a specific body part in mind. Just as her previous lectures in this series investigated performances concentrating on the head and hands, among others, this conference addressed the feet, chest, and eyes. Video clips exemplified this focus on performance as localized in the body: Pina Bausch’s feet dancing in her signature style; performer Susanne Ohmann running through a forest bare-chested in The Chase; an eye being slit open by a razor blade in Luis Buñuel and Salvador Dalí’s Un Chien Andalou (1929)."There's a big difference between theater and dance. There's a big difference between dance and performance. But that difference isn't so important when we think of Pina Bausch. She doesn't play emotions, she experiences them."After examining individual body parts in performance, Abramovic then showed video footage of a young Elvis Presley dancing on German television to introduce the concept of body drama, the power a subject can possess when there is a unity of all body parts, moving in synchrony in this case: "That's a term I invented myself: Body Drama. To understand it, let's think of rock stars, their relation with big audiences, hundreds of thousands of people and the energy that comes from the public." As another example of body drama, she showed a clip of Maria Callas, a name that Abramovic has often mentioned with reverence in lectures and interviews. The renowned opera singer’s allure and magnetism were certainly fed by her audience and the public at large:"I'm showing Maria Callas not because of her singing. She was this incredible charismatic diva. She'd say: 'when I perform, I let half of my brain loose. And another half is in total control.' That makes a performance good. A mix of strength and fragility." Abramovic explained that she had personally selected all of the videos screened at the conference, and she chose as her final clip of the evening a scene from the Hollywood classic Sunset Boulevard (1950), directed by Billy Wilder. The film itself is a melodramatic representation of an artist relying on the public to reinforce their creative ability.While on this topic of how energy generated by an audience can relate to the body of a performer, Abramovic concluded with one very simple sentence:"The public feeds the artist." The lecture ended in applause at 10pm BRT.Check our calendar for dates and times of Marina Abramovic’s remaining four lectures in this series. Terra Comunal - MAI is free and open to the public until May 10, 2015 @SESC Pompeia, São Paulo - Brazil. Tagged: lectures Newer PostPresence #5Older PostMarina Abramovic: Conference #5

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Gustave Le Bon Gustave Le Bon (7 May 1841 – 13 December 1931) was a French social psychologist, sociologist, and amateur physicist. He is best known for his 1895 work The Crowd: A Study of the Popular Mind. He was the author of several works in which he expounded theories of national traits, racial superiority, herd behavior and crowd psychology. His work on crowd psychology became important during the first half of the twentieth century when it was used by media researchers such as Hadley Cantril and Herbert Blumer to describe the reactions of subordinate groups to media. Le Bon also contributed to controversy about the nature of matter and energy. His book The Evolution of Matter was very popular in France (12 editions), and though some of its ideas, notably that all matter was inherently unstable and was constantly and slowly transforming into luminiferous ether were used by some physicists of the time (including Henri Poincaré), his specific formulations were not given much consideration. In 1896 he reported observing a new kind of radiation, which he termed "black light" (not the same as what modern people call black light today), though it was later discovered not to exist.[1] [edit]Le Bon was born in Nogent-le-Rotrou, France (near Chartres), and died in Marnes-la-Coquette. He studied medicine and toured Europe, Asia, and North Africa during the 1860s to 1880s while writing about archeology and anthropology, making some money from the design of scientific apparatus. His first great success however was the publication of Les Lois psychologiques de l'évolution des peuples (1894; The Psychology of Peoples), the first work in which he used a popularizing style that was to make his reputation secure. His best selling work, La psychologie des foules (1895; English translation The Crowd: A Study of the Popular Mind, 1896), was published soon afterward.Life In 1902, he began a series of weekly luncheons (les déjeuners du mercredi) to which prominent people of many professions were invited to discuss topical issues. The strength of Le Bon's personal networks is apparent from the guest list: participants included Henri and Raymond Poincaré (cousins, physicist and President of France respectively), Paul Valéry and Henri Bergson. [edit]Influence Wilfred Trotter, a famous surgeon of University College Hospital, London, wrote similarly in his famous book Instincts of the Herd in Peace and War, just before the beginning of World War I; he has been referred to as 'Le Bon's popularizer in English.' Trotter also introduced Wilfred Bion, who worked for him at the hospital, to Sigmund Freud's work Massenpsychologie und Ich-Analyse (1921; English translation Group Psychology and the Analysis of the Ego, 1922), which was based quite explicitly on a critique of Le Bon's work. Ultimately both Bion and Ernest Jonesbecame interested in what would later be called group psychology. Both of these men became associated with Freud when he fled Austria soon after the Anschluss. Both men were closely associated with the Tavistock Institute as important researchers in the field of group dynamics.Le Bon was one of the great popularizers of theories of the unconscious at a critical time during the formation of new theories of social action. It is arguable that the fascist theories of leadership that emerged during the 1920s owed much to Le Bon's theories of crowd psychology. At the same time, Adolf Hitler's Mein Kampf drew largely on the propaganda techniques proposed in Le Bon's 1895 book.[2][3][4][5] In addition,Benito Mussolini made a careful study of Le Bon's crowd psychology book, apparently keeping the book by his bedside.[6] Edward Bernays, a nephew of Sigmund Freud, was influenced by Le Bon and Trotter. In his famous book Propaganda, he declared that a major feature ofdemocracy was the manipulation of the mass mind by media and advertising. Theodore Roosevelt, as well as many other Americanprogressives in the early 20th century, were also deeply affected by Le Bon's writings.[7] Conservative American pundit Ann Coulter has noted that her 2011 book Demonic: How the Liberal Mob Is Endangering America is largely based on Le Bon's work.[8] [edit]Selected works La Civilisation des Arabes (1884; The Civilisation of the Arabs) Les Lois psychologiques de l'évolution des peuples (1894; The Psychology of Peoples) La psychologie des foules (1895; English translation The Crowd: A Study of the Popular Mind 1896) L'homme et les sociétés (1881; Man and Society), Psychologie du socialisme (1896; The Psychology of Socialism) http://en.wikipedia.org/wiki/Gustave_Le_Bon The Hammer of Horus The “Great Mystery” of the Delphic E The Road To Freedom-Apollonian Light Inanna Channeling: Divine Law and Past Lives Stargates and Twin Flame Love Signals: Channeling ... Anunnaki Message on Soul Maps and Zachariah Sitchi... Anunnaki DNA Activation The Galactic Anunnaki Council Declaration Gold, the Anunnaki and Global Warming Vienna Spear Quimbaya Gold Artifacts Dharamsala Temple Lacerta File I The Flower of Life Mysterious Nazca-like Site near Dunhuang in China Gobekli Tepe – 6000 years older than Stonehenge African Nasca? Is the Bible predicting our future? What really happened to Sodom and Gomorrah? High-Technology in the Bible The Forbidden Book of Enoch The mystery of the megalithic stone jars in Laos Transformation of the Human Race The Shroud of Turin Is Satan Alive and Well on Planet Earth? The TEN Emanations of GOD Finding Your Starseed Origins Lemuria and Atlantis: The Birth of Spirituality an... Drekx Omega: Who are the Blue-Skinned Gods…?? Solar Brotherhood Aryan Origins Children Of The Grail The Grail and the Canine Conundrum Sirius And The Grail AN ALTERNATIVE GENESIS Elves And Angels: The Shinning Ones Was Man Created As A Slave Race? Jesus The Atlantean Satan, Demons And Devils Lineage Of Christ BA: Before Adam Are We Separate From God? Symbolism Of The Goddess And The Serpent Pleomorphism The Solar System Transportation System Mechanics of the Cosmic Bio-Machine Cosmic Bio-Machine Power of Cross Gene-Isis and the Work of Planetary Redemption The All-One Unified Force -- Breaking the GOD - SP... ANU-nnaki Genetic exploration and explanation The Distance to the Nearest Star WHAT'S IN A NAME?-The power of names THE ELOHIM AND HA'ORAH: CREATION THYROID DISEASE: A MESSENGER OF LOVE THE OVERSOUL Founding National Myths:Fabricating Palestinian Hi... HEALING OUR WATER AUTISM: THE WAYSHOWER TO A NEW CONSCIOUSNESS Chilbolton (Face) in Hampshire MEMORIES OF ENKI & THE ANUNNAKI THE ANUNNAKI Determinism and Free Will Creating Reality -- Another View Annals of Earth Epic of Creation Chronicles of Earth Harmony of the Spheres Fibonacci Numbers Magic Squares Zero-Point Field Zero-Point Energy The Old Ones I AM THE LAST WATCHER The Anunnaki remnants are still on earth Flood legents from around the world The Garden of Eden Van-Enki The Nephilim and Rephaim The Anunnaki: The Seven Great Gods Οι Erideans και οι Anunnaki. Ποιοι είναι και από π... Star Worship of the Ancient Israelites Interview of Acharya S/D.M.Murdock by Metafysiko.... The Bible, as History, Flunks New Archaeological T... Who are the Anunnaki? Apollonius, Jesus and Paul: Men or Myths? Is Easter Christian or Pagan? Neith, Virgin Mother of the World The Myth of Noah's Ark Who was Mary Magdalene? Who is the Virgin Mary? Physics Psychics? How Alice And Bob Talk, Without ... Η ψυχολογία των μαζών ‘Η Ψυχολογια των Μαζων’ Gustave le bon

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Search You are hereHome » INTS 323 INTS 323/3.0 International Perspectives in the Creative Arts II: Al-Andalus and its Impact on European Art Instructor: Ruth Cereceda Introduction to the themes and scope of the course Islam, for medieval Christian Europe, was not an abstract religious faith, but the lifeblood of a vibrant culture that flourished on European soil since the arrival of the Arabs in Iberian Peninsula in 711, until their expulsion under King Ferdinand and Queen Isabella’s reign in 1492. The Islamic civilization, as developed in the peninsula, provided the impetus for the European Renaissance, not only because it conveyed the Arabic translations of works from Ancient civilizations, but also because created a scientific, economic and artistic culture of unprecedented power. Such cultural development argues for a “first renaissance" long before the well-known cultural phenomenon to be held in Italy in the 13th century. The Arab influence hugely permeated economic and social structures in the Iberian and other southern European kingdoms through art, philosophy, science, music and literature, and thus that of Western Europe. Such influence was later reinforced by the mystification that life and culture(s) in the Middle East suffered in the hands of European artists and writers, from the Renaissance and Baroque periods, until 19th -when Orientalism became an established topic in the arts-, and 20th –with the examples of Matisse and the historical Avant Garde movements- centuries. Thus, through the study of the Islamic art and civilization in European soil, this course’s objectives are: 1) to foster an in-depth learning of the real heritage European cultures have received from their Middle Eastern and Islamic counterparts; and 2) to created the environment in which students develop the skills to analyse the expression and origin of stereotypes and misrepresentations, created by western recreations and imitations of these cultures and artistic styles, specially during 19th-century colonial periods. Expected Learning Outcomes Acquire knowledge of the main characteristics of Islamic art, and the specific characteristics of it in European soil. Analyse the historical, social and economic contexts in which Al-Andalus civilization developed. Recognise specific examples of Islamic influence in European art and civilizations. Study of the main trends on the Orientalist debate. Develop skills in Art History analysis methods. Application of critical thinking processes to historical and contextual analysis. Introduction I: Historical background and context in Medieval Spain and EuropeSociety and economy Holy Wars: Crusaders and the “Reconquista” Introduction II: Motifs, topics, and iconography in Islamic ArtArt, literature, and religion Decorative arts: abstract motifs and calligraphy Arts of the Medieval Middle East. Byzantium (395-1453)Architecture and evolution of cities: Constantinople Arts and crafts:Icons and mosaics Illuminated books Al-Andalus (711-1492)Politics, economy and social organization Cultural and artistic developments: science, philosophy, mystic, music and literature Architecture and evolution of cities: Cordoba Evolution of historical periods:Umayyad and Abbasid Caliphates The Emirate of Córdoba The Taifa kingdoms Almoravids and Almohads Nasirid Art in the Kingdom of Granada Relationships and cultural exchanges with Christian and Jewish Spain:Alforso X the Wise (1221 – 1284) and the Toledo School of Translators Mudejar Art. Creation and revisions of the myth: Representations of Moors and Turks in Renaissance and Baroque ArtThe Italian scene Orientalism in 19th century ArtOrientalist painting in France and Victorian BritainThe International Exhibitions Hispanicism: visions on Spain and Spanish views of the East Islamic references in 20th-century artHenri Matisse Historical Avant Gardes. Queen's University Contact the BISC

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File:Belgium-Waterloo-The-Thombs-1900.jpg English: The memorial thombs and "Butte du Lion" (hill with lion) in Waterloo Belgium. Original image: Photochrom print (colour photo lithograph) Reproduction number: LC-DIG-ppmsc-05662 from Library of Congress, Prints and Photographs Division, Photochrom Prints Collection This image is available from the United States Library of Congress's Prints and Photographs division under the digital ID ppmsc.05662.This tag does not indicate the copyright status of the attached work. A normal copyright tag is still required. See Commons:Licensing for more information. Photoglob AG, Zürich, Switzerland or Detroit Publishing Company, Detroit, Michigan "Photographs in this collection were published before 1923 and are therefore in the public domain." Licensing For photochroms by the Detroit Publishing Co. This work is in the public domain in the United States because it was published (or registered with the U.S. Copyright Office) before January 1, 1923.Public domain works must be out of copyright in both the United States and in the source country of the work in order to be hosted on the Commons. If the work is not a U.S. work, the file must have an additional copyright tag indicating the copyright status in the source country. For photochroms by the Photoglob AG The author of this image from Switzerland is unknown, and the image was published at least 70 years ago. It is therefore in the public domain in Switzerland by virtue of Art. 31 of the Swiss Copyright Act. Note that this applies only if a reliable source is cited to indicate that the author is not publicly known; just not knowing who the author is is not enough to qualify the image as public domain. This image may not be in the public domain in countries other than Switzerland. česky | Deutsch | English | français | Nederlands | +/− Comments: Colors have been adjusted slightly. More informationSchools Wikipedia was created by children's charity SOS Childrens Villages. In 133 nations around the world, SOS Children's Villages works to bring better education and healthcare to families in desperate need of support. If you'd like to help, why not learn how to sponsor a child?

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> FILOSOFIA Y ESTUDIOS LITERARIOS > LÓGICA/FILOSOFÍA DEL LENGUAJE/EPISTEMOLOGÍA > Saving the differences: essays on themes from "Truth and interpretation"Saving the differences: essays on themes from "Truth and interpretation" Wright, Crispin ISBN13 A friend reported that Wittgenstein considered taking a line from King Lear, "I'll teach you differences," as a motto for the Philosophical Investigations. The "differences" he had in mind, of course, were not of the etiquette of rank and station, which the Duke of Kent was keen to enforce, but differences in the role and function of superficially similar language games -- differences, in Wittgenstein's famous view, that those very similarities encourage us to overlook, thereby constituting a prime cause of philosophical misunderstandings and confusions. Crispin Wright's Truth and Objectivity explored a range of such differences to bring about a far-reaching reorientation of the metaphysical debates concerning realism and truth. The essays in this companion volume prefigure, elaborate, or defend the proposals put forward in that landmark work. The collection includes the Gareth Evans Memorial Lecture in which the program of Truth and Objectivity was first announced, as well as all of Wright's published reactions to the extensive commentary his study provoked; it presents substantial new developments and applications of the pluralistic outlook on the realism debates proposed in Truth and Objectivity, and further pursues its distinctive minimalist conceptions of truth and of truth-aptitude. Among the papers are important discussions of coherence conceptions of truth, of Hilary Putnam's most recent views on truth, and of the classical debate between correspondence, coherence, pragmatist, and deflationary conceptions of the notion. Others are concerned with Kripke's famous argument against physicalist conceptions of sensation; the distinction between minimal truth-aptitude and cognitive command; a novel prospectus for a philosophy of vagueness; and a new proposal about the most resilient interpretation of relativism. FILOSOFIA CONTEMPORÁNEA LÓGICA/FILOSOFÍA DEL LENGUAJE/EPISTEMOLOGÍA

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SectionsSearchNewsEducationFusion Awards Press Assocation Youth programme awarded Diana Certificate of Excellence Asian Image reporter A Advocacy programme, aiming to help young people learn valuable leadership skills, promoting active citizenship and enhancing youth empowerment has been awarded the Diana Princess of Wales Certificate of Excellence. The Youth Advocacy programme is an annual programme; the programme aims to enhance young people’s learning and experiences. The programme allows young people to examine a range of community issues and themes and look to contribute towards positives solutions to community issues. The young people are given the chance to take part in national conferences as well trips and residentials. Some of the projects we have been involved in include community cohesion training, healthy living, supporting young carers, career building and much more. The Youth Advocacy programme, organised and delivered by Youth Action, is aimed at people aged 16-25, the project aimed to engage young people in an informal setting. Charlotte, a Youth Advocacy Group member, said “The project has been a huge success and has given us loads of skills. It has been the very positive for me and we have learnt so much and had great fun at the same time”. Amar Abass, Chief Executive of Youth Action said “We strive to offer an excellent service to young people and we regularly receive feedback from young people and their families about the excellent work we do. Receiving the Diana Certificate of Excellence is fantastic news as it endorses that we are doing some outstanding work with young people.” Youth Action is an independent community organisation working with young people aged 8 to 24 years old across Blackburn with Darwen and Lancashire. Youth Action was established in 2003, and now has over 5,000 youth members – and this list is growing all the time! Youth Action provides a range of services to children and young people from youth clubs, volunteering, mentoring, and counselling to community fundraising, campaigning on youth rights and providing a range of support services to young parents too. Membership is totally free, to join now or for further information about Youth Action please call 01254 695847 or visit their website at www.Youth-Action.net

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Citizenship in Modern Britain By Keith Faulks By (author) Keith Faulks Citizenship in Modern Britain by Keith Faulks This textbook provides an introduction to the theory and practice of citizenship in modern Britain. Keith Faulks looks at liberal theories of citizenship, including classical, social and neo-liberal conceptions, and outlines the flaws in these theories at both a conceptual level and in practical terms. This is done via a detailed examination of the Thatcherite governments of 1979 to 1997 and concludes with an assessment of the future of citizenship under Tony Blair's leadership.The author argues that the development of citizenship in Britain has to be understood in terms of the complex inter-relationship of the state, economy and social change and puts forward a more sophisticated theory for understanding how citizenship has developed in Britain, concluding that a truly inclusive and meaningful concept of citizenship must look beyond the limits of liberal theory and the liberal state. Buy Citizenship in Modern Britain book by Keith Faulks from Australia's Online Bookstore, Boomerang Books. Migration, immigration & emigration Imprint: Edinburgh University Press Publisher: Edinburgh University Press Publish Date: 13-Jan-1998 Country of Publication: United Kingdom Books By Author Keith Faulks Get Set for Politics, Paperback (March 2003) The Politics volume assumes no prior knowledge of the subject. For students who have never studied Politics before, it will give an idea of what to expect. For students already studying Politics at school, it will provide a concise but comprehensive learning aid. Citizenship, Paperback (September 2000) This book presents a clear and comprehensive overview of citizenship, exploring its historical and conceptual origins, its contemporary dilemmas and its emancipatory potential for the future. Political Sociology, Paperback (October 1999) This is a major textbook that introduces the key conceptual debates and approaches in contemporary political sociology. » View all books by Keith Faulks » Have you read this book? We'd like to know what you think about it - write a review about Citizenship in Modern Britain book by Keith Faulks and you'll earn 50c in Boomerang Bucks loyalty dollars (you must be a member - it's free to sign up!) Author Biography - Keith Faulks Keith Faulks is Reader in Citizenship at the University of Central Lancashire. Author of Citizenship in Modern Britain (Edinburgh University Press, 1998), Political Sociology: A Critical Introduction (Edinburgh University Press, 2000) Citizenship: Key Ideas in Social Science (Routledge, 2000) and co-author of Get Set For Politics (with Ken Phillips and Alex Thomson) (Edinburgh University Press, 2003). Recent books by Keith Faulks

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Most of these books are available online at a discount!Click on the highlighted titles to order. Congressional Caucuses in National Policy Making, Susan Webb Hammond ’54, The Johns Hopkins University Press, 1998. The Boll Weevils, the Senate Footwear Caucus, the Democratic Study Group — what are these groups and what role do they play in congressional decision making? The author, professor of government at American University, describes and explains one of the most significant phenomena of the modern U.S. Congress, the proliferation and policy impact of informal congressional caucuses. Women, Population and Global Crisis: A Political-Economic Analysis, Asoka Bandarage ’73, Zed Books, 1997. This book critiques the common wisdom on population, giving a historical overview of the population question and places the debate about population, poverty, environment, and security within a broad theoretical perspective. Looking first at the conventional ideologies of population control, the author shows how population control acts as another dimension of our essentially hierarchical world order. The book’s political significance lies in its synthesis of third world, feminist, socialist and ecological thinking and solutions. Worlds of Women: The Making of an International Women’s Movement, Leila J. Rupp ’72, Ph.D. ’76, Princeton University Press, 1997. This is an exploration of the “first wave” of the international women’s movement, from its late 19th-century origins through World War II. Rupp examines the histories and accomplisments of three major transnational women’s organizations to tell the story of women’s struggle to construct a feminist international collective entity. Fields of Wheat, Hills of Blood: Passages to Nationhood 1870-1990, Anastasia Karakasidou, M.A. ’83, University of Chicago Press, 1997. This book is an anthropological study that proved so volatile that Cambridge University Press withdrew it from its list and the author received death threats. An account of identity formation and nationalist ideologies in Greek Macedonia, the book argues that, contrary to official rhetoric, the current people of Greek Macedonia are members of an extremely diverse cultural lineage, formed by regional and world conflicts, economic migrations, and shifting formations. This diversity has, over the past century, been eroded and eclipsed by an overarchingly Greek national identity, calling into question the limits of nationalism and cultural heritage. Under the Tabachín Tree: A New Home in Mexico, Celia Wakefield ’31, Creative Arts Book Company, 1997. Approaching their retirement years in the early 1970s, Celia Wakefield, with her husband and dog, loaded up their VW van and headed for Colima, a semi-tropical city in Mexico. “Guidebooks gave it little attention, although we knew it was a handsome, white town at the foot of a steaming volcano. We decided to go there if only to find out why it was ignored,” said the author. Understanding Primo Levi, Nicholas Patruno, University of South Carolina Press, 1995. Primo Levi emerged from the Holocaust as one of the most powerful voices to bear witness to the atrocities of the Nazi concentration camps. Italian by birth and Jewish by ancestry, this young chemist survived Auschwitz and later, with his sober retelling of the horrific experience, consecrated the memory of millions who perished there. Professor of Italian, Patruno analyzes Levi's works to reveal a writer who eloquently evoked the soul of the persecuted Jew but who never came to terms with the guilt of his own survival. The Two-Party Line: Conversations in the Field, Jane C. Goodale, Rowman & Littlefield, 1996. While conducting simultaneous ethnographic fieldwork in the interior forests of Southwest New Britain in the then Territory of Papua New Guinea, Goodale, professor emeritus of anthropology and her colleague Ann Chowning, began a series of written communication. The letters are gathered here with an explanatory postscript at the end of each chapter; they reveal the joyful and sometimes frustrating processes and dynamics of anthropological field work. Vermeer: Reception and Interpretation, Christiane Hertel, Cambridge University Press, 1996. In this study, Hertel, associate professor of art history, addresses the relationship of selected interpretations of Vermeer’s art, including her own, to its first significant critical receptions, in 19th century France.and early 20th century Germany. Return to Summer 1998 highlights MHK

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Word for the World with Dr. Randy White Word for the World - August 31 Transfer of Leadership Dr. Randy White “When they had appointed elders for them in every church, having prayed with fasting, they commended them to the Lord in whom they had believed.” (Acts 14:23; NASB95) The term “Elder” (in Greek, presbeuteros) took on several meanings in the New Testament, always referring to religious leadership. In the Gospels and through Acts 6, Elders are always in conjunction with Jewish religious leaders such as Scribes and Priests. From Acts 7 through Acts 16, the term Elder is always used of the Christian church, and is in conjunction with and subordination to “Apostles.” After Acts 16 the term “Elder” begins to stand on its own and refers to the leader of the local church. In the early days, Elders were appointed with apostolic authority to “Pastor” local congregations. Now, not believing in “Apostolic succession,” Elders are selected and called out by local churches. The role of Elder is one of providing the leadership of the Apostles in their absence. Not having Apostolic authority or power, Elders work under the rule of scripture and in the power of the Holy Spirit. Their role is to feed the flock with the Word of God, nourishing and strengthening them to carry on the work of the Kingdom. The church should be diligent to raise up Elders for the next generation. They do this by preparing young men from an early age to be strong in the Word, equipping them in the use of the Word, guiding them in a Biblical world-view, and then calling out the called, as the Spirit leads. Because the church will be under their direction in years to come, it is in the church’s best interest to guide the calling, preparation, instruction, and apprenticeship of the Elders of the next generation. When the church fails to prepare a new generation of leadership, the church fails! In His Grace, For more solid Biblical teaching, including a daily radio broadcast from Dr. White, please visit Randy White Ministries. More in Word for the World with Dr. Randy White Word for the World - December 9

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Get homeschooling advice and support on Crosswalk.com.. Christian homeschooling resources and tools for your homeschool education, school needs and student resource center. Find resources to help you homeschool your children according to the Bible and Jesus. On Crosswalk you will also find great resources on parenting and Christian college. Homeschooling Encouragement, Christian Homeschoolers Hate of Learning: One Cause and a Possible Remedy Hate of Learning: One Cause and a Possible Remedy Andrew Pudewa Institute for Excellence in Writing 2013 When one of my daughters was around 12 years old, we faced a significant problem with her motivation and quality of work. Her “school” days went pretty much like this: She would get up, do everything on her checklist with as little effort as possible (often being “finished” by 10:00 a.m.), and then spend the rest of the day snacking and annoying everyone else in the house. When confronted about the quality of her work, she would counter, “I did it—what more do you want?” When it was pointed out to her that she was “finished” in a couple of hours and that perhaps she could have a bit more added to her checklist, an ugly, hormone-enhanced argument would ensue: “I’m already doing everything I have to. More wouldn’t be fair! How come you want to make my life miserable? I’m doing enough, okay? Can you just leave me alone?” Sound familiar? If you have a large enough family, you’re likely to have at least one child who develops this attitude at some point, which might be appropriately termed “Hate of Learning” stage. The danger, of course, is that Mom and Dad start thinking evil thoughts such as “We’re failing her . . . maybe we should put her in a good school...of course, she wouldn’t necessarily spend any more time studying, but at least she’d be out of our hair for a while...maybe we just need to be more strict....” Such were the thoughts my wife and I entertained at that time. Fortunately, I came across a possible strategy that involved neither sending her to school nor using a heavy-handed approach. Late one night, driving home from a business trip, I was listening to a talk titled “The Seven Keys of Great Teaching” given by Oliver DeMille (author of A Thomas Jefferson Education). I had heard this talk many times before and thought I understood it well—all except one part. Six of the seven keys made perfect sense to me: Classics, not textbooks Mentors, not professors Quality, not conformity Time, not content Inspire, not require Simplicity, not complexity You, not them I wasn’t necessarily implementing these keys perfectly, but I understood them and with a bit of success had been using these ideas with my children and students. However, the one I found enigmatic was “Structure time, not content.” What does that mean? What would that look like? How would one actually structure time? What about content? And then it hit me. This was my exact problem with my 12-year-old daughter; I had been structuring her content, not her time! By giving her a checklist of scholastic tasks to accomplish each day, we had focused on the things she got done, not how she was using her time. Indeed, if I wanted her to progress from a “love of learning” phase to a “scholar” phase, I had first to get her out of “hate of learning” and teach her the value of time. Would it work to shift over from a checklist to a schedule? Couldn’t she procrastinate and manipulate that just as well? What would it look like in her life if we could somehow structure her time and not worry so much about content?SEE ALSO: Learning to Love God's Gift of Literature So after prayer and consultation with my wife (who was basically willing to try anything at that point), I sat down with said daughter and explained her new program: She would be responsible for studying four hours each day. Within those four hours, she would be free to study whatever she wanted to study—within certain parameters. I printed for her a time log whereon she would record her activity for each fifteen-minute block of time, starting from when she woke up until she had completed the four hours of cumulative study time. No more checklist; she would have to determine how she would use her time, and she would have to be much more responsible for her own education. However, a bit of content guidance was needed, since a 12-year-old unmotivated child will not become a self-directed, enthusiastic student overnight. Together, we made a list of people from history who might be interesting to study and put them in chronological order. I created a list of body parts from the encyclopedia. We created a list of somewhat challenging classics to read. Math could be done every day. Her instructions were as follows: Take the first thing on this list and begin to study it. You are free to study that one thing for as long as you like—five minutes, five hours, five days, or five weeks. You can use the encyclopedia, the Internet, any book in the house, and we’ll try to take you to the library whenever you need to go. When you’ve learned as much as you wish to about that thing, go to the next thing on the list and study that for as long as you like—five minutes, five hours, five days, or five weeks. When you finish the list, we’ll make a new one. Every day you must fax me (I put a fax machine in her room!) your time log and two written paragraphs summarizing what you learned during your four hours of study. Within those guidelines, you are free to choose how to use your study time. And so we began the experiment, which was an earthquake of change in her life. The first thing she realized was that it often took her until 9:00 or 10:00 at night to accomplish four cumulative hours of study.SEE ALSO: Learning From Mistakes Her second epiphany was about how she uses her time. A couple weeks into this program, I was out of town and called home to check in with her, and she said to me: “Daddy! I just realized something today!” “What, sweetheart?” I prompted, delighted with her enthusiasm. “I realized that I spent an hour and a half—just eating snacks!” Now, I’m sure that her mother could have told her that, but for her to realize it herself was priceless. While she had many other remarkable insights over time, the most important change was a return to excitement about learning. Over the course of the next two years, she exercised her freedom to pursue her interests and eventually engaged in an extensive study of food, searching the Bible for every reference to food she could find, studying the history of food preservation, writing a paper on how refrigeration changed the course of history, eventually leading to a continuing and in-depth study of nutrition, health, and natural healing.SEE ALSO: Time Management for Busy Dads Yes, there were some bumps in the road, some difficult days where goals were not met (but there always are), and certainly moments of doubt, but the end result, I must say, was gratifying: a motivated, self-directed teenage student who had learned how to use her time well. From “hate of learning” to “love of learning” to scholar—thanks to the grace of God and one missing ingredient; what more could I ask for? Andrew Pudewa is the director of the Institute for Excellence in Writing (www.excellenceinwriting.com) and a homeschooling father of seven. Presenting throughout North America, he addresses issues relating to teaching, writing, thinking, spelling, and music with clarity and insight, practical experience and humor. He and his beautiful, heroic wife, Robin, currently teach their two youngest children at home in northeastern Oklahoma. Copyright 2012, used with permission. All rights reserved by author. Originally appeared in the April 2012 issue of The Old Schoolhouse® Magazine, family education magazine. Read the magazine free at www.TOSMagazine.com or read it on the go and download the free apps at www.TOSApps.com to read the magazine on your mobile devices. Publication date: April 26, 2013SEE ALSO: Time Management for the Successful Single Mom Recently On Encouragement What Should You Do with Mommy Advice? 4 Steps to Become a Confident Mom

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Print Email Font ResizeBoulder DailyCamera.com Colorado, News, Business, Sports, Homes, Jobs, Cars and InformationSen. Mike Johnston unveils bill to revamp school finance in ColoradoBy Kevin SimpsonThe Denver PostPosted: Sen. Mike Johnston, D-Denver. (Denver Post file) Colorado's first major school finance bill in nearly 20 years would trigger new ways to calculate how state and local money pays for education and — if voters approve — add additional revenue for items like full-day kindergarten for all and preschool for at-risk kids.Sen. Mike Johnston, D-Denver, unveiled a draft bill on Monday that he called a "once-in-a-generation chance to get this right" and build on 10 years of education reforms."To give life to the system we built, we must make sure we have the resources and financial incentives to do that," he said. "What you see laid out here is an attempt to build a financial system that matches the policy framework we've built." Read a one page synopsis of Colorado Sen. Mike Johnston's school finance bill. Read the draft of Sen. Johnston's "Future School Finance Act" bill. (PDF, 144 pages) If passed, the complex, 144-page document would go into effect only if voters approve a statewide initiative to increase education funding — probably by anywhere from $750,000 to $1.1 billion annually.Much of the bill deals with a new formula to determine state and local shares of education funding. Johnston's plan would start by replacing a one-day, Oct. 1 student count with an average determined by data from four days throughout the year. Then districts would be allocated state dollars on what he says is a more equitable system based on a three-step model used in Rhode Island. Advertisement First, the legislature would set an average state-local ratio — Johnston proposes a 64-36 split, Colorado's current ratio. Next, each district's property tax base per pupil would be adjusted to reflect the local median income and students on free and reduced lunch, a common measure of poverty. Districts that lose funding as a result could increase local taxes to make up the difference or just absorb the loss.The bill also would provide incentive for smaller districts to pass local tax increases by providing state matching funds — an enticement aimed at making a mill levy override a more attractive investment for voters.If the bill were to pass, the Colorado Department of Education would begin calculating attendance data and new mill levies in 2014-15, and the revamped School Finance Act would go into full effect in the 2015-16 school year. The numbers would be recalculated every five years."We want a formula that determines what a local district's ability to pay is, and then backfills the actual amount the state should provide," Johnston said.The bill also includes extensive measures to ensure transparency in the way districts spend their money. Districts would be required to report all costs at the school level — encouraging state funds to follow students all the way to the classroom — while a new website would allow stakeholders to track spending and administrators to compare their costs with other districts and seek better deals from vendors.Johnston's bill includes provisions to fund special education by a still undetermined amount and gifted and talented programs by an additional $5 million annually.Recognizing the unfunded education reforms Colorado has instituted in recent years, the bill proposes a State Education Investment of $600 per student that districts could spend as they see fit. Additionally, an Innovation Fund, overseen by the CDE, would seek to expand learning time for underperforming districts.But some educators noted that, even if the bill passes the legislature, a difficult challenge awaits in selling a statewide tax increase to the public — especially when not all districts will benefit equally from the revised school finance formula. "I think we can make it make sense, but there has to be a really good, clear message," said Cindy Stevenson, superintendent of Jefferson County Public Schools. "If we want equal outcomes for all children in Colorado, we're going to have some unequal funding — that's what equity is about."Johnston's bill grew out of an 18-month process involving a partnership of stakeholders that was overseen by the Colorado Children's Campaign, which sought consensus policy recommendations.Johnston took the legislative lead and began crafting a bill and trying to muster political support. By tying the bill to voter approval of a tax increase for education that would benefit all districts, supporters hope to avoid the perception of large-scale winners and losers."I think the first draft of this bill is very much in line with what the School Finance Partnership focused on in its work over the last year," said Chris Watney, president and CEO of the Colorado Children's Campaign. "I'm sure there are going to be sticking points for some, but today is a really exciting day to see a bill so closely aligned to the work we've been doing."Johnston said he will continue to solicit feedback on the draft bill and has posted resources on his web site to help stakeholders understand the complex legislation and offer their thoughts.While the bill addresses some immediate concerns about school finance, it sidesteps the lingering issue of constitutional conflicts among the Taxpayer's Bill of Rights — TABOR — the Gallagher Amendment and Amendment 23. Those measures, which address taxes and school funding in different ways, could be considered in next year's session. But untying that legislative "knot" remains key to the long-term viability of any school finance reform.The bill also will be introduced while the Colorado Supreme Court mulls an appeal of the so-called Lobato decision stemming from a lawsuit contending that the state's schools are underfunded by as much as $4 billion. Oral arguments in the case are scheduled for March 7."This has one of the best opportunities to be a success in years and years," said Scott Murphy, Littleton Public School's superintendent. "It's going to take everyone pulling together with focus on the right mission. There's never a perfect time to do this but if we don't say now is the time and we're the people to do it, who will?"Kevin Simpson: 303-954-1739, [email protected] or twitter.com/ksimpsondpPrint Email Font ResizeReturn to Top RELATED

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Print Email Font ResizeBeer & BrewingAfter D2L outages, CU-Boulder considering optionsCU official: 'nothing is off the table moving forward'By Whitney Bryen [email protected]: 02/04/2013 06:31:20 PM MSTThe University of Colorado's faculty and administration is discussing options for improving their online learning system after recent outages kept students from completing assignments. The system, Desire2Learn (also known as D2L), has been unreliable this semester. The company's attempt to upgrade caused several outages over the past three weeks, affecting hundreds of institutions worldwide. Last week, an outage left students and faculty without access to the site for nearly three days. The problem was fixed and all customers were up and running by Friday, said Virginia Jamieson, D2L's senior director of corporate communications, in an email Monday. Jamieson was not available for further comment on Monday. Greg Stauffer, spokesman for CU's Office of Information Technology, said CU is collecting feedback from faculty and students and considered options as the campus looks to improve online learning. Campus officials are discussing whether to stick with their current contract with D2L (which includes an annual fee of $654,000), move the hosting on-site or consider another option, Stauffer said. "The CU-Boulder campus is evaluating options to ensure our collaborative learning system is the reliable anchor of the online learning tools that meet the teaching, learning, research and service mission of this campus," Stauffer said. "D2L is not the only choice on the table, and nothing is off the table moving forward."Advertisement Geoffrey Rubinstein, CU's director of independent learning, said since most online classes are run through D2L, the recent outage delayed several assignments. "It's a big deal for us when it's out for days at a time," Rubinstein said. "Students were not able to get into their D2L classes at all for two and a half days, but we had everything backed up and were prepared for it." Despite the recent complications, Rubinstein said D2L's previous reputation and efforts to upgrade left him optimistic about the future of the system. "It's a solid company, and they hadn't had any problems when we first met them," Rubinstein said. "I think a lot of institutions discovered D2L at the same time, so I think they weren't quite ready for the explosive growth that came, and now I think they're playing catch up, frankly." Assistant Professor Julie Lundquist created a website last week to post the syllabus and notes from her classes while the system was down, but she wasn't able to use the discussion feature or post grades for her students through the new site. "I really like that I can securely communicate grades through D2L, which I can not do through a regular website," Lundquist said. Luckily, her classes were small enough that the outages didn't cause much of a disturbance, she said, but another outage could change her attitude about the site. "If this happens again this week, while the students are preparing for an exam or have projects due during an outage, it would be a lot more problematic," Lundquist said. Follow Whitney Bryen on Twitter: @SoonerReporter.Print Email Font ResizeReturn to Top RELATED

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U-46 OKs budget balanced by dipping into reserves Madhu Krishnamurthy Follow @dh_madhuk The Elgin Area Unit District 46 school board voted 4-2 Monday night to spend roughly $527 million for the 2013-2014 academic year, dipping into reserves to balance the budget. The budget represents a roughly 6 percent increase over last year's expenditures for the state's second-largest school district. It includes a 10 percent increase in employee health insurance costs because of high claims last year, and higher salary costs, officials said. The district will be hiring 48 additional teachers in fiscal year 2014. Officials are projecting roughly $519 million in revenue, which will result in the district having to dip into its savings for $7.5 million. A major portion of that money will come out of working cash funds to finance capital projects this year, official said. The district ended last school year with a nearly $5 million surplus across all funds. There is no surplus projected this year. U-46 is expecting nearly $86 million in aid from the state in fiscal year 2014, which started July 1 and ends next June. That's $24 million more than the previous year but $10.6 million short of what the district should receive per the state's funding formula. The state has paid only 89 percent of the total aid calculation last year and this year, officials have said. Transportation funding also is down. It's been three years since a nearly $42 million deficit forced U-46 to cut programs, increase class sizes and layoff 399 employees -- including 314 teachers and 19 administrators. A couple of school board members still had questions on the proposed expenditures, such as how hiring more teachers affects the student/teacher ratio, and asked if the vote to approve the budget could be delayed. The administration said the staffing ratio should remain the same despite new hires in the areas of art, music, physical education, and support staff. The exact ratio won't be available until Sept. 30, officials said. Superintendent Jose Torres said while he didn't know the legal ramifications of delaying the budget approval, a "no" vote would be tantamount to closing the district's doors. "A vote of 'no' would be really surprising to me," Torres said. "We've had a long time to address questions from the board." Board member Frank Napolitano said a "no" vote should not close schools and only means that the district administration goes back to the drawing board to modify the budget and comes back with a revised proposal. Napolitano and board member Veronica Noland voted against the budget Monday. While only one community member spoke against the budget Monday, several taxpayers voiced concerns at an earlier public hearing about increasing property taxes and rising expenses such as employee benefits and medical insurance. The district will receive $32.4 million this year in federal funding, which is $1 million less than what it got last year. The cuts are a result of federal sequestration -- automatic funding cuts that came from the partisan budget standoff in Congress earlier this year. The entire budget is available for review at www.u-46.org, in the financial section under the District Information tab on the U-46 homepage. Elgin Area Unit District 46 Wayne Township

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Home / Girl banned over baptism gains place on school bus Girl banned over baptism gains place on school bus -25/09/06 A young girl banned from her school bus because she was not baptised has now been found a place through a "reshuffle". Sydnie Jai, 11, of Hatfield had been facing travelling alone to Townsend Church of England School in St Albans. The situation worried single mum Frances, 43, of Holme Road, who ironically was one of the parents who presented a petition to get the bus in the first place. Sydnie had now been granted one of four spare places found on the bus. "I'm so, so happy. I just can't believe it," said Frances. A spokeswoman for the children, schools and families department of Herts County Council said: "Because of the late confirmations from parents whose children are entitled to free places, we have been unable until now to assess whether there is any spare capacity on this route. "Places have to be offered first of all to those who are entitled to free transport. If there are spaces left over on the bus, we can offer them as assisted places to children like Sydnie." The saga brought a new dimension to an ongoing controversial debate about transport to faith based schools, as well as access to them. Many church school already face the accusation that they discriminate unfairly in their admissions policies in favour of children of parents who attend the churches linked to them. In the latest case Sydnie Jai from Hatfield, Hertfordshire, was hoping to attend Townsend School in St Albans, travelling by bus as her two brothers had done for some years. But Hertfordshire County Council said she must use public transport because she had not been baptised.. A statement from the council said: "We provide free transport to all children attending their nearest maintained faith school if they have a place there in line with their parents' beliefs. "This applies for children aged eight or over where the family lives more than three miles away." Sydnie's mother Frances wanted her to go to Townsend School in St Albans. "To qualify for free transport to a Church of England school the child must be baptised or have a parent on the parish electoral roll. "We think it quite reasonable when offering transport to faith schools that parents show that the child is of that faith." Sydnie's mother Frances Wood had told London's Evening Standard newspaper she was furious at the council's inflexible attitude. In 2004 there was a similar case involving Laura Abbott, who was ineligible for free transport because she did not want to attend a faith-based school, opting instead for a secular school. The British Humanist Association considers that many current LEA school transport policies contravene the Human Rights Act. In a 2003 survey of Local Education Authorities in England and Wales, they found that 33% of responding LEAs provided help for pupils going to a faith-based school chosen in preference to a nearer community school on grounds of religion ñ but not to pupils going to an equally distant community school in preference to a nearer faith-based one on grounds of belief. Another 1 in 3 LEAs acknowledged other forms of discrimination such as giving preferential treatment to religious believers or sometimes applying different rules to different belief groups. It has been their contention that school transport policies should treat religious and non-religious families even-handedly.

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How to Fast Learn all about Why to and How to Fast How to Fast Home Why Fast? Water Fasting Judaism Fasting and Judaism There are two major fast days and four minor fast days that are part of the Jewish year. The two major fasts, Yom Kippur and Tisha B’Av, last just over twenty four hours. They begin before sundown, when it is still light outside, and end after the next sundown, when it is dark outside and three stars can be seen in the sky. This fast is absolute. The faster may not eat food, drink, brush his teeth, comb his hair, or take a bath. Minor fasts differ in their duration from a major fast. No food or drink is taken from dawn until nightfall. Strict adherents to Judaism strictly observe each and every fasting day. Other Jews may practice modified forms of fasting. This can be abstaining from food but not water, fasting but not observing bathing restrictions, or not observing some of the fasting days at all. What is the Purpose of Fasting in Judaism? Yom Kippur is the Day of Atonement. As one of the most important days of the Jewish year fasting, along with prayer, is practiced as a means of repentance. This fits well with the idea of performing penance for any sins committed during the year and restoring one’s soul to a state of wholeness. Most of the remaining fasting days focus on commemorative mourning and remembrance of important historical events. On the Tenth of Tebet Jews fast in memory of the siege of Jerusalem (597 B.C.) by the Babylonian king Nebuchadnezzar. Six months into the siege the first breach was made in the walls of the city. This and other tragic events that occurred around this time are remembered in the fast of the Seventeenth of Tammuz . The city did eventually fall to the Babylonians. The Jewish King Jehoiachin was made captive and carried off to Babylon with many of his people. Eleven years later Nebuchadnezzar's uncle, who had been made vassal-king of Judah in Jehoiachin's place, revolted against his nephew. Nebuchadnezzar returned and besieged the city for sixteen months (587-586 B.C.). The second defeat by the Babylonians in 586 B.C. was followed by the destruction of the Temple and the city. This event is commemorated by the fast of the Ninth of Av (Tisha B'Av). By coincidence the Second Temple, rebuilt after the return of the Jews from Babylon, was destroyed by the Romans on the same day in A.D. 70. Thus the Babylonian destruction of the First Temple and the Roman destruction of the Second Temple are mourned on the same fast day. The fast of the Third of Tishri, also called the fast of Gedaliah, is in memory of the assassination of Gedaliah, the Babylonian governor of Judah after the destruction of the city and the Temple in 586 B.C. The other minor fast day is the fast of Esther. It commemorates the three days of fasting undertaken by Esther prior to meeting with King Ahasuerus. This is the one minor fast that is not a mournful remembrance. To find out more about Jewish traditions concerning fasting: The Jewish Virtual Library Return to Why Fast? How To Fast Home | Water Fasting | Juice Fasting | Why Do People Fast? The contents of this website are meant for educational purposes only. You should obtain an opinion from a physician before you undertake any dietary changes, including fasting. How to Fast and its contributors cannot be held liable for any damages that result from following any of the ideas presented on this website. Copyright © 2008 - 2012 How to Fast | All Rights Reserved

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History Fair The Illinois Labor History Society is proud to support students as they work on their annual History Fair projects. We encourage students to visit our archives, contact us for interviews, and explore our website as they complete their projects. In support of student research, the Illinois Labor History Society offers small cash prizes at the History Fair State Expo as well also a prize at the Chicago Metro High School Finals. Students who look to Chicago and Illinois labor history for their projects will find many rich veins of topical material to explore. More than that, they may find themselves in a place where their research intersects with multiple broad themes of our national history.For example, a project that begins with the garment strike of 1910-1911, may quickly lead to the themes of women in the workforce, social class relationships, industrial organization and economic structure, immigration, or the problem of child labor. Memorial Day Massacre of 1937 Or consider the possible extension of a project on the Memorial Day Massacre of 1937. The student might go beyond a description of the event in which ten men were shot to death by the police at a labor rally. That dramatic moment on Chicago’s East Side intersects with the nature of work in the steel mills, the formation of the Steel Workers Organizing Committee by the CIO; and, the election of President Roosevelt and the subsequent passage of the National Labor Relations Act. This one topic can open the door to explore the broad issue of the uses of power—political power, social and economic pressure, and the role of the Constitution as a limit on the abuse of power. These are just two examples of the exciting paths of discovery possible with a project on labor history.Students who choose projects that do not appear to involve labor history may nevertheless look for a labor history component. For example, projects on the I&M Canal, on Marshall Fields, or the Skyscrapers of Chicago could all address the experiences of the workforce involved. Potential Topics and ThemesThe Changing Role of Women in the Workplace How did industrialization impact the experience of women in the work place? How did this apply in Chicago and the state of Illinois? How did World War II impact the opportunities for women workers? How did women organize to improve their wages and workplace health and safety? Potential topics to explore: The Careers of Female Trade Union Leaders, Women in the Sweatshops and Garment Industry, Women in Steel, the Coalition of Labor Union Women, Hull HouseImmigration, Migration and the Changing Chicago Workforce How did the Great Migration change the Chicago workforce? What are the workplace stories of immigrants to Chicago from European countries, Mexico, Central America, Africa and Asia? How have these stories changed over time? Potential topics to explore: An investigation of how immigration and migration shaped work and community life in neighborhood such as Pilsen, Back-of-the-Yards or Bronzeville, and how it has changed over timeInfluence of Labor Unions How have working people come together to form unions to improve their wages and working conditions in Chicago? Potential topics to explore: Amalgamated Clothing Workers, Brotherhood of Sleeping Car Porters, Carpenters Union, Industrial Workers of the World, Packinghouse Workers, Steelworkers, Teamsters, United Mine Workers of America, Women's Trade Union LeagueConflicts Between Workers and their Employers Chicago and Illinois have experienced major conflicts of local, national and even international significance, why did these events occur? What were the consequences? Potential topics to explore: Haymarket Tragedy (1886), Pullman Strike (1894), Memorial Day Massacre (1937)Mining History in Illinois Who was Mother Jones, and how did her time in Illinois shape her life as a nationally significant labor leader? What happened at the Cherry Mine Disaster and how did this event influence the history of workplace safety regulations? Potential Topics to Explore: Mary Harris "Mother" Jones, Cherry Mine Disaster, John Mitchell, John L. Lewis, the Battle of Virden ILHS Co-founder Les Orear congratulates a student on his History Fair display.

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School Budget Elections Evans challenged by Farrell in District 13 Debra Evans and Patricia Farrell By Andrew Hackmack Three seats are up for the District 13 Board of Education this year. One of the seats a race between Debra Evans, who is serving as the vice president this year, and Patricia Farrell, who ran for an open seat last year. The winner receives a three-yeaer term. The District 13 Interschool PTA and the Educational Foundation will be co-sponsoring a Meet the Candidates night on Wednesday, May 14 at 7 p.m. at the James A. Dever School. Members of the public will be invited to ask questions. Voting will take place along with the school budget vote on Tuesday, May 20 from 6 a.m. to 9 p.m. at James A. Dever, Howell Road, Wheeler Avenue and Willow Road schools. Debra Evans A school board working toward a common goal is going to be successful, says Debra Evans, and she sees that taking place in District 13. That is why she is running for her fourth term on the elementary Board of Education. “Our group has come together for a single purpose,” says Evans, the board vice president, who also held the position six years ago. She added that she believes District 13 is a showcase of doing “what we can with what we have.” In recent years, Evans said the board has become more creative as the need grows to do more with less. For example, she said, the district was able to secure donations of computers. She said the board also encourages district staff members to come up with their own creative solutions. “I’d like to think that we’re encouraging open lines of communication,” she said, “that we’re willing to consider any ideas.” Evans said one of the hallmarks of the district’s budgeting process has been thinking long-term and setting aside money over a few years for major projects, such as to repave a parking lot or replace a roof. An energy performance contract executed last year, she said, allowed the district to fund major upgrades without costing taxpayers, and will provide energy savings for decades. The district must continue to manage its reserves, she said, as the tax cap limits the amount of revenue it can collect.

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Giving to MIISAnnual FundDonor RecognitionGiving TuesdayWays to GivePlan Your LegacyNewsContact Us Home » About MIIS » Newsroom » News Stories $2.5 Million, Five-Year “Multiply the Good” Challenge Announced The “Multiply the Good” challenge aims to generate additional support for student financial aid and student immersive experiences, as well as faculty development and career and advising services. The Monterey Institute of International Studies announced today that it has received a $2.5 million challenge commitment from an anonymous donor. The pledge was made with the intention of encouraging others to make leadership level annual gifts to the Institute. “The anonymous donor is someone who has witnessed the upward trajectory of the Monterey Institute over the last several years and wants to ensure that the resources are available for us to continue on that path,” said Monterey Institute President Sunder Ramaswamy. “Charitable gifts make possible that margin of excellence and innovation that differentiates us from other graduate programs, and I am grateful that this donor recognizes and wishes to invest in that difference.” The Institute will receive $500,000 a year for a total of five years, provided it raises $1,000,000 each year in new gifts of $5,000 or more to its annual fund. “’Multiply the Good’ connotes the ripple effect that our students and alumni have on the world,” added Ramaswamy. “Whether through their expertise in language and cross-cultural communication, or their efforts in conflict resolution and nonproliferation and sustainable development, our graduates are trained to roll up their sleeves and make a difference in a variety of different fields, in just about every corner of the world.” In addition to unrestricted support, donors will be encouraged to consider gifts to the following areas: Faculty development, research, and hiring Student immersive professional experiences Career and advising services For more information on the “Multiply the Good” Challenge, or to participate by making a gift, please visit the Giving section or phone 831.647.3509. Mutiplying the Good Permalink Submitted by Mike and Rise' (not verified) on Wed, 11/03/2010 - 11:50am We had a similar challenge at Middlebury and it allowed us to raise enough money in small gifts in one year to support the financial need of 70 students. what a great way to make a difference.

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Nanotechnology Research – Universities (Links listed alphabetically) A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | Showing results 301 - 325 of 531 for university labs starting with U: University of Massachusetts Lowell - Nanomanufacturing Center of Excellence (USA) Mission: To lead the research effort in high throughput, environmentally-friendly processing of polymeric materials, devices, and structures and integration of other materials and devices with polymers with nanoscale control; To serve as a focal point and resource for transfer of nanoscience and nanotechnology to industrial application; To facilitate educational and outreach efforts related to nanotechnology and specifically nanomanufacturing.University of Massachusetts W.M. Keck Nanostructures Lab (USA) The mission of the Keck Nanostructures Laboratory is to provide access to material characterization equipment, technical support, training and consultation, as well as to perform a range of services for users in the area of Atomic Force Microscopy (AFM), Small Angle X-ray Scattering (SAXS), Variable Angle Spectrocopic Elliposmetry (VASE) and Optical Microscopy.University of Melbourne - Department of Chemical & Biomolecular Engineering (Australia) One area of the department is dedicated to nano- and bioprocess engineering.University of Melbourne - Master of Nanoelectronic Engineering (Australia) The Master of Nanoelectronic Engineering will enable students to become familiar with theories governing nano-electronic systems and become proficient in the design and fabrication of nano-electronic systems and integrated circuits. Theory, concepts and design methodologies taught in the course are put into practice during laboratory sessions and used for the design project.University of Melbourne - Nanostructured Interfaces & Materials Group (Australia) Research activities focus on, among other things, surface modification of particles, biosensors, colloidal crystals and drug delivery systems.University of Melbourne - Nanostructured Interfaces and Materials Science Group (Australia) Current areas of research include: quantum dots in LEDs and solar cells and biolabelling, plasmonics, energy transfer mechanisms in nanoscale systems, nanomechanics, smart functional materials, nanofabrication techniques and nanocrystal doping.University of Melbourne Materials Institute (Australia) Materials science at the University of Melbourne extends across a range of fields including physics, chemistry, biology, medicine and engineering. The center showcases materials research under five interdisciplinary themes: Materials conservation, Materials for medicine, Quantum and nanophotonic materials, Materials for energy and Materials processing.University of Michigan - Kopelman Laboratory (USA) The Kopelman Laboratory at the University of Michigan is working on Autonomous Nano-Devices for Biomedical ApplicationsUniversity of Michigan - Laboratory for Computational Nanoscience and Soft Matter Simulation (USA) Research in the Glotzer group focuses on understanding why and how ordered structures emerge in otherwise disordered soft materials and nanoscale systems -- and how to design and control novel, functional structures from nanoscale building blocks using unconventional methods. Our tools for discovery include molecular, mesoscale, and multiscale computer simulations.University of Michigan - Lurie Nanofabrication Facility (USA) The LNF is available, on a fee basis, for use by research groups from government, industry and universities. Equipment and processes are available for research on silicon integrated circuits, MEMS, III-V compound devices, organic devices and nanoimprint technology.University of Michigan - Mechanosynthesis Group (USA) The group's research deals with nanostructures and nanostructured materials. They seek to expand the science of how to synthesize these materials and engineer their fundamental properties; to create new technology to realize the related chemical, mechanical, and thermal assembly processes; and to pioneer applications which harness the unique properties of nanostructures at small and large scales.University of Michigan - Micro/Nano/Molecular Biotechnology Lab (USA) The laboratory focuses on understanding cell function through the development and use of novel micro-, nano-, and molecular-scale technologies.University of Michigan - Solid State Electronics Laboratory (USA) The SSEL manages academic programs and conducts research on the theory, design, and fabrication of electronic, optoelectronic devices, circuits, and microsystems (MEMS), as well as on organic devices, novel characterization and metrology techniques and nanofabrication technology.University of Michigan Michigan Nanofabrication Facility (MNF) (USA) The MNF is one of the leading centers worldwide on micro electromechanical systems (MEMS) and microsystems. It provides facilities and processes for the integration of Si integrated circuits and MEMS with nanotechnology, with applications in biology, medical systems, chemistry, and environmental monitoring.University of Milano Bicocca - PhD School in Nanostructures & Nanotechnologies (Italy) This is a three-year curriculum for Master graduated students in Science or Technology. The aim of the School is the formation of scientists or science-related professionals by a research training in the synthesis, the characterisation or the modeling of nanostructures, either organic, inorganic or biologic in nature.University of Minnesota - Center for Micromagnetics and Information Technologies (MINT) (USA) Research includes nanoscale physical and magnetic properties of thin films and related measurement techniques.University of Minnesota - Center for Nanostructure Applications (USA) The Center for Nanostructure Applications is a focal point for nanotechnology at the University of Minnesota. It's a place where you will be able to find information about faculty engaged in University of Minnesota-specific information such as nano-related research and workshops, as well as announcements on nano related news, calls for proposals, conferences, and other regional and national events.University of Minnesota - Center for Spintronic Materials, Interfaces and Novel Architectures (USA) The Center for Spintronic Materials, Interfaces, and Novel Architectures (C-SPIN) is a multi-university research center that will bring together top researchers from across the nation to develop technologies for spin-based computing and memory systems. Unlike today's computers, which function on the basis of electrical charges moving across wires, the emerging spin-based computing systems will process and store information through spin, a fundamental property of electrons. Spin-based logic and memory have the potential to create computers that are smaller, faster and more energy-efficient than conventional charge-based systems. Research conducted by C-SPIN will also have an impact beyond the world of computer science through advances in materials science, chemistry, circuit design, nanotechnology, and many other fields. University of Minnesota - IGERT Nanoparticle Science and Engineering (USA) Funded through the NSF Integrative Graduate Education and Traineeship (IGERT) programUniversity of Minnesota - Nano Fabrication Center (USA) An interdisciplinary facility that supports faculty and industrial research within the Institute of Technology to support education, research and industrial collaboration in microelectronics and other related research involving nanofabrication.University of Minnesota - Particle Technology Laboratory (PTL) (USA) PTL is one of the leading centers of small particle research in the U.S.University of Minnesota - Stein Research Group (USA) Porous solids, nanocomposites, self-assembled frameworks.University of Missouri - Nanomolecular Institute (USA) The University of Missouri - International Institute of Nano and Molecular Medicine is a campus wide research center dedicated to the discovery and application of fundamental and translational medical science based upon previously unexplored chemistry combined with nanotechnology and the biosciences.University of Missouri-St. Louis Center for Nanoscience (USA) Focuses on advanced molecule/materials programs.University of Modena - Theoretical Nanoscience Group (Italy) The main emphasis is on fundamental properties of nanoscale structures, particularly low-dimensional quantum systems, and their applications in novel nanodevices. « previous12...10111213141516...2122next » Back to Nanotechnology Links Directory

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Encyclopedia of NATO Topics Background information on the Alliance, its policies, activities and structures Browse through the thematic overview OR the alphabetical index Introduction to NATO Understand how and why NATO was created, its fundamental security tasks and the main policies and principles that guide the Organization. Crisis management operations Get a comprehensive overview of NATO-led operations and missions, past and present, large and small, conducted across several continents. Security challenges and capabilities Read more about today's security challenges and the defence capabilities NATO is developing to tackle them such as missile defence or Alliance Ground Surveillance. Partnership and cooperation Learn more about how NATO works with a network of over 40 non-member countries as well as other organisations to promote security and tackle shared challenges. Civilian and military structures See how 28 countries work together through a relatively small number of structures that interact on a daily basis and are bound together by the principle of consensus decision-making. Wider activities Discover other areas in which NATO is involved such as disarmament, arms control and non-proliferation, energy security, science and gender issues. Back To Top Organization

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Notre Dame de Namur University and Pocket Opera Present “La Boheme” Love lost and found in contemporary Paris is the setting of Puccini’s stunning opera “La Boheme,” presented by San Francisco’s Pocket Opera and its training program, Pocket Opera at Notre Dame, July 26 at 7:30 p.m. at the NDNU Theatre. Puccini’s fourth opera, with music by Giacomo Puccini and libretto by Luigi Illica and Giuseppe Giacoso, revolves around a community of artists in Paris, and the romantic relationship between poet Rodolfo and ill-fated Mimi. The production strives to make Puccini’s story more accessible to contemporary audiences by staging the opera in modern dress, and in Donald Pippin’s English setting. Notre Dame de Namur University and Donald Pippin’s Pocket Opera of San Francisco have been partners in opera productions and training since 2004, with their first joint production of Mozart’s The Magic Flute. The collaboration has since grown, as they’ve recently created “Pocket Opera at Notre Dame,” (POND) a structured performance, training, and academic program for aspiring young singers, music directors, and vocal coach/accompanists. Director Debra Lambert has set the opera in contemporary Paris, rather than the 19th century. “If the people onstage look like us, we understand them better–they’re real, not people in a fairy tale,” said Lambert, also Chair of NDNU’s Department of Music and Vocal Arts. “We have beautiful young people– singing the roles of beautiful young people, it’s lovely to see how “Rent’s” popularity has emerged from this story.” At the end of the opera, the star-crossed lovers, whose romance is full of conflict, are tragically reunited as the heroine, Mimi, returns to the bohemian garret and dies. “This is one of the most beloved of Puccini’s operas and one of the most heartbreaking I find,” said Pippin, who is enthusiastic about continuing his opera company’s collaboration with NDNU. The tiered POND program includes the “Pocket Opera Studio,” an apprentice vocal performance program for graduate students on the brink of a career, and the “Pippin Opera Workshop,” a training opportunity for undergraduate and less experienced vocalists. NDNU students rehearse and perform in a true apprenticeship with Pocket Opera’s professionals on the NDNU campus, at the Florence Gould Theatre in San Francisco and at the historic Napa Valley Opera House. Young singers provide performance and dance skills to the company, and receive academic credit for their work as part of their curriculum for graduation. NDNU provides additional creative support to Pocket Opera with stage directors, music director/pianists, and costume design from the faculty, and stage management and crew assistance from qualified students. “Our mutual mission is to present opera that communicates to contemporary audiences, to provide professional level training, apprenticeship, and performing opportunities for young singing actors, and to develop new audiences for opera through community outreach and education,” said Lambert. Pocket Opera was born 30 years ago at the Old Spaghetti Factory in North Beach, San Francisco, presenting the great operas in its own unique style. Pippin has translated approximately 80 operas into English, presenting each story in the clearest manner possible. He has said that there is “a whole category of opera where, if you don’t know the story on the way to the theater, you won’t know it on the way home, either.” Pippin’s translations bring the works to life, and Pocket Opera has been presenting his translations to the Bay Area since 1978. Using accomplished vocalists, a small chamber orchestra, and minimal costumes and props, the company offers accessible opera of the highest quality for contemporary audiences. The NDNU Voice and Opera faculty is made up of Pocket Opera veteran performers and young artists who understand the mission and accomplishment of Pocket Opera. Company Founder and Artistic Director Donald Pippin serves as advisor and mentor. Voice/Opera faculty: Marcelle Dronkers, soprano; Debra Lambert, mezzo; Lee Strawn, baritone; Eric Morris, tenor; Justin Taylor Nixon, tenor; and Patricia Urbano, soprano. Tickets cost $25 general admission, $15 students and seniors. For more information, contact NDNU’s Department of Music and Vocal Arts at (650) 508-3729 or e-mail [email protected]. The NDNU Theatre is located on the University campus at 1500 Ralston Avenue in Belmont. Style and Branding Guidelines Argonaut Logo NDNU in the News

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UNH grad explains why she gave $20 million to her alma mater | New Hampshire Contact us CARSEY UNH grad explains why she gave $20 million to her alma mater After decades of creating some of television’s most iconic shows, University of New Hampshire alumna Marcy Carsey has dedicated herself to helping this generation’s students achieve success through education, she said..“I really believe in affordable education and public education,” Carsey said Sunday in an interview from her home in California, days after she gave $20 million to UNH to create the Carsey School for Public Policy...The gift will set up a school to train future leaders in numerous disciplines to use research to solve problems.It was Carsey’s second major gift to UNH, and is in addition to donations she has made to the University of California-Irvine, where her children attended college. In 2002, she gave $7.5 million to establish the Carsey Institute at UNH. The Institute, in part, conducts national and regional policy research on vulnerable children, youth and families and on sustainable community development...“I wanted to make sure that kids in this generation aren’t deprived of a quality public education,” the 1966 UNH graduate said.The gifts to the schools came after a career spent producing prime-time hits including “The Cosby Show,” “Roseanne” and “That 70s Show.” “My definition of a hit is something where people watch it and say ‘Whoa!’” the Emmy award winner said. “You want it to be worthy of your air time.”..Carsey co-founded Carsey-Werner Productions with Tom Werner. The independent company produced shows and sold them to the networks before closing its doors in 2005. As executive producers, the two presented the public with shows that didn’t fit into easy, formulaic molds...“Obviously, there’s risk involved because when you do them, (new types of shows are) not already on the air,” Carsey said. “You’re opening a new window.” “Frannie’s Turn,” a situation comedy about a homemaker frustrated with her life, was on the air only about a month before being cancelled...“It was a wonderful premise, but it just didn’t work. We all do shows that don’t work. The miracle is when it does work,” she said.Carsey said she knew she wanted a career in television, even while growing up as the daughter of a steel worker in Weymouth, Mass...“I was a television freak growing up,” she said. “And (while in New York) I realized you could have jobs in that industry.”Carsey’s first job in the entertainment industry was as a tour guide at NBC studios in the famed 30 Rockefeller Plaza building. She went from being a tour guide to getting “the lowest job you can possibly get,” working on the set of “The Tonight Show.”..Carsey later moved from New York City to Los Angeles and “had to kind of start over” after taking a job as a script reader.Then she got her first break, when she was hired in the early 1970s to work at the “struggling” ABC in a “low-level job.”..After that, she cofounded her production company, landed a huge hit with “The Cosby Show” and now gets to use her time and wealth on her passion of helping college-age kids get the type of education she said she enjoyed at UNH...“If you don’t have your head on straight about putting money on what you value (into education), then what are we doing?” she [email protected]..

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Kevin Peterman and Judith Barbanel: Higher Education Members of the Year Source: NYSUT Constituency Awards Kevin Peterman Faculty Association of Suffolk Community College An activist with more than a quarter of a century in the union, Kevin Peterman is a professor of library services at Suffolk CC and executive vice president of the Faculty Association. In 2005, he received the Chancellor's Award for Excellence in Professional Service. FA members recognize Peterman by his omnipresent camera, FA lapel pin and booming laugh. The man behind the camera is a serious, dedicated individual who fights for the faculty and students at SCC. As chair of the Political Action Committee he works constantly to educate elected officials and candidates about the role of the college and what is needed for it to function effectively. He also leads the college VOTE-COPE campaign, and the local consistently achieves the top Shanker Award for per-member donations. As the statewide coordinator for ED 39, he has traveled all over the state to help NYSUT community college locals set up their own political action and VOTE-COPE programs. Peterman has provided invaluable advice and guidance to many faculty members as they face the promotion cycle. His workshops help many young members navigate the daunting process and improve their chances of success. He also has provided essential support for his local at the bargaining table. His research skills and understanding of the political subtext translate into impeccable preparation. Kevin Peterman's segment of the Constituency Awards video begins at 3:35. Judith Barbanel Professional Staff Congress Last year, the English Department at Queensborough Community College stood up to the City University of New York's new Pathways curriculum, which would reduce classroom hours with students. When the administration lashed out at the faculty members, their PSC chapter chair Dr. Judith Barbanel never faltered. No matter how much pressure was put on her by the college president and the administration, she never wavered in her support for her colleagues and her leadership on campus. With Judy's support, the department maintained its position and continues to preserve the time in class that students need. Her work as chapter chair for the past six years includes a deep commitment to legislative work; the chapter was just recognized by the PSC for having the highest number of VOTE-COPE participants in the system. Some of the most important battles in higher education are being fought over attempts to streamline the curriculum, and when that battle erupted at Queensborough, Barbanel was the right person to lead her chapter. She has a stiff spine and a warm heart, an intelligence that flashes out in her wonderful sense of humor, and a commitment to collective work that is unshakable. Judith Barbanel's segment of the Constituency Awards video begins at 6:49. The Latest Tweets Tweets by @nysut About About Us

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Girl Reportedly Assaulted By Bullies On Playground (Photos) Photos of a girl’s injuries after she was allegedly assaulted on the playground at school went viral. Adele Hargreaves uploaded the photos of her 12-year-old sister, Bethany, after she was reportedly battered at Deanery High School in Wigan, England. The pictures showed the girl with a bloodied nose and knees. “Whoever has attacked my sister I hope you're pleased with yourselves — f------ bullies!!!” Hargreaves wrote alongside the pictures. She called for the bullies to be expelled from school for the “disgraceful” incident. “This bulling has been going on for the past 15 month it needs to stop!!!!” Adele contacted police to report the incident. In later photographs, Adele was pictured with Bethany smiling and laughing despite the cuts from the attack. “She still manages to smile after everything that's happened,” she wrote. “Love my little sister.” Adele said her sister would no longer be attending the school as a result of the incident. Headteacher Janice Rowlands later released a statement acknowledging the bullying. “The incident, which took place at the end of the school day, arose as a result of a falling out among individuals who were in a previous friendship group,” the statement read. “This often happens among pupils of this age. We take any incident of this kind extremely seriously and a soon as it was properly reported to us we took swift action according to school’s [behavior] policies. Our investigations showed that one pupil was pushed over and the one who did this came into school yesterday to confess to this. Meetings were held with the school, police and the family of the girl who was pushed. All was resolved to everybody’s satisfaction. "The alleged '15 months of bullying' as far as the school has been made aware, refers to a single reported incident, which took place in September 2015 and was quickly dealt with and resolved, to everybody’s satisfaction. There have been no further issues reported. The Deanery does not tolerate bullying! We have and will always thoroughly investigate any issues that are brought to our attention. "Speculating about events on social media does not serve in the best interest of our pupils and any victims of bad [behavior]. We would ask all parents and pupils to use the proper channels so we can resolve these difficult and distressing matters in the best possible way." Sources: Express, Adele Hargreaves/Facebook / Photo credit: Express

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A Project of The Secure Rural Schools and Community Self-Determination Act of 2000: Forest Service Payments to Counties Report Misuse or Glitches Publication Date: January 2007 Publisher(s): Library of Congress. Congressional Research ServiceSeries: RL33822 Topic: Education (Schools) Environment (Forest management) The Secure Rural Schools and Community Self-Determination Act of 2000 (P.L. 106-393) provided a temporary (through FY2006), optional program of payments to counties whose regular Forest Service and Bureau of Land Management receipt-sharing payments had declined significantly. Concerns about the decline in traditional payments, the substantial annual fluctuations in payments, and the linkage of payments to receipt-generating activities have led to many proposals to change the system. Tax equivalency is the most common alternative suggested, but the Clinton Administration proposed a program using historical payments, and this vision was used in P.L. 106-393. The Secure Rural Schools and Community Self-Determination Act expired at the end of FY2006. Congress could let the program end, renew the authorization or make it permanent, or modify it in various ways. Possible issues for modifying the program include the basis and level of compensation (historical, tax equivalency, etc.); the source of funds (receipts, a new tax or revenue source, etc.); the authorized and required uses of the payments; interaction with other compensation programs (notably Payments in Lieu of Taxes); and the duration of any changes (temporary or permanent). In addition, budget rules impose a procedural barrier to reauthorizing the law; to be considered on the floor, legislation with mandatory spending (in excess of the baseline) must be offset by additional receipts or declines in other mandatory spending.

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Home News Community Calendar Business Features Sports Sports Calendar Opinion Editorials Columns Obituaries Submit an Obituary Classifieds Directory Subscribe About Us Contact Us Ad Rates Go to E-Edition Second NWC presidential candidate visits campus Print Email Written by Ilene Olson January 31, 2013 9:03 am Debra Thatcher, the second of three finalists for the Northwest college president position, visited the NWC campus last week. Thatcher is not new to Wyoming; she’s lived and worked in the state before. “I grew up in western North Carolina, but my adventurous spirit eventually led me to the West, where I completed my bachelor’s degree in elementary education at the University of Wyoming,” she said in an email to the Powell Tribune. “After teaching young children in Laramie, Alaska (Seward and Adak) and the Marshall Islands, I completed my master’s and doctoral degrees at the University of South Carolina. “The adventure continued as I became a faculty member at Salisbury University in Maryland, then the director of the School of Education at Northern Michigan University, the provost/dean of faculty at Lees-McRae College (Banner Elk, North Carolina), and the provost/vice president for academic affairs/chief operating officer at SUNY Cobleskill (New York).” Thatcher met with members of the NWC campus community and the public during a reception last Wednesday, then made a public presentation on last Thursday. “I’m from New York, but not from New York City,” she said. In fact, SUNY Cobleskill campus is surrounded by farmland, she added. Thatcher talked about strategies she had put in place to improve student success. Some of those strategies were simple; others were more complex. For instance, students’ email correspondence with faculty members were required to be written in appropriate format. If they were not, — if words were spelled in abbreviated text code, or if punctuation wasn’t used, for example — faculty members would not respond. Another was getting everyone on campus involved in picking up trash as they saw it or identifying other things in the environment around campus that needed to be corrected. That helped everyone’s morale and perception of the campus, she said. “It’s amazing how people came together,” she said. “It’s really powerful stuff when everyone is paying attention to spaces” and the campus environment. “In order to achieve something on campus, it comes back to communication, collaboration and compromise,” she said. She referred often to that formula for success, which she called “C3.” Thatcher compared working together to achieve goals or overcome problems to piecing a quilt together. The first step is creating a design by establishing a joint mission, philosophy and values; developing and working with a strategic plan; team formation and a communication plan. Piecing that design together are goals, action plans, rewards, all facilitated by C3. Those elements then are “quilted” together through prioritization, meetings, celebrations, reports, connections and public accountability, she said. Thatcher was asked how she would put Northwest College on the road toward collaboration. She responded, “A president sets a vision for the college and advances that. You start by modeling the relationship you want ... You make connections with people.” Those relationships should extend from the campus to the community and its leaders, she said. Another person asked how she would help people work together to accomplish goals without making them feel overwhelmed by the additional workload. Thatcher answered, “When you set the agenda, decide where you’re going. Part of that success is to decide what you’re going to stop doing. ... Before we start new stuff, we need to shed stuff. “Part of it depends on a leadership role, and that ties into money — do you have enough money to do it? We found some areas where we could shift some monies.” That provided money for incentives, she said. Another way is just making sure people are thanked for the good work they’re doing, Thatcher said. NWC Facilities Director Dave Plute asked Thatcher for her view on the role facilities play in recruitment and retention. “Facilities are a really important part of our retention efforts,” Thatcher replied. That included asking for students’ opinions about things that needed to be changed, fixed or added. Another priority was creating inviting places where students could gather to study and visit, she said. Plute said Northwest College will have a lot of repurposing to do after several programs and the corresponding faculty offices move into the new Yellowstone building. He asked how Thatcher would recommend planning for that. Thatcher replied, “The worst thing you can do is have everyone come into a room and say, ‘This is what we’re going to do.’ “The big thing is to bring everyone together. ... People who are not in a leadership role could give you all kinds of ideas on how to improve campus.” Thatcher suggested sending a daily e-news bulletin throughout campus to keep everyone informed of what is going on. Answering another question, Thatcher said she believes cultural diversity is important for a college. “Your lives are enriched by interacting with people from all kinds of different backgrounds,” she said. Thatcher is married to James Thatcher, an artist. She has two adult sons, the older a software engineer living in Irvine, Calif., and the younger a designer for an animated film company, living in White Plains, N.Y. Her reason for applying at Northwest, she said, was “my desire is to step up to a presidency at a college where my experiences and leadership style will make a positive difference. “Northwest College has the characteristics that attract me: a focus on teaching, small size, opportunities for a wide range of students, a dynamic faculty and staff — all located in a small community in a most fabulous setting.” (Three finalists for the position were chosen last month by the NWC Presidential Search Committee. The other finalists are Stefani Hicswa, who visited the campus earlier this month, and Jon Connolly, who is visiting the campus this week. The college is seeking a replacement for President Paul Prestwich, who is resigning effective June 30.) Be the first to comment! Leave a comment Powell Special Olympians earn medals, mettle Gun bills abound in Cheyenne

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Place an Ad News | Vermont News Vt group to seek ideas to encourage girls, women By WILSON RINGThe Associated Press | May 01,2013 MONTPELIER — More than two dozen Vermont residents will work together over the next six months to look for ways to help young women and girls overcome obstacles to success.Those obstacles were identified by researchers who interviewed 210 young women from 28 Vermont communities.The group, which announced its plans Tuesday at the Statehouse, said it would seek solutions to problems including a lack of exposure to a broad range of career choices, a lack of personal financial skills and fears of living independently.The goal of the 28-member task force is to prepare the report in time for the Legislature’s 2014 session. The group’s first meeting is scheduled for late May.Vermont Works Executive Director Tiffany Bluemle said young men and boys face many of the same challenges as young women and girls, but women are still twice as likely as men to live in poverty. And it comes despite increasing evidence that girls and young women are outperforming boys and young men in school.“I know plenty of girls who are extremely intelligent and are going places, but they don’t necessarily know where they are going,” said Annalee Beaulieu, 16, of Underhill, a junior at Mount Mansfield Union High School who hopes to become a politician and spoke at Tuesday’s event. “So while someone can definitely be smart, there’s a difference (in) knowing what you want to do with your intelligence and just having it. I think we really need to make more of an effort to get girls and women interested in careers that they wouldn’t traditionally consider.”The report, called “Enough Said,” identified a variety of factors that keep girls and young women from performing up to their abilities, including a lack of exposure to science, technology and mathematics studies and fields not traditionally filled by women.“Young women do have barriers to this,” said State Treasurer Beth Pearce, who will be a member of the group. “They do not have the practical knowledge, they haven’t had the same ability to access (information about) careers and familiarity with that. We’ve got to find solutions to that and work together.”Education Secretary Armando Vilaseca said that earlier Tuesday he visited Lamoille Union High School in Johnson, where he met a young woman studying heating, ventilation and air conditioning. She was the only girl in the program.“She was asking me, ‘Why aren’t there more?’ She had an answer, by the way, to a certain extent, that there’s not enough exposure, particularly at the early ages for nontraditional careers for both young women and for young men,” said Vilaseca, who called for more career pathways for students and ways to make school more personal.

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in Hamden Connecticut | ScholarlyHires.com Entrepreneurship and Strategy: Full-time Term Faculty - Quinnipiac University in Hamden Connecticut Hamden, Connecticut 06518-1908 Business : Entrepreneurship The Entrepreneurship and Strategy Department in the School of Business at Quinnipiac University is seeking qualified applicants for a term/teaching faculty position, rank open, in strategic management beginning August 2015. For information about the department please visit: http://www.quinnipiac.edu/business/entrepreneurshipQuinnipiac University is a thriving private university with 6,500 undergraduate and 2,500 graduate students, located in Hamden, Connecticut, approximately 90 minutes from New York City and two hours from Boston. Consistently ranked among the best universities by U.S. News & World Report and recently named one of the 2013 Great Colleges to Work For by The Chronicle of Higher Education, Quinnipiac offers 58 undergraduate majors and 20 graduate and professional programs, including those leading to degrees in both law and medicine. At the core of Quinnipiac is its commitment to teaching and collaboration. Quinnipiac fosters partnerships among students and with faculty; it is a spirited, welcoming campus. ResponsibilitiesTeaching load is 4/4 and will involve mainly teaching the undergraduate strategy capstone. However, the faculty member may also teach graduate strategy and other departmental electives. Courses are mainly on campus but may include some online courses. The faculty member is expected to maintain a level of research that will meet the AACSB research category of Scholarly Academic, Practice Academic, or Scholarly Practitioner. In addition to teaching, the faculty member will support the department in guiding, advising, and mentoring students. Qualifications & Special Instructions to ApplicantsMinimum qualifications for candidates include: a Masters Degree or higher with experience teaching Strategy. Expertise in a related field such as entrepreneurship is desired. Candidate must provide evidence of teaching effectiveness; evidence of the ability to publish in the field of Strategic Management, and willingness to provide service to the department and university.Quinnipiac University is only considering applicants who have valid authorization to work in the U.S., in this position, for the University. Quinnipiac University does not sponsor employment-based visas for this position.TO APPLY:Applications must be submitted electronically and should include a letter declaring interest in the position, a current CV, including details of teaching experience and summary of teaching effectiveness, research achievements, service and the names and contact information of three references on the application form.Reference letters, formal teaching evaluations and copies of research papers will only be required at a later stage. Consideration of candidates will begin upon receipt of applications and will continue until the position is filled. Quinnipiac University has a strong commitment to the principles and practices of diversity throughout the University community. We welcome candidates who would enhance that diversity. Quinnipiac offers a great work environment, challenging career opportunities, competitive compensation and a comprehensive benefit program.Job Code: 2015-1664 http://www.quinnipiac.edu See all jobs from Quinnipiac University ProfessorAssociate ProfessorAssistant Professor

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Articulo en XMLReferencias del artículoComo citar este artículoTraducción automáticaEnviar articulo por emailIndicadoresAccesosLinks relacionadosCitado por Google Similares en Google CompartirOtrosOtrosPermalinkPER: Potchefstroomse Elektroniese Regsbladversión On-line ISSN 1727-3781ResumenWAAL, E de; MESTRY, R y RUSSO, CJ. Religious and cultural dress at school: a comparative perspective. PER [online]. 2011, vol.14, n.6, pp.61-95. ISSN 1727-3781.SUMMARY This article investigates and compares the different approaches towards the dress code of learners* in South Africa and the United States of America (US), as the US mainly base litigation concerning school dress code on their freedom of speech/expression clause, while similar South African court cases focus more on religious and cultural freedom. In South Africa, school principals and School Governing Bodies are in dire need of clear guidelines on how to respect and honour the constitutionally entrenched right to all of the different religions and cultures. The crisis of values in education arises from the disparity between the value system espoused by the school and the community, and that expressed in the Constitution of the Republic of South Africa, which guarantees learners' fundamental rights, including those of freedom of religion, culture, expression and human dignity. On the one hand, the South African Schools Act requires of School Governing Bodies to develop and implement a Code of Conduct for learners, and on the other, that they strictly adhere to the Constitution of the country when drawing up their dress codes. The right of a religious group to practise its religion or of a cultural group to respect and sustain its culture must be consistent with the provisions of the Bill of Rights (which is entrenched in the Constitution) and this implies that other rights may not infringe on the right to freedom of religion and culture. In the US, although there is no legislation that protects learners' freedom of religion and culture at schools, their First Amendment guides the way. Their Supreme Court respects the religious values of all citizens provided that they are manifested off public school premises. While we acknowledge the existence of religious and cultural diversity at South African schools, this paper focuses on the tension among and on the existence of different approaches towards the human rights of learners from different religious and cultural backgrounds in respect of dress codes.Palabras clave Religious dress; cultural dress; school discipline; learners' rights; comparison with the United States of America.

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Madrid, Spain Campus Visit SLU [email protected] Saint Louis University Appoints Nancy Brickhouse, Ph.D., as Provost Noted for engaging students, Brickhouse will serve as SLU’s chief academic officerST. LOUIS - Saint Louis University has appointed Nancy Brickhouse, Ph.D., as provost. Her appointment, which follows a national search, is effective July 1. As SLU's chief academic officer, Brickhouse will report directly to the president and will oversee most of the University's educational, research and enrollment efforts. Nancy Brickhouse, Ph.D. "Nancy Brickhouse is a talented, strategic and collaborative leader who has made the needs and interests of students paramount in everything that she has accomplished," said SLU President Fred P. Pestello, Ph.D. "Throughout her impressive career, she has been a strong advocate for faculty development, and academic innovation and entrepreneurship. I am confident that Dr. Brickhouse will help further our rise as a premier international research university." Brickhouse is currently the deputy provost for academic affairs at the University of Delaware, where she has served on the faculty for more than 27 years. She has held several leadership roles at UD, including interim provost, deputy dean of the College of Education and Human Development, and director of the School of Education. As deputy provost and interim provost, Brickhouse's many accomplishments include: Launching new academic initiatives, including the Center for Premedical and Health Professions Studies, which supports students in their application to medical schools and other professional health programs Enhancing the institution's research enterprise and strengthening support for graduate students and research from federal research funds Developing efforts to enhance campus diversity, which increased the number of underrepresented and international first-year students by 15 percent over a two-year period Working with deans and faculty leaders through a campus-wide initiative to revise UD's general education program Developing a plan to increase the impact of professional master's programs through new technologies and expanded global partnerships Before becoming deputy provost, Brickhouse held numerous leadership positions in UD's College of Education and Human Development, where she focused efforts on enhancing research productivity, improving student outcomes, expanding graduate programs and strengthening external partnerships. Also of note, the college's graduate rankings in U.S. News & World Report climbed more than 40 positions during her time of leadership. An internationally known researcher, Brickhouse has been the investigator or co-investigator on more than $10 million in funded projects. Widely published in the premier journals of her field, her writings have informed the National Academy of Sciences' K-12 framework for science education and report on informal learning. Brickhouse's leadership has extended beyond her institution, including working with Delaware's governor on a bill that supported the earlier hiring of UD graduates as teachers, and serving on a task force that established the state's first set of science standards. Among her honors, she has received the "Strong, Smart, Bold" award from Girls Inc. for her work in advancing the participation of girls in science. A Texas native and the daughter of a chemistry professor at a junior college, Brickhouse holds a B.A. in chemistry from Baylor University and an M.S. and Ph.D. from Purdue University. Prior to attending Purdue, she taught chemistry, physics and physical science in a rural school district in northeast Texas that bused students from as far as 60 miles away. "These early experiences shaped my values and strengthened my belief that education is an experience that fundamentally shapes who we are and improves the lives of all those who engage in it," Brickhouse said. "Saint Louis University's Catholic, Jesuit mission and identity resonate with me deeply, and there is nothing I would rather do than share with the world the transformative power of a SLU education." SLU's national search for a provost was led by a committee of faculty, staff and students. Search committee chair Douglas Williams, J.D., president-elect of the Faculty Senate and a professor of law, said Brickhouse distinguished herself among an impressive pool of highly qualified candidates, and she was the committee's unanimous first choice. "With Dr. Brickhouse, SLU gains an experienced and enthusiastic academic leader whose career is visibly marked by a tireless devotion to academic excellence; an inclusive, transformative and enriching environment for students, faculty, and staff; research that positively impacts local, national and international communities; and the values and vision that inform and guide SLU's mission as a Catholic, Jesuit university," Williams said. The search process launched Oct. 1, 2014, and was broadly inclusive. The search committee hosted meetings with stakeholders prior to the launch and planned open fora when the candidate pool was narrowed down to four finalists. The committee continued to keep the University community apprised of its progress through regular updates that were sent directly to all faculty, staff and students. "I would like thank the members of the search committee, particularly chair Doug Williams, for devoting so much time and energy to this important endeavor," Pestello said. "Selecting our next provost is another significant step in moving SLU forward, and the committee deserves immense credit for engaging so many campus stakeholders in the search process." Brickhouse will succeed Ellen Harshman, J.D., Ph.D., who is retiring after nearly 45 years of service to SLU. Although she's worked in various units across the University, Harshman is most associated with the John Cook School of Business, where she spent more than three decades as a faculty member and administrator. In 2003, Harshman broke new ground when she became the first female dean of a major business school in the St. Louis region. She has received a number of leadership awards and honors for teaching. She also has been named to the St. Louis Business Journal's annual list of "Most Influential St. Louisans" half a dozen times. "On behalf of everyone at Saint Louis University, I want to thank Ellen Harshman for her countless contributions and steadfast devotion to SLU," Pestello said. "For more than four decades, Ellen has been a role model of leadership - mentoring students, collaborating with faculty and living our Jesuit mission - and our University is better today because of her exemplary service." About Saint Louis UniversitySaint Louis University is a Catholic, Jesuit institution that values academic excellence, life-changing research, compassionate health care, and a strong commitment to faith and service. Founded in 1818, the University fosters the intellectual and character development of more than 13,000 students on two campuses in St. Louis and Madrid, Spain. Building on a legacy of nearly 200 years, Saint Louis University continues to move forward with an unwavering commitment to a higher purpose, a greater good.

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ADVERTISEMENT Tom Witta • Star Tribune, My Job: Amy Hewett-Olatunde, English as a Second Language teacher Article by: LAURA FRENCH March 24, 2014 - 9:39 AM By Laura French • [email protected] When someone asks Amy Hewett what she does for a living, “Sometimes I just say, ‘I’m a teacher.’ Other times I have to explain it more.” Since 1999, Hewett has been a full-time teacher of English as a Second Language (ESL) at LEAP High School in St. Paul. She also teaches at Hamline University, working with international students and “generation 1.5 students” — those who have been in the U.S. for several years but who weren’t born here and who are the first generation to go to college. She supervises second-licensure student teachers through Hamline’s graduate ESL program. Finally, she teaches linguistics and second language acquisition in the University of St. Thomas graduate ESL program. “It’s the life of an adjunct,” Hewett concluded. Hewett graduated from Concordia College in Moorhead, Minn., with a degree in Scandinavian Studies and German Secondary Education. She took “a really bad job” with a company in the Twin Cities and started volunteering at the International Kids Club, a program for elementary students and their parents in Bloomington. “I remember one night in my first week, looking up at the sky. The heavens literally opened up. The next day I quit my job, applied for the ESL program at Hamline, and everything completely changed,” she recalled. She did her student teaching at LEAP and “never left,” she said. “Every day I go to work, I feel blessed and honored to be with my students. They’re motivated, they’re disciplined. They come from places where they were denied education. When you’re teaching them, they really want to be with you. Every semester I say I’m never going to be with a better group of students, but every semester a new group comes in and I fall in love with them,” she said. Why was ESL such a good fit for you? I kind of think it’s because of the upbringing I had. We always had exchange students staying with us, from Thailand and all over the world. My mother would read to me a lot, expose me to stories from different cultures. Have the ESL populations changed since 1999? When I started at LEAP, we mostly saw East African students — Somali, Oromo. We also had a pretty good population of Latino students. After 9/11 we didn’t get a lot of East Africans. We saw more Latino students. In the spring of 2004, we got word that there was going to be a huge number of Hmong coming from a refugee camp in Thailand. It was a super-exciting time. The majority stayed through their whole education. They did really, really well. Today LEAP has students from 26 different countries. About 60 percent are Karen refugees from Burma. There’s also been an influx of Nepali from refugee camps in Bhutan. Whatever is happening in the world, we see at our door. What are the challenges of your job? Because I teach poetry, the narratives that come out are very heavy. A lot of times I bring that home with me. I internalize it. I’m always thinking, as a mother myself, how I would want my child educated. Is there a demand for ESL teachers? I can’t give you specific numbers but the student teachers I supervise all have jobs. When you get an ESL license, it’s K-12 and you can work also with adults. It opens a few more doors than when you get a license that’s just for high school or middle school. □

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Library celebrates Black History Month Individuals can see, read the many selections from African American authors With February being proclaimed “Black History Month,” there are a number of celebrations, proclamations and programs being held around the nation, region, state and even here on the Grand Prairie.For several years, the Stuttgart Public Library has participated in “Black History Month,” by having displays with books written by African American authors and concerning the life of African Americans.“This year we have a display of famous African American authors and also books to celebrate their life and their impact on society,” Anna Bates, assistant librarian, said. “We have been doing this for a long time for the public.”Bates said the bulletin board, which is in the children’s section of the library, is decorated with faces of notable African Americans, in the 19th century up to the 20th century.“We have notable books by African Americans and autobiographies,” Bates said. “We also have wonderful picture books of the authors.”One of the popular writers is from Arkansas. Maya Angelou, originally from Stamps wrote “I know Why the Caged Bird Sings,” in 1969 concerning her growing up years, Bates explained.“She read a poem, she had written at President Bill Clinton’s Inauguration in 1993,” Bates said.There are books of the Harlem Renaissance, a period of time which artists of all medium, created their craft in the heart of New York City.“During this period are the writings of Langston Hughes, the music of Duke Ellington and Cab Calloway,” Bates said.There are also books of Wynton Marsalis and Mae Johnson, along with a book of Jazz So Brave ABC/The Story of African American Literature.“The library invites the public to fill out a library card and check out these books,” Bates said.The Stuttgart Public Library is open 9 a.m. to 6 p.m. on Mondays and from 1 to 7:30 p.m. on Wednesdays and Fridays and 1 to 7:30 p.m. on Tuesdays and 1 to 6 p.m. on Thursdays and Saturdays. For more information on the Black History Display and the books, contact the staff at (870) 673-1966.

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Sign up for DayStarter Today’s top headlines delivered to you daily. (View our Privacy Policy) College news notebook Tampa Bay TimesTuesday, June 10, 2014 6:02pm Han Reichgelt will lead USFSP’s academic affairs. USFSP fills vice chancellor post College notebook: New student affairs leader announced at USF St. Petersburg College notebook: USF institute gets new director, SPC grant to help students manage money College notebook: SPC advances plans for new 'success center,' Stetson releases a survey, and more University of South Florida St. Petersburg regional chancellor Sophia Wisniewska has appointed Han Reichgelt as the school's new regional vice chancellor of academic affairs. Reichgelt will lead the division of academic affairs, overseeing the colleges of arts and sciences, business and education, as well as several other departments, including the Nelson Poynter Library, registration and records, and student affairs. "We conducted a thorough review of high-quality candidates from across the country in this monthslong search process," said Gary Patterson, a finance professor and chairmain of the search committee for the position. "We were particularly impressed with the entrepreneurial spirit that Han brings to this position, and we welcome him and his family to the USF St. Petersburg community." Most recently, Reichgelt was with Southern Polytechnic State University in Marietta, Ga., where he served as dean of the school of computing and software engineering since 2007. He earned his doctorate in cognitive science from the University of Edinburgh, Scotland, and a master's in philosophy and a bachelor's in psychology from the University of Nijmegen in the Netherlands. He will join the USFSP staff in late July. Eckerd program's new director Eckerd College's Program for Experienced Learners has appointed Olivier Debure as its new administrative director. He will oversee staff development, student recruitment and retention, marketing initiatives, strategic direction and coordination with other Eckerd departments. The program gives busy adults the opportunity to complete a bachelor's degree in a classroom-learning environment. A native of Nice, France, Debure joined the Eckerd staff in 1997 teaching French, marketing and general education courses for the residential undergraduate program. He has held leadership positions as well, including director of the quality enhancement plan on reflective service-learning, a five-year project aimed at improving the student learning experience. Debure completed his undergraduate studies in international cultures and commerce at Christopher Newport University in Virginia. He received an MBA from Old Dominion University and a master's in French from the University of South Carolina. SPC holds the line on tuition St. Petersburg College will freeze tuition in 2014-15 but continue to invest in its Student Success Initiative, the school announced recently. The school's Board of Trustees in May approved an operating budget that funds the initiative within the existing budget. The initiative is five-year program to promote activities throughout the school that increase critical thinking. "It's our commitment to ensure that all students have the resources they need to be successful and to finish what they start," SPC president Bill Law said. "We uphold that commitment again this year by holding the line on our tuition." In 2013-14, according to the school, St. Petersburg College's tuition was 53 percent less than state universities. College news notebook 06/10/14

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Family, school influences shaped T&G Student Achievers' goals This year's Student Achievement Award winners have an ambitious eye toward the future but are very grateful to the family members, friends and teachers who have helped them along the way.SEE LINKS TO STUDENT ACHIEVER BIOGRAPHIES AT RIGHTTelegram & Gazette Student Achievement Award winners are in the top 10 percent of their class and were chosen by teachers and faculty at schools in Central Massachusetts and Northeast Connecticut. Sixty-two of the students — 40 women and 22 men — responded to the newspaper's questionnaire about their influences, opinions and goals.Some things remain constant from one year's award winners to the next. Their mother is frequently the person the students most admire, and the Bible, George Orwell's “Nineteen Eighty-Four” and Elie Wiesel's “Night” are often among the most influential books the students have read.But the students' plans after completing their education show the growing range of jobs. This year, for instance, those plans included becoming a missionary or pastor, a forensic psychologist and a technological entrepreneur.One young woman plans to earn her bachelor's degree in aerospace engineering at the Massachusetts Institute of Technology, spend two years teaching math to children in Kenya for the Peace Corps, then get a graduate degree in aerospace engineering. “Ultimately,” she wrote, “I want to work with spacecraft navigation and control systems for either JPL (NASA's Jet Propulsion Laboratory) or SpaceX.”Another respondent hopes to be a one-woman show. “Ideally, I want to write the novel, transform it into a screenplay, cast actors, write a music score, hold the camera, cut/edit the film, and much more.”The students praised their best teachers for treating them with respect, making their academics relevant to everyday life, teaching with enthusiasm and putting in extra hours if students needed more help.“She'll help in any way possible, often staying long hours after school or typing out packets and worksheets to aid us without ever showing annoyance or a desire to be somewhere else,” one young man wrote of his best teacher.The students also praised teachers who demanded a lot. “He taught us more than what we needed to know. He consistently made his students take the material studied and apply their knowledge of it in different situations,” one young woman wrote.The students drew inspiration not only from their teachers but from others near and far. One praised a friend who kept a rigorous school schedule, is a serious dancer, helps out at her family's business and helps friends even when she needs help herself.Other admired people included family members (a frequent response), authors, scientists, athletes and celebrities, such as Kate Middleton.Students were about evenly split on whether society pays enough attention to youths, although slightly more believed society does. “I don't think society has a choice but to pay attention to young people,” one young man wrote. “My generation, facilitated by the Internet and mobile social networking, is able to spread ideas and opinions across communities, nations and even across the globe like wildfire.”

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> UH Manoa schedules fall semester commencement UH Manoa schedules fall semester commencementUniversity of Hawaiʻi at MānoaContact:Jim Manke, (808) 956-6099UH Manoa Chancellor's OfficePosted: Dec 4, 2006Nearly 1,600 undergraduate and graduate students are eligible to receive degrees this month as the University of Hawaiʻi at Manoa holds commencement exercises on Sunday, December 17, 2006, beginning at 9:00 a.m. at the lower campus Stan Sheriff Center.Keynote speaker for the ceremony is Albert Wendt, currently Citizen‘s Chair in the UH Manoa English Department, and distinguished Pacific writer in residence through 2008. Professor Wendt is a prolific author, with five novels, three collections of short stories, and four volumes of poetry to his credit.He was profiled in the film A New Oceania: Albert Wendt, Writer that was screened at the Hawaiʻi International Film Festival a year ago. His play, The Songmaker‘s Chair, was staged at Kumu Kahua Theatre earlier this year. As a pioneer in the Pacific, Professor Wendt has been a mentor to many writers and has been a prime mover in anthologizing the literature of the Pacific region. Representing the graduating class as student speaker is Ruthchelle Melchor, graduating with a double major in political science and speech. Melchor is a neighbor islander from Kauaʻi.Candidates for honors are Emilly Borthwick, Sarah Myhre, Lisa Ann Oliveira and Pail Sakuma. Also graduating this semester are Regents Scholars are Kelly Custer, Kapalaiʻula de Silva, Jennifer Nishimura and Leah Taylor and Predsidential Scholar Matthew Medeiros.Doors to the Stan Sheriff Center will open at 8 a.m. for the combined undergraduate and advanced degree ceremony which is expected to last about two hours. The event is free and open to the public. Seating is on a first-come, first-served basis; there are no tickets issued. Balloons and strollers are not allowed inside the arena. Free parking will be available in the lower campus parking structure; there will be no shuttle service from upper campus parking lots. Friends and family members may greet graduates following the ceremony at Les Murakami Stadium, and authorized lei vendors will be located in front of the stadium. There will be a live webcast of the ceremony. For information on the webcast and further details about the commencement ceremony, visit http://manoa.hawaii.edu/commencement.For more information, visit: http://manoa.hawaii.edu/commencement

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VT Logo Virginia Tech News Virginia Tech NewsFor the MediaArchiveUniversity Status 4Help (Computing Assistance) Calendars, Academic Blacksburg Transit Giving to Virginia Tech Hokie SPA VT Google Apps E-Mail Exchange E-mail (WebOutlook) Customize Quicklinks Virginia Tech News For the Media Archive University Status Virginia Tech News / Articles / 2010 / 04 Bucharest street to be named in honor of Romanian-American Virginia Tech Professor Liviu Librescu Liviu Librescu The street in front of the new U.S. Embassy compound in Bucharest, Romania, will be named after Virginia Tech Professor Liviu Librescu, who sacrificed his own life to save his students on April 16, 2007. U.S. Ambassador to Romania Mark Gitenstein said, “Professor Librescu will live on in our memory every day as we pass by this street named in his honor.” Naming the street after Librescu was the initiative of former U.S. Ambassador Nicholas Taubman who says he was profoundly moved by the professor’s courage. Taubman stated: “While he was a leader in the school of engineering at Virginia Tech, Professor Liviu Librescu was first and foremost a humanitarian who put the lives of his students above his own. His name will always be a blessing and a tribute to those who perished on April 16th, 2007.” On April 18, 2007, then-President George W. Bush honored Librescu at a memorial service held at the United States Holocaust Memorial Museum. “That day we saw horror, but we also saw quiet acts of courage. We saw this courage in a teacher named Liviu Librescu. With the gunman set to enter his class, this brave professor blocked the door with his body while his students fled to safety. This Holocaust survivor gave his own life so that others may live.” Romanian President Traian Basescu awarded Librescu posthumously, on April 18, 2007, the National Order Star of Romania in rank of Grand Cross, the highest Romanian honor, in recognition of the heroic sacrifice of his life to save his students at the Virginia Tech campus. In a message of condolences to the President of the United States, on April 17, 2007, the Romanian President expressed, on behalf of the people of Romania, solidarity with the grieving families of those who perished in the Virginia Tech tragedy, and with the American people. Librescu was born in Ploiesti, Romania. After Romania allied with Nazi Germany in World War II, his father, Isidore Librescu, was deported to a labor camp in Transnistria, now in the Republic of Moldova, and later his family was deported to a ghetto in the Romanian city of Focsani. As a boy, he was interned in a labor camp in Transnistria, but he refused to speak about that and those who knew him said that he was extraordinarily modest. After surviving the Holocaust, Librescu was repatriated to communist Romania where he studied aerospace engineering at Bucharest Polytechnic University, graduating in 1952 and then studying for a master's degree at the same university. He received a Ph.D. in fluid mechanics in 1969 at the Academy of Science of Romania. From 1953 to 1975 he worked as a researcher at the Bucharest Institute of Applied Mechanics, and later at the Institute of Fluid Mechanics and the Institute of Fluid Mechanics and Aerospace Constructions of the Academy of Science of Romania. His career stalled in the 1970s because he refused to swear allegiance to the Romanian Communist Party. When Librescu requested permission to emigrate to Israel, the Academy of Science of Romania fired him. After years of government refusal, Israeli Prime Minister Menachem Begin personally intervened to get the Librescu family an emigration permit by directly asking Romanian President Nicolae Ceausescu to let them go. They moved to Israel in 1978. From 1979 to 1986, Librescu was professor of aeronautical and mechanical engineering at Tel Aviv University and taught at the Technion in Haifa. In 1985, he left for the United States where he served as professor at Virginia Tech’s College of Engineering in its Department of Engineering Science and Mechanics from Sept. 1, 1985, until his death. Librescu wrote several scientific books and numerous articles and received many honors and awards. This story was provided by Jeri Guthrie-Corn (mailto:[email protected]), Deputy Chief of Mission , U.S. Embassy Bucharest. Student engagement center named in memory of Liviu LibrescuGeneral Electric presents $325,000 to College of EngineeringNew Jersey college to name Holocaust Resource Center room in honor of Virginia Tech Professor Liviu Librescu Follow Virginia Tech Blacksburg, Va.College of EngineeringWe Remember Mark Owczarski Contact Virginia Tech © 2016 Virginia Polytechnic Institute and State University News Equal Opportunity Accessibility VT Web Guidelines InclusiveVT Stop Abuse MyVT Jobs at VT

教育

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In Haiti there are small pockets of hope on Aug 18, 2010 at 12:15 p.m. "Why would anybody want to go to Haiti?" I was asked, "It's hopeless there." Well, we went anyway, a team of six, because of an assignment that had to be taken care of. Once the airline ticket was paid for the Rubicon had been crossed. No turning back. But, I must confess, the first impression upon arrival was "this looks hopeless." The "hopeless" appearance comes from observing piles of earthquake rubble being moved, if at all, by shovel and wheelbarrow, tent city after tent city, each tent on a patch about 10 feet square without electricity, bathrooms, running water, privacy or even breathing room. The streets were noisy and dusty, full of holes and pits that forced vehicles to the opposite side to face or stop for oncoming traffic, disabled abandoned vehicles, the smell of diesel fuel in the air, chaotic and congested traffic, almost no traffic signs or signals. And lining the streets for miles were little open air stands selling fruit, vegetables, groceries, soda pop, water, shirts, pants, underwear, drug store supplies, hardware, most of life's necessities, like an endless flea market. Many homes not damaged by the earthquake were patch jobs and lean-tos, not built as much as scraped together. Goats and pigs could be seen rummaging through garbage piles for food. Anything that appeared substantial was mostly hidden behind walls and locked gates. The appearance and feel of extreme poverty permeated the atmosphere, along with what appeared to be a smog. Then there was the heat and humidity. They were relentless at all hours of the day and night. The daytime temperatures were 98 to 100 degrees and nighttime lows were about 82 to 85 degrees. Humidity in the 90's. When you could get a shower, the heat and humidity were back sticking on your skin 15 minutes later. Working in the heat (painting) had you soaking wet in minutes. The heat was brutal at all times including 6:30 a.m. when we left for the airport to come home. I'm not tough enough to return to Haiti in August. At one point I asked where I could get some postcards and postage stamps. It turns out Haiti has no postal system so you don't send postcards from Haiti. But it's not hopeless. Not at all. The Haitian people are open and cordial. You don't have to know their language (French/Creole) to communicate. They all smile immediately and shake any hand offered. The traffic is unbelievably chaotic, but there is no American road rage. Horns were honking, but drivers were signaling "you can get ahead of me" or "let me slip in here" or "I'm honking because I'm coming around this blind corner." Somehow it all works. Courtesy seems to be the reason. If we have 25 to 30 percent obesity in this country, it can't be more than one percent in Haiti. Part of that is undoubtedly the limit of diet, but part appears to be genetic. There are lots of lean bodies and slim legs, almost a national build and the women and children in particular are most attractive and colorful in their dress. In six days, our team of six saw exactly four people, among the crowded thousands we passed on the streets, who were smoking cigarettes. Although I saw a cigarette billboard, cigarettes are apparently not part of the Haitian lifestyle. Yes, I told you about a team of six with an assignment. The assignment was in a pocket of hope. A young woman from Haiti, Miquette, came to the U.S. as an exchange student and ended up staying to complete high school and even get a college degree at Concordia College in Moorhead in training as a nurse. It would have seemed natural if she had decided to stay here and live the good life. But she didn't. She returned to Haiti where she is employed at a private school as a school nurse and biology teacher. But she has a mission: the education of Haitian children. There is no free public education in Haiti, so if a child's family can't pay tuition at a private school, the kid doesn't get to go to school and will remain uneducated without the ability to read or write and will be untrained. Then the options are extremely limited -- many become servant/slaves. So, with the support of friends and sponsors in Minnesota and North Dakota, a non-profit TeacHaiti, LLC was formed to raise money for scholarships for Haitian children. It costs about $350 a year for one child. These kids are then placed in various private schools. But this year, TeacHaiti has leased an old house to start a school of its own in addition to the other placements. The team of six, a dedicated father, his two energetic daughters, an earnest young teacher, mother of two, an astute businessman and me, were dispatched to work with Miquette to paint and shape up the school for classes beginning this fall. Her brother, sister, cousins, nieces, nephews and friends helped. Or did we help them? They certainly know how to work. We carried with us new and used dictionaries, school books, chalk, crayons, notebooks, pencils, paper, erasers, calculators, staplers, clipboards, uniform t-shirts and khakis and school supplies of every description -- up to 50 pounds apiece. We saw Miquette in operation as she shopped for paint, brushes, chairs, desks, tables and general school needs. She knows and charms her people and she knows the ropes. Driven by faith and determination, there isn't much she can't do. We visited an orphanage and helped feed the children at breakfast time then played with them. They crave attention. There will be no way to forget those children or that orphanage. We had a little ice cream reception for TeacHaiti school kids and their parents. The families were in their very best clothes and were most grateful for educational opportunities. Lots of smiles, hand shakes, high fives, hand slaps and thank you's. For some it was the first time they'd ever tasted ice cream. Earlier, we had visited the nearby homes of two of the students. There will be no way to forget those homes either. Was the effort hopeless? A team of six can't get much done in six days. But it's not hopeless. We were in a pocket of hope -- the education of children. Will any of those school kids turn out to be another Miquette? We hope so. We can either do a little or pass by on the other side of the road. It's like the boy who came to a beach just as the tide had gone out and left thousands of starfish on the sand to die if they couldn't be returned to the water. So he started picking them up, one at a time, and throwing them back into the sea. Somebody came along and said, "Don't you know how hopeless this is -- thousands of starfish -- you can't possibly make a difference." The boy answered by picking up another starfish and throwing it into the water. "It sure made a difference to that one," he said. That's the beach we were on. Explore related topics:Lynn HummelopinionLynn HummelOpinionAdvertisement

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TV budget passes, but vote invalid Mike Eldred Jan 24, 2013 | 3167 views | 1 | 11 | | WHITINGHAM- The Twin Valley School budget was approved in a vote by Australian ballot in Whitingham and Wilmington last week, but school board members have learned that the vote may not be valid. In Whitingham, the budget passed 60 to 45, and in Wilmington it passed 75 to 51. Although the vote and the board’s informational meeting were properly warned, it was their annual report that threw the results into question – specifically the amount of time people had to study the report. Under state statute, annual reports must be in the hands of voters at least 10 days before an annual Town Meeting. But this year the Twin Valley budget report was late, arriving in some mailboxes only three to six days before the vote. At an informational meeting three days before the vote, Whitingham resident John Robohm asked the board if their budget vote was subject to the statute. Board members told him they’d look into his question. When they did, they discovered that the statute did, in fact, pertain to their annual budget vote. As a result, board members said, voters will be asked to ratify the vote at this year’s annual Town Meeting in March. “This vote will be held as an Australian ballot vote on Town Meeting day in both towns,” said board member Phil Taylor. “We consulted legal counsel on this matter and are using this mechanism of the confirmation vote under counsel. An affirmative vote will confirm this passed budget and make the vote binding.”Twin Valley School Board Chair Seth Boyd says there were a multitude of forces conspiring against the board this year, but he acknowledges that the school board is ultimately responsible. “We apologize to the voters,” said Boyd. “It wasn’t intentional. But this was a difficult year to pull it all together in a timely manner.”Taylor says the joint board has always been under pressure in preparing their budget because, under the joint agreement, the Twin Valley budget must be approved at least 45 days before Town Meeting, because each town’s Twin Valley assessment had to be included in the town school budget warning for Town Meeting day – that warning must be signed 45 days before Town Meeting day. “The current time constraint of a January budget vote is very difficult to manage,” he says. “It means we are developing budgets at the beginning of the school year and working through the holidays to bring the budget to public vote.”Even in past years, Boyd says, it could be a challenge to get some of the information from the state, such as statewide property tax rates and common level of appraisal figures, in time to be included in the final budget.This year, there was more standing in the way. “For one thing, it’s a transition year,” Boyd says. “We switched from a Twin Valley/Wilmington/Whitingham budget to a Twin Valley-only budget. That changes all the line items and you can’t compare one year to the next, so it’s labor intensive for the board and the business manager. There was a lot of back and forth between us and our consultants to make sure everything was right.” After the new budget was created the board trimmed some of the proposed spending to bring tax rates into line with those predicted during public consolidation discussions. The process was still on track, at least until the state issued its common level of appraisal (CLA) figures for Whitingham. “At the 11th hour, the state CLA numbers came out and there was a significant change in Whitingham because of a reassessment of TransCanada property.”Whitingham’s CLA dropped by almost 5%, which resulted in a 9-cent increase on the residential property tax rate. The change in TransCanada’s assessment, Boyd explains, was thanks to the expiration of an agreement between the power company and the town, and the expiration of a statewide moratorium on changes in assessments on utilities. Also, sometime after Whitingham and TransCanada’s deal was sealed, a new state statute prohibited towns and utilities from entering into similar agreements – so no new deal could be negotiated. “Whitingham and TransCanada always had a good relationship, and both were happy with it,” Boyd said. “But last year, the state raised TransCanada’s assessment by $9 million.”When the CLA was released at the last minute, board members scrambled to see if anything could be done to reduce the impact before the annual Twin Valley budget vote, and to make sure the budget figures and tax projections reflected the latest information. “We stopped everything and did our homework,” Boyd said. That delayed the printing of the annual budget report. And, as if to pile on to the board’s difficulties, there was a delay in mailing the booklets. “We dropped them off at the post office on Monday, but they didn’t go out until Friday,” Boyd notes. “So when I say the stars were aligned against us, I’m not just making excuses.”Board members will offer an article in both towns at the annual Town Meeting in March that they hope will put an end to their January rush. The article will ask voters to move the annual Twin Valley budget vote to Town Meeting day. The vote would still be by Australian ballot, but Boyd says it would likely find more voter participation. “For the last few years it has been slow,” he says. “I think moving it to Town Meeting will increase the number of people voting on the budget.” Wayne Andrews | Now maybe a fair timely vote will take place this march. Reply

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The Business Minor (21-22 semester hours) BUSN 127 (4) Accounting I BUSN 205 (4) Management and Human Resources BUSN 150 (4) Marketing and Social Media BUSN 161 (3) Commercial Law for Entrepreneurs BUSN 210 (4) Finance and Business Valuation Choose 1 of the following courses: BUSN 347 (4) Entrepreneurship and Innovation BUSN 410 (3) Business Strategies for Entrepreneurs NOTE: For the minor in business, the P/CR/NC grading option may not be exercised for any course which could count toward the major, with the exception of BUSN 261, BUSN 361, and BUSN 461. Additional information about the P/CR/NC grading option is available under the Academic Regulations heading of the catalog. The Business Major BUSN 128 (4) Accounting II BUSN 207 (2) Business Seminar I BUSN 351 (3) Applied Marketing Research Senior Exercise: BUSN 452 (4) Senior Seminar in Entrepreneurship Choose 1 of the following options: BUSN 107 (3) Business Economics ECON 101 (3) Principles of Microeconomics ECON 102 (3) Principles of Macroeconomics Choose 4 credit hours from the following courses: BUSN 257 (1) Business Practicum in Marketing I BUSN 258 (1) Business Practicum in Management I BUSN 357 (1) Business Practicum in Marketing II BUSN 358 (1) Business Practicum in Management II BUSN 377 (3) Internship BUSN 440 (4) Business Incubator NOTE: For the major in business, the P/CR/NC grading option may not be exercised for any course which could count toward the major, with the exception of BUSN 261, BUSN 361, and BUSN 461. Additional information about the P/CR/NC grading option is available under the Academic Regulations heading of the catalog. The mission of Project 306 is to enable and foster the innovations of Sweet Briar women. Our goal is to function as a group of women who help fellow Sweet Briar ladies in every aspect of their Sweet Briar Business journey. We want to help foster fellow Sweet Briar students who are passionate about something whether it be innovation in their respective fields, leadership, horseback riding, the sciences, the humanities, or the arts. Provide insightful and helpful information that helps students excel Help generate conversation and discussion with alumnae, professionals, and students — with the long term goal of establishing both in person and virtual mentorship relationships. Explore & provide opportunities to collaborate with other schools, organizations, and companies who share our vision to help women succeed Suzanne Calvert [email protected] Suzanne Calvert is a visiting assistant professor that teaching Accounting I, Accounting II as well as Management and Human Resources. She received a BS in Education from Radford University, a BS in Accounting, a Masters in Business, a Masters in Educational Leadership and is ABD (all but dissertation) from Lynchburg College. In the past, she worked as a Loan Officer at Central Fidelity Bank. She has also previously taught as a high school teacher in business, accounting and finance. She has been a professor at Sweet Briar College since 2005 and loves getting to now students well in her small class settings. She says that “even though the content I teach is the same every year, it feels like a new experience with new students”. Thomas Loftus [email protected] Professor Tom Loftus received a Bachelor of Arts in cultural anthropology from the University of California, Berkley; a Master of Arts in economics from the University of California, Santa Barbara; and a Juris Doctor from Columbia University. He has passed the bar and been admitted to the practice of law in Massachusetts, New York and Virginia. After practicing corporate and securities law in Boston and Washington, D.C., Professor Loftus came to Sweet Briar College, where he worked on foundation and government grants, helping to raise more than $5 million for the College. He currently teaches courses in commercial law and business economics. Catherine Mosley Adjunct Assistant Professor of Business [email protected] Catherine Chapman Mosley is a communications and marketing professional with over 20 years of experience in both the corporate and non-profit sectors. She currently works as the Communications Officer/Program Manager for Virginia’s Region 2000 Partnership, teaches marketing and social media at Sweet Briar College and owns her own PR consulting business. She is a native of Salem, Virginia and put down roots ten years ago in Virginia’s Region 2000 by way of Charlotte, NC and Washington, DC. She is an avid child, education and teacher advocate. She was the captain of the equestrian team at Wake Forest University. She has also made an appearance on the Today Show. Thomas Rogers [email protected] Thomas Rogers completed his undergraduate degree at Liberty University where he majored in General studies and minored in both History and English. He received his Virginia Teacher Licensure upon graduation, with a certification in K-8 education as well as certifications for English and History through High School. He completed postgraduate work in Entrepreneurship at Western Carolina University. He began his first entrepreneurial venture during his sophomore year in college. He has maintained ownership of his business since then while developing other business ventures and having involvement in several partnerships. He says that “one of my key interests in business is the change that is brought about by innovation, whether that is related to a product or to the structure of the business, itself”. Thomas Rogers currently teaches Marketing Research, Entrepreneurship, Social Entrepreneurship and Corporate Social Responsibility and Management and Human Resources. His grandmother was a 1935 graduate of Sweet Briar and he enjoys remembering when she would share her experiences at Sweet Briar with him when he was younger. Thomas Scott, PhD Chair and Assistant Professor [email protected] After completing his graduate studies at the University of Cincinnati, Dr. Tom Scott opted for an industrial career, rather than academia. In fact, he completed his dissertation while working full time at Mead Corporation and traveling extensively as a senior operations analyst. Following his work at Mead Corporation, Dr. Scott worked for nearly ten years in senior management and consulting with smaller corporations. He has served first as CFO and then Vice President and General Manager of a $50 million national paper and packaging company; as President and CEO of a $20 million packaging company, where he and two others patented the one-piece, 4-pack light bulb package. He was also co-founder and Managing Partner of Recycle Easy, prior to coming to Sweet Briar as its Business Department Chair in the Fall of 2008. In addition to teaching and chairing the department, Dr. Scott is stays involved in consulting and entrepreneurial ventures. He consults (statistical and operations) in the health care industry and also in financial management. He strongly believes that students need a high degree of experiential learning in conjunction with business theory in order to enter the workforce well prepared. Dr. Scott is married with two boys, loves to play tennis and coach baseball. The Business Program The mission of the business program is to enable its graduates to be successful in the world of business. The business major requires a mastery of business theory and the development of skills in a broad range of functional areas. Graduates will demonstrate strong communication skills, the ability to analyze and synthesize, and an understanding of the broad cultural and social context in which business occurs. Recognizing that work experience is critical in the learning process and in developing innovative thinking, experiential learning is an integral part of the program. Our graduates are expected to acquire knowledge of business theories as well as developing practical skills in applying these theories. These applications are demonstrated by using various teaching methods and evaluated on a graduated scale as the student moves through the program. For success in the world of work after graduation or graduate study, our graduates are expected to develop skills in finding jobs, in job performance, and in career management. Consequently, the curriculum is designed to give individual students a hands-on grasp of business methods, business cultures, and personnel interactions typically found in business organizations. Business majors are expected to beome involved in a variety of simulated and actual work experiences prior to graduation. These experiences may come in the way of class projects, independent studies, cases, labs, simulations, business plan development and/or an advanced business incubator. A student considering the business major is strongly advised to take BUSN 127, BUSN 128, BUSN 150, BUSN 205, and BUSN 210 by the end of the second year. Since course sequence is important, potential majors and minors (first- and second year students) are advised to consult with business professors when selecting classes. Follow @Project_306

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You are leaving the Fulton County Schools website. Please select continue to proceed to the requested page or you may close this window to stay on the current page. Northwestern Middle Calendar(s) Cambridge HS District Student Portal Discipline/Code of Conduct Registration and Forms Wildcat Weekly NMS Foundation Buses and Routes District Parent Portal Northwestern Middle > Attendance Content Area 1Attendance/Absence ProceduresThe Fulton County Board of Education considers regular school attendance essential to successful school progress. Students must be present to take full advantage of available educational opportunities. Poor attendance or excessive tardiness may result in low grades or failure. The Board supports vigorous enforcement of Georgia’s Compulsory School Attendance Law, which makes school attendance the responsibility of the parent and the student.A student’s absence from school or class will be considered excused when it is due to any of the following circumstances:Personal illness of the student. Students who have missed ten days of school or more in a school year will be required to provide additional written verification such as a doctor's statement. Attendance at school would be detrimental to the health of the student or others. A serious illness or death in the student’s immediate family necessitating absence from school. Compliance with a court order or an order issued by a governmental agency. Observance of religious holidays, necessitating absence from school. Conditions rendering attendance impossible or hazardous to the student’s health or safety. Serving as a page in the Georgia General Assembly. Absences not exceeding a cumulative total of three days per semester if pre-approved by the principal. Tardiness/Check-in ProcedureIt is the responsibility of the parent to see that the student arrives on time. Oversleeping or car trouble is NOT a legitimate excuse for tardiness. An excused tardy would be due to illness, medical appointments that cannot be scheduled at any other time, and other legal excuses as mentioned above. Please send a note or come in with your child when he/she is tardy. Students are to report to the front office upon arrival, sign in, obtain a “tardy pass”, and go directly to the classroom. Class TardiesStudents late for class will be marked as tardy. After students accumulate 3 tardies, they will receive a private detention assigned by their teacher. After 5 tardies, an office referral will be made. Subsequent office referrals will be made with every additional 2 tardies. Students are not permitted to leave class the first 15 minutes of any period.Check-outsIf a student needs to leave school at any time during day or prior to dismissal time, a note from the parent must be sent to the front office by 8:45 a.m. the same day. The note is stamped and sent with an early dismissal pass to allow the student to meet the parent in the office at that designated time. If the student doesn’t have a note to meet the parent/guardian in the office, students may be called to the front office for checkout only when the parent/guardian arrives. The last student checkout is 3:45 p.m. Parents must come to the front office in person to sign out the student. Photo ID is required to check out a student. If a child is going to have a recurring medical appointment that will interrupt the school day, the parent and principal must come to an agreement prior to the series of absences Appropriate documentation demonstrating the necessity of the recurring absence must be provided by the parent/guardian. The final decision to excuse such absences rests with the principal. Fifteen unexcused tardies will result in a referral to the School Social Worker. Unexcused AbsencesA student’s absence from school or class for any reason other than those listed as “excused” will be considered an unexcused absence. Written Excuse for an AbsenceAny student who is absent from school shall present a satisfactory written excuse to the front office signed by one of his/her parents or guardians within 5 days after returning to school. The excuse must state the reason for the absence. Emails are not acceptable. If the student is absent three consecutive days and the school cannot get information as to why the student is absent, a referral shall be made to the visiting teacher/social worker office. Reporting a child’s absence by phone is unnecessary. Requests For Make-Up WorkParents and students are encouraged to request make-up work for absences, excused or unexcused. Students are encouraged to establish systems by which they can contact other students in their respective classes to get class assignments and homework in case of absence. Parents may request assignments from teachers via e-mail. Upon returning to school following an absence, it is the student’s responsibility to contact the teacher or teachers to request make-up work. The contact should be made on the day the student returns to school unless the teacher allows a longer time.Make up work must be completed by the student within the time specified by the teacher. Work missed during the last week of the semester must be made up by the tenth school day of the next semester. Make-up work submitted late will not be counted.Students will receive the actual grade earned on make-up work if (1) the absence is for one of the reasons listed as “excused”; (2) a written excuse has been submitted within 3 days of returning to school; (3) the make-up work has been completed satisfactorily with in the time specified by the teacher. Students absent for tests will be scheduled to stay after school to complete the assessment.Forgotten ItemsIf a student has forgotten an item from home, we have a "Famous Forgotten Shelf" on which you can put the item. Ann Davalos -Attendance Secretary (770)667-2870 ext. 123 Content Area 2 © Fulton County Schools

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NYC Department of EducationPublicArt Public Art HomeArt CollectionArchitectureTime PeriodsTeachersAbout Public Art for Public Schools DOE Home Page > Schools in the Community > Facilities > Public Art for Public Schools > Art Collection Public School Art "LIFE OF ERASMUS" ALSO CALLED "ALUMNI ..., 1912 CHURCH GLASS (FABRICATOR) STAINED GLASS, 216" X 14'4" The Life of Erasmus is one of the most spectacular stained glass windows in a New York City public school. It is situated at the front of a long, narrow auditorium that suggests a church nave. The Collegiate Gothic architecture of the auditorium and the notion that the window should be representative of Tudor art--contemporaneous with the lifetime of Erasmus (1466-1536), the Dutch theologian and scholar for whom the school is named--dictated the style of the stained glass. The window combines a medieval mosaic of pot-metal glass with the naturalistic painted surfaces characteristic of Renaissance art. The window honors Erasmus, shown as a seated figure in the center of the window, a grid three panels high by seven across. A Doctor of Theology, he wears a recognizable fur-lined purple robe, the device used to identify him in each of the panels. On either side of Erasmus, groups of English female and male students are engaged in Greek lessons. Below him, forming the window’s metaphorical and visual foundation, is a triptych depicting Erasmus at Cambridge, where he translated the Greek text of the New Testament into Latin. His version became indispensable to future generations of scholars. Above Erasmus, an angel flanked by personifications of Philosophy, Literature, Science, and Theology, swoops down with a laurel crown, marking his momentous achievement. Above the angel, and unifying the six central panels with the uppermost, peaked portion of the window, is a triumphal arch based on an amalgam of architectural styles. The left and right segments of the window feature Erasmus as a pupil and teacher and illustrate various honors bestowed upon him. The diptychs on the left from top to bottom are: Presentation to King Henry VII by Sir Thomas Moore and Lord Mountjoy; Erasmus at Paris Instructing Several Englishmen, 1492; and Erasmus a Pupil in the School for the Brothers of the Common Life at Deventer, 1478. On the right from top to bottom are: Making Acquaintance of Colet, Dean of St. Paul’s, 1497; Visiting Italy and Being made Doctor of Theology at Padua, 1506; and Admitted Bachelor and Doctor at Cambridge and Oxford, 1506. Schools in building: Academy for College Preparation and Career Exploration: A College Board School High School for Youth and Community Development at Erasmus High School for Service & Learning at Erasmus Science, Technology and Research Early College High School at Erasmus Find related art work: Time PeriodBeautifying Schools in the Progressive Era ArtistCHURCH GLASS (FABRICATOR) © 2014 All Rights Reserved. This website was made possible by a collaboration with the New York City Department of Education, The Fund For Public Schools and The Mayor’s Fund to Advance New York City. Reprinting without the written permission of The Fund for Public Schools and The Mayor’s Fund to Advance New York City is prohibited. residents

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Degree Programs/Options Fieldwork Internships Israel Seminar “Like most every graduate student, I sat in class wondering when I was ever going to use some of the stuff I was learning… In the twenty years since graduation, I have frequently called upon what I learned at HUC to help me in my work… In particular, all that I learned about the history and structure of the organized Jewish community has come in handy as I have navigated the ‘real world’ of Jewish communal life. And, I have relied heavily on the many takeaways from both my course and field work when working with my lay board, and in being a lay leader myself. My HUC education has truly strengthened and enhanced my work as a professional. Jonathan "J.C." Cohen, MAJCS/MSW, 1991 Director, Henry S. Jacobs Camp, Union for Reform Judaism Required Courses (may vary depending on the program): CS 427 Evolution and Structure of the American Jewish Community (2) This course provides an historical and sociological understanding of the foundations of the contemporary American Jewish community. Through interactive discussions, lectures and readings, students study models of community organization, the evolution of American Jewish institutions and ideas of communal responsibility. CS 484 Biblical and Rabbinic Sources (3) This course in Jewish texts explores what it means to “read Jewishly” through a survey of Biblical (Torah, Prophets, and Writings) and Rabbinic texts, including selections from the Mishnah and Gemarah (Talmud), Midrash, Rashi and Commentaries, Codes and Responsa literature (Halachah), liturgy and classical Kabbalah. Relevant secondary sources are also studied to provide historical, theological, and literary context. CS 519 Elements of Organizational Management (2) This class follows-up on CS 544 by providing a more detailed focus on management and organizational skills with an emphasis on specific applications to the field of Jewish communal service. Among the disciplines introduced are nonprofit law, governance and accountability, as well as financial management, budgeting, and human resources and personnel practices. CS 521 Major Trends and Ideas in Jewish History (3) This course surveys major themes of Jewish history from Biblical and Ancient periods to modernity. Topics include: national origins, Diaspora community, religious development, relations with non-Jews, the phenomenon of anti-Semitism, cultural differentiation, and patterns of migration and communal life. CS 523 Leadership in Jewish Communal Service (2) This course explores the literature on leadership, along with examining Jewish sources and values relating to the concepts of leadership. Students are introduced to experts in the field of leadership and are given the opportunity to engage in exercises designed to experiment with and apply such leadership skill-sets as motivation and persuasion, risk-taking, time management, negotiation and mediation, and problem-solving. CS 531 Fundraising and Financial Resource Development (3) This is a practice-oriented seminar on fundraising for Jewish nonprofit organizations, exploring both theoretical frameworks and practical techniques within the context of a Jewish value system and contemporary dynamics in Jewish philanthropy. CS 540 Introduction to Jewish Communal Institutions (3) This seminar is a full-day experience for first-year students that includes substantial time outside the classroom visiting Jewish communal agencies, religious institutions and other organizations in the LA area in order to understand and critically analyze the organized Jewish community. CS 544 Organizational Development (2) This seminar provides an understanding of the impact that organizational culture and climate have on the functioning and performance of Jewish nonprofit organizations. Students learn to develop business, marketing and public relations plans, and create and manage a balanced budget. Using organizational theories that have application in nonprofit organizations, students learn problem-solving and decision-making skills, how to develop meaningful lay-professional relations, effective team-building and models of collaboration. CS 545 A/B Field Practicum (1/1) This course provides students an opportunity to discuss with their peers and instructor specific issues, problems and experiences they have encountered in their field placements. The practicum also allows the instructor to pose social work principles and Jewish ethical considerations that are associated with community and clinical work. Students have maximum opportunity to secure answers to dilemmas and concerns confronting them in a professional setting. CS 551 Academic Writing Seminar (0) Written communication is critical to success in Jewish communal work, both as a graduate student and as a professional in the field. The Academic Writing Seminar is designed to enhance students’ skills and help them develop their academic written communication style. This four session seminar is required for First Year students. CS 562 Jewish Social Research: Trends and Analysis (3) This class is designed to expose students to qualitative and quantitative approaches to social science research on issues of contemporary American Jewish identity, community, and institutions. Students are expected to become critical consumers of research on contemporary American Jews and to obtain the skills and experience necessary to conduct their own research. Students will be introduced to the Capstone Project requirement and will have an opportunity to begin their research. CS 579 Judaism - Philosophy, Rituals, and Practices (3) This course looks systematically at texts and themes from the Biblical period to the present. Studies focus on textual and historical material from the major periods of the Jewish experience. An emphasis is placed on the manner in which prayer, study and observance affect the personal and communal life of Jews. CS 590 Collaborative Communication for Jewish Professionals (2) This course provides both the theory and practice of effective communication in the management and leadership of Jewish communal organizations. It combines lectures, assigned readings, and group discussion with individual and team presentations built around workplace scenarios. Special emphasis is placed on the values and processes of working in teams and the practices of building productive relationships with others, be they peers, colleagues, supervisors/supervisees and lay leadership. Electives (Not All Offered Every Year): CS 510B Encounter Seminar (2) The Tuesday “Lunch and Learn Encounter Seminar” is required for all students and can be taken for credit once during the course of studies. Recent themes have included “Presenting Culture: (In) Forming Jewish Identity” and “Trends in Jewish Philanthropy.” CS 513 American Jewish Language and Identity in Historical Context (3) Around the world, wherever Jews have lived, they have distinguished themselves linguistically from their non-Jewish neighbors. They have spoken languages as diverse as Arabic, Spanish, Persian, and Malayalam and infused them with distinctly Jewish features, such as Hebrew and Aramaic words and elements of other Jewish languages. American Jews are no exception to this linguistic trend. This class compares and contrasts “American Jewish English” with Diaspora Jewish languages throughout history, and it explores the linguistic diversity among subgroups of American Jews, especially according to denomination, Jewish education, region, ancestral origin, and orientation towards Israel. CS 564 Jews and American Popular Culture (2) American Jews have both shaped and been shaped by popular culture. This course looks first at the ways in which individual Jews have contributed to the American experience; and then at the varied reflections or representations of the Jewish experience in American literature, the visual and performing arts, film, radio and television. CS 567 Conflict, Civility and Community in the Talmud (2) This course explores the ways in which Talmudic discourse can inform our understanding of civil discourse within a community. Both legal and aggadic passages are studied and analyzed to draw out models of constructive and destructive debate. The study highlights the Talmud's focus on process and its affirmation of the validity of multiple approaches to problems. CS 572 Jewish Experiential Education (2) This class provides an in-depth investigation of the educational theory behind Jewish experiential education. The course examines the similarities and differences between formal and informal education, as well as the application of informal education in camp, community center, youth group, museum and family education settings. CS 592 Jewish Nonprofit Management in the Digital Age (3) This course explores the recent and emerging trends in technology and communications and their implications for Jewish nonprofit professionals and educators. The rapid developments and new directions in the use of the internet, computers and mobile devices have dramatic implications for many of the core issues in Jewish life, including the nature of personal identity, community and the transmission of knowledge. Rather than being a course on technology, this elective examines the sociological, psychological, organizational and philosophical implications of these technologies, with an eye towards giving students the tools needed to respond to future technological advances as they emerge. In that sense, this course is less about the current platforms being used than about being able to respond to the next ones on the horizon. CS 599 Supervised Independent Study (2/3) Students can propose an independent study of topics and issues related to the field of Jewish nonprofit management in consultation with the faculty member directing the study and with the approval of the Director of the School of Jewish Nonprofit Management. Get in touch 3077 University Avenue E-Mail: [email protected] www.huc.edu © 2010 Hebrew Union College — Jewish Institute of Religion Privacy Policy HUC-JIR Campus Web Privacy Policy It is the policy of Hebrew Union College – Jewish Institute of Religion to respect the privacy of all Web site visitors to the extent permitted by law. The HUC-JIR's main Web server does not collect personal information about visitors. In particular, we do not use "cookies" to collect information. However, we feel you should know that when you access the HUC-JIR Web site, the HUC-JIR's Web server automatically gathers information regarding browser type, operating system, IP address and the domain name used by the visitor. HUC-JIR may use this information to analyze trends, to create statistics for the purpose of determining technical design specifications and to identify system performance or problem areas. Personal information that you provide by e-mail or through other online means, such as a response to an inquiry or a request for information, is used only for purposes necessary to serve your requests. This may involve redirecting your inquiry or comment to another person or department better suited to meeting your needs. HUC-JIR will only release personal information, when legally required, to help law enforcement investigations, legal proceedings, or internal investigations of HUC-JIR rule and regulation violations. To prevent unauthorized access, maintain data accuracy, and ensure the correct use of information, HUC-JIR has put into place appropriate physical, electronic and managerial procedures to safeguard and secure the information we collect online. Our site may contain links to external Web sites. HUC-JIR is not responsible for the privacy practices or content of such Web sites. If you have any questions or concerns about our privacy policies, send an e-mail to [email protected] or write to: HUC-JIR Communications HUC-JIR 1 West 4th Street This site was designed and developed by Jungle Communications in collaboration with InterEthnica.

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Please refer to the course you wish to undertake and multiply the cost per EFTSL by the EFTSL value for this unit of study shown below. Postgraduate coursework or research Semester 1 (March) Ms Michelle Dickson Community Profiling & Setting Priorities (INDH5211) This is the first of six sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. Students will be introduced to the overarching principles of health promotion, its conceptual and technical components and its role in preventing or reducing the impact of injury and ill health. Different concepts of health will be explored with a particular emphasis on indigenous approaches to understanding health and wellbeing. Students will then commence the development of a comprehensive profile of their chosen community. Particular attention will be given to finding, understanding, managing and presenting statistical, epidemiological and other forms of data in a way that is accessible to the students, their professional colleagues, other health and funding agencies and community members. The development of a community profile will enable students to define and understand how their community functions, the determinants of health that impact on their chosen community, and identify priority health issues. It will act as a foundation for the development of appropriate and effective health promotion programs. The final 20 per cent of INDH5211 will be dedicated to commencing INDH5212. Graduate Diploma in Indigenous Health Promotion 6-day intensive workshop written assignment (75%), class presentation (20%) and reflective practice journal (5%)

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A-Z Index | Site Map News & Events A-Z Index | Site Map Hide "News & Events" menu What’s HappeningNewsroom News ReleasesQuick FactsMedia DownloadsTransylvania TriviaCalendars Academic CalendarPublic EventsFeatured EventsPublications Transylvania MagazineTransylvania TreasuresTNotesVideo GallerySocial MediaStudent MediaOffice of Communications Water policy and laws are “no match for Mother Nature” LEXINGTON, Ky.—In many regions of the United States, including Kentucky, water is endangered or in short supply. As the recent chemical spill in Charleston, W. Va., has shown us, what happens up river affects the communities below. Indeed, West Virginia and Kentucky are part of the same expansive Ohio River watershed that runs from Pennsylvania to Illinois. Water connects us. Our lives depend upon its quality and availability. Yet, more than 40 years after the creation of the Clean Water Act, our water is often compromised beyond use. How do people, laws and nature get along? Peter J. Longo, professor of political science at the University of Nebraska at Kearney, will provide insight in his presentation “Water Policy on the Great Plains: There’s No Fooling Mother Nature” on Thursday, Feb. 20, at 4:30 p.m., in Transylvania University’s Cowgill Center, room 102. The lecture is free and open to the public. Longo will offer an overview of the culture of the Great Plains and address the local ecology and laws related to water. “Water issues and resulting policies and laws [bind] the citizens and political actors of the Great Plains,” Longo explains. “However, policies and laws are no match for Mother Nature.”Longo holds a J.D. and Ph.D. from the University of Nebraska-Lincoln. He teaches, researches and writes about civil rights and liberties, constitutional law and environmental policy. His writings on water range from how laws affect farmers to a legal history of Nebraska’s water law to issues of environmental racism. The lecture is part of Transylvania’s Creative Intelligence Series, which also includes performances and art exhibitions as well as other lecturers who have creatively solved social problems and bettered their communities. All Creative Intelligence events are free and open to the public. Cowgill Center is on Third Street just east of Old Morrison. Free parking is available in the lot adjacent to the Mitchell Fine Arts Center at the corner of Fourth and Upper Streets and in several other lots along North Upper. For information about similar events on Transylvania’s campus, view the university’s public events calendar. For more information about the Creative Intelligence Series, contact Meg Upchurch at [email protected] or 859-233-8252. Back to News Releases page

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Overview VS.1 Overview VS.10 home contact Introduction SOL Documents Instructional Links School Connections VS.3e Identifying the importance of the arrival of Africans and women to the Jamestown settlement. READY RESOURCES SUGGESTED INSTRUCTIONAL STRATEGIES Review the groups of people in Virginia during the early 1600s. Explain how having a government brought more order and permanence to the colony. The settlers were ready to establish families so that the colony could grow. Women were brought to the colony in 1620. The following is the story about the Brideship: Arrival of women in 1620 Find a book about early Jamestown and read selections that explain how tobacco became a cash crop. Define cash crop. Talk about how agriculture became the primary source of wealth. Explain that tobacco was the most profitable product, because it was not available in England, and so the settlers traded it for supplies they needed. Explain or continue reading excerpts of a selected book to discuss that the settlers needed to find an inexpensive source of labor to expand the tobacco economy. Use a world map to show students where this labor would come from and have them identify the continent of Africa. Explain that the Africans were brought against their will, first as indentured servants, to plant, raise, and harvest tobacco. As the economy grew, more Africans were needed for labor. Many Africans were apprehended against their will and brought to America as slaves. The dependence on slave labor in Virginia would last for many, many years. Compare the experiences of different slaves by reading the stories contained in the following Web site: http://www.pbs.org/wgbh/aia/tguide/1tgfocus.html. Ask students to chart ways slaves fought against slavery or how they survived slavery. Discuss the consequences. Draw illustrations of the work, housing, dress, etc. of women from different backgrounds in the Jamestown colony, such as a planter's wife, African slave, and indentured servant. Trace on a world map the routes of the women on the ships from England to the new colony of Virginia. Trace on a world map the routes of slaves from Africa to Jamestown. Complete a Venn diagram or chart comparing the impact of the arrival of the women and Africans on the Jamestown settlement. Have the students summarize the information about the arrival of the first Africans to the Virginia Colony using the following Web site: http://www.pbs.org/wgbh/aia/part1/1p263.html. TEACHER BACKGROUND RESOURCES http://www.historyisfun.org/PDFbooks/Life_at_Jamestown.pdf This site provides a copy of the booklet Life at Jamestown as written by the Jamestown-Yorktown Foundation. The booklet provides further information on the Virginia Assembly of 1619. http://www.vahistorical.org/storyofvirginia.htm This site consists of ten concise, easy-to-read chapters on Virginia history from prehistoric times to the present. http://www.nps.gov/jame/historyculture/chronology-of-jamestown-events.htm Chronology of Jamestown Events from the Colonial National Historic Park. http://www.pbs.org/wgbh/aia/part1/ PBS documentary Africans in America. Produced by Prince William County Public Schools in collaboration withthe Virginia Department of Education. All rights reserved. Filnet Inc.Updated on August 11, 2008.

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Cavalari Selected Penn Stater of the Quarter Rev. Cheryl Cavalari, executive director, Campus Ministries of Northeastern Pennsylvania, has been named Penn Stater of the Quarter at Penn State Wilkes-Barre, announced Dr. Mary E. Hines, campus executive officer. The Penn Stater of the Quarter is a member of the campus community who has uniquely demonstrated special concern for the campus, has achieved a significant honor or goal that benefits the campus, or demonstrates special dedication to the mission of the campus. Rev. Cavalari, Trucksville, was named Penn Stater of the Quarter for her efforts on behalf of students at the Wilkes-Barre campus. Cavalari has served as co-chair of the Campus Environment Team for the past two years where she played an integral part in the planning of diversity related campus events that encourage unity and acceptance among students. But, according to Jacqueline Warnick-Piatt, student activities coordinator, Cavalari went well above and beyond the call of duty when she welcomed a student, new to the area and with no immediate place to live, into her home. “In addition to providing a room in her home, Cheryl took this student out for dinner and to family functions,” said Warnick-Piatt. “She made the first week away from home much less stressful and helped this student transition into college life.” Rev. Cavalari is a Permanent Deacon in Full Connection in the United Methodist Church. She has led the Campus Ministries program, which links local churches and college campuses across northeast PA, since 1993. She is responsible for the day to day coordination of programs and the development, direction, and growth of the ministry. Cavalari was named the United Methodist Campus Minister of the Year in 2002 and was awarded the Penn State University 2002-2003 Vice-President’s Award for Outstanding Programming for her work on the Religious Diversity Series at Penn State Wilkes-Barre. [ next ] Penn State Wilkes-Barre | Old Route 115, P.O. Box PSU, Lehman, PA 18627 | 570-675-2171 Penn State Wilkes-Barre is committed to making its websites accessible to all users, and welcomes comments or suggestions on access improvements. Please send comments or suggestions on accessibility to Susan Hales.

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The Symbols of St. Bonaventure University The St. Bonaventure University Seal clicking on certain parts of the picture above the user can navigate to different descriptions of the seal. Since the style of the class ring uses the school seal many of the descriptions are the same. The seal of St. Bonaventure University is essentially a Franciscan seal for it epitomizes the very life of St. Francis of Assisi. This seal is rooted in an historical event in the life of St. Francis. In the year 1224, two years before his death, the Saint of Assisi knelt in prayer on a lonely mountain top, the rocky slope of Mount Alverna. His prayer to Christ was simple and fervent: "O Lord Jesus Christ, two favors I beg of you before I die. The first is that I may, as far as it is possible, feel in my soul and in my body the suffering in which you, O gentle Jesus, sustained in your bitter passion. And the second favor is that I, as far as it is possible, may receive in my heart that excessive charity by which you, the Son of God, were inflamed, and which actuated you willingly to suffer so much for us sinners." Our Lord answered his prayer by appearing to him in the form of a seraph, a six-winged angel of love. As he knelt in the ecstasy, Christ imprinted the wounds of His person in the flesh of St. Francis. At once, in his hands and feet marks like nails began to appear; and, in his left side the image of a lance-thrust appeared, red and bleeding. St. Francis had been marked with the love of Christ- the Stigmata. After bearing these wounds of Christ for two years, St. Francis died in the year 1226. He left the Church and the world a great legacy--the Franciscan Order. For more than seven hundred years, through the grace of God, this Order has produced many outstanding Saints. Among them is St. Bonaventure, who is the namesake of this University. he was both a philosopher and theologian, and because of his learned writings, he was given the title "Doctor of the Church." However, because he was also a Franciscan he received the title "The Seraphic Doctor." Other Franciscan symbolism is described on the University Chapel site. We find first of all the face of a little angel, surrounded with six wings, symbolic of Seraphim, one of the nine choirs of angels. Their special office is to love God. The Seraphim are usually considered the highest order of angelic beings, immediately above the Cherubim. Seraph wings and seraphs are symbolic of the Franciscan Order, which is often referred to as the Seraphic Order. At times, Franciscan and Seraphic are synonymous. to Class Ring Prominently although minutely displayed above the coat of arms of St. Bonaventure College is the crest of the Franciscan Order. This consists of two crossed arms, surmounted by a cross. This escutcheon is full of meaning and romance. According to some, one of the crossed arms is that of Christ; the other, showing the sleeve of the habit, is that of St. Francis of Assisi. Both hands show the imprint of the nail, or Stigmata. The first of that Our Lord on the Cross, the other is that of His closest follower and most perfect copy, the Poverello of Assisi. Back to TopSome consider the two crossed arms as symbolic of St. Francis. The one arm covered with the sleeve of the Franciscan habit standing for Prayer or Ora (in Latin); the other arm with sleeve rolled up, signifying Labora or Work. Thus these two words may very well serve the St. Bona graduate as a motto during life: Work and Pray. Work as if all depended on you, and pray as if all depended on God. Do your level best, and God will do the rest Back to Top Back to Class RIng Oak leaves and acorns, shown on each side of the seraph are symbolic of strength and victory. In military decorations, a cluster of oak leaves with acorns signify a second and subsequent award of the basic decoration. Back to Top Back to Class Ring The Cross Surmounting the crossed arms reminds us that the instrument of Christ's Crucifixion is our sign of salvation. The University contains the very core of Franciscan Spirituality: complete conformity with Christ, and acceptance of the Cross, with all it implies concluding with the Franciscan Motto: "My God and My All." Back to Top Back to Class Ring Surrounding the seal is the legend in Latin "Sig Universitatis S. Bonaventurae, D.Seraph. Allegan, Neo-Ebor." This translated into the the vernacular is "College of St. Bonaventure, the Seraphic Doctor (Doctor Seraphicus), Allegany N.Y." Back to Top Other Franciscan symbolism is described on the University The President's Mace and Seal and Academic clothing are described here. Page created by David Patt; St. Bonaventure University, for History 419 (Computer and Archival Skills for Historians), Legend definition added 1/29/04 by D. Frank Please direct comments to the Archives

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Web exclusive, June 17, 2011 Also discusses special education, officially reduces faculty CSD 13 School board weighs math program options Click here to see the full Deer Isle-Stonington CSD Archive. by Jessica Brophy In its June 7 regular monthly meeting, the CSD school board weighed the final report of the Math Program Review Committee and discussed the schools’ special education needs with outgoing Special Education Director Warren Berkowitz. The board also officially reduced the faculty by eliminating the high school business/technology position, and reducing the librarian position from full time to half time. Macy Lasky shared the math committee’s findings. The committee primarily assessed the current K-5 program, as the middle school’s math program should be closely linked to the high school’s program, which is undergoing substantial changes itself. Lasky did say that one of the major areas that needs improvement in the middle school is math fluency, or students’ proficiency in the language of math. The K-5 currently uses Everyday Math as its program, and Lasky recommended sticking with it, as it is a language-based math program, meaning that it promotes math fluency and learning the types of problems that would be found on standardized tests. The committee also recommended using the math version of the Dynamic Indicators of Basic Early Literacy Skills, or DIBELS, test, which has recently been developed. Special Education Director Warren Berkowitz then spoke with the board about the nearly $1 million increase in the special education budget. Berkowitz explained that the elementary school alone has 50 children in the special education program. This means 25 percent of the elementary school children are in the special ed program, which is the highest percentage since Berkowitz began as director. Berkowitz explained that the high school regularly has 25 percent of its students in special ed, often because students from Brooklin, Brooksville and Sedgwick choose to come to DI-S because of its strong special ed program. There are twelve students in the elementary school special ed program who are high-needs, Berkowitz explained. High needs students have severe intellectual, mental or behavioral problems. These students need more individual attention. Typically, one would expect five percent of the special education population to be high-needs, but in the elementary school’s case six percent of the general population is high-needs. “So we bumped up the ed tech staff,” explained Berkowitz. “Without staffing there would be a domino effect on other students. You need to have a program, and to make sure students are safe and learning, and to do that you need a lot of staff. That’s just the reality.” Berkowitz then noted the elimination of an ed tech position at the high school, as it was no longer needed. Berkowitz also confirmed that there are rigid state guidelines on determining which students qualify for special education. The board would like more information on the ed tech job descriptions, and in general about the layout of special education in the schools. The board and the principals also discussed the need for a summer reading program. A reading list will be sent home this year of suggested books, and next year a summer reading program will be revisited. The board accepted the nomination of Shannon Campbell as K-8 art teacher. Campbell has worked two years in Vinalhaven, and was active in curriculum development and community outreach. The board approved Sandra Robertson as high school guidance counselor. Principal Todd West described her experience in schools of similar size, social and economic demographics as DI-S. The board also approved David Pelletier as head of maintenance, and approved the summer special ed program staff, 5-0. The board approved one-year continuing contracts for elementary school principal Mike Benjamin and high school principal Todd West (5-0). In other business, the board accepted a $1000 donation from Melville Dickinson to help defray the costs of the Odyssey of the Mind team’s trip to the world championships in Maryland. The board also reviewed two summer mowing bids, one for $1,200 per week for all grounds, and the other for a total of $3,600 for the 10 weeks of summer, using equipment belonging to board member Mark Cormier. The board accepted Terry Siebert’s bid of $3600 for the summer, 5-0. The next regular meeting will be held Tuesday, July 5 at 6 p.m. at the elementary school.

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Teen on fast pace to getting church youth group room remodeling done Written by jeffgallatin By Jeff Gallatin A 15-year-old Bay Village Boy Scout is setting a fast pace in his “run for Jesus” and his efforts to remodel his church’s youth group room. Many spectators and other participants in the Bay Days Cleveland West Road Runners 5-mile run July 4 probably noticed runner Dillon Forsythe, who was wearing a white shirt with the phrase “Running for Jesus” proudly emblazoned on it. He also held a wooden cross in his right hand all throughout the run, which he finished in 51 minutes and 40 seconds, which placed him 501st in the field. More importantly to Dillon and his supporters, he was able to continue his efforts to raise funds for his Eagle Scout project to remodel the youth group room for Bay United Methodist Church on Lake Road, where he is a member. Running the race, as well as having Dillon’s Duck Race in a tent during Bay Days, enabled the 15-year-old home-schooler to fulfill his dual purposes of obtaining support for the remodeling project as well helping other teens see what Jesus means to him by “Running for Jesus.” “The reason is to help support and guide teens like me to come closer to Christ and share a close relationship with him,” Forsythe said. During the race, he said he raised about $60 from people who pledged money for him to run the 5-mile event and passed out information to other people whom he hopes will send him additional support for the project. He also said he was happy to interact with people he saw along the race route. “Many of them offered verbal support to me and I gave it to a lot of people I saw along the way as well,” he said. “A lot of them reacted to my message on the shirt or carrying the cross in my hand. I want other teenagers to know that there is hope for them and their futures and that Jesus is there for them.” He noted other people also have stopped and taken part in his duck race at Bay Days or offered support when they hear about his remodeling project. “Right now I’ve raised about $500 for the project,” he said Friday afternoon, “and I’m still working on it with other people.” Forsythe said his goal is to get the actual project under way by mid-August and have it completed and ready for use by fall. “I’m going to refinish the floor and I’d like to get air conditioning in the room and I’m talking to some people to see if we can redo the windows as well,” he said. In addition to his organizing the project and raising money for it, Forsythe said he will be doing much of the actual physical work as well. “I’ll be helped by different other members of (my Boy Scout) Troop 41, who will be working with me at different times in the church,” he said. His mother, Mary Slaman-Forsythe, who has been the primary educator in his home schooling, said she’s proud of Dillon. “He’s a very remarkable young man,” she said. “This is typical of how he approaches projects.” Forsythe said he’s excited to become an Eagle Scout, and also loves that he’s able to use something else that he loves – running – to help forward the church project and his faith. “My goal is to make that room as inviting and welcoming, just like Jesus is to us,” he said. People interested in helping him can reach him via the church or at 440-552-7226, or go to www.active.com/donate/DillonsRunForJesus. Tagged Bay Village « City council gives final approval to income tax hike Force Express wins Bay Village Independence Day tournament »

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Project Name 10,000 Girls Rural Early Childhood Education Initiative Country Senegal Student Leaders David Sokoloff, George Washington University Lauren Brown, University of Maryland Local Partner #Ten Thousand Girls, www.10000girls.org Date of Implementation June 22, 2009 to August 23, 2009 Grant Amount $9,875.00 Project Background The Republic of Senegal, located in western Sub-Sahara Africa, is a developing country with serious challenges and strong opportunities. The country is greatly affected by Malaria, maternal and infant mortality, malnutrition, diarrhoeal diseases, and food insecurity, all of which hinder its development. Senegal also ranks 156 on the Human Development report, the adult literacy rate is still below forty percent (UNICEF), and the refugee population tops 23,000. Young people under twenty make up 58 percent of the population in Senegal making a focus on children an important part of Senegal’s future. Senegal must make a valiant effort to focus resources on its children to address its developmental issues and improve the welfare of the country. Investments in education dramatically impact individuals, communities, and countries. This project will be executed in partnership with Ten Thousand, a registered and independently audited 501(c)(3), not-for-profit educational organization. Ten Thousand Girls offers education and employment opportunities for 10,000 Girls in Senegal, enabling them to develop as self-reliant and capable women, through a self-sustaining organization run by the girls themselves. The organization works in the Kaolack region of Senegal, where the failure rate for girls in primary school is staggering. However, work with the program has already increased the success rate of young girls by three times the normal amount. This program recognizes the value of educational investments and targets at risk young girls to provide them with XO Computers and instruction that will improve their knowledge, self-esteem, and opportunities in the future. Project Objective and Goals The 10,000 Girls Rural Early Childhood Education Initiative focuses on improving the lives and future opportunities for young girls in rural communities and Senegal. Give a computer to female students and explore with them the software on the computer and fun, expressive ways to use the computer in their environment. Establish a computer lab with trained staff who can impart their knowledge to students. Establish projects that are linked to the computer programs; creative design, data collection, analytical skills, broadened perspectives, and research. Promote teamwork through commuter usage and encourage the transfer of information from the class room to the community. Empower young girls through education and motivation to start similar projects after the summer session. Create and implement a monitoring and evaluation system that adheres to the organization’s goals as well as program goals. The program will be executed in close partnership with the Ten Thousand Girls organization. Ten Thousand Girls will select rural communities and participants for the program as well as staff that will become trainers of future groups and involved in evaluating the effectiveness of the program. Throughout the 9-week program Brown, Sokoloff, and Ten Thousand Girls will hold daily classes with participants. The classes will be held in the afternoon for two hours at a facility within the participant’s community. The students will be divided into two age groups, one with students 6 to 8 and one with students 9 to 12. At the end of each lesson, each student will demonstrate what they learned through a fun creative exercise. A certificate will be provided at the end of the course to each student. Most of the computers will be given to the participating students. The left-over computers will be kept in a computer lab that students can freely access and teachers can use with their classes throughout the year. Monitoring and Evaluation The students and will be evaluating on their knowledge of the computer, software, and degree of self-expression throughout the program. Additionally, Ten Thousand Girls will provide reports on how the program affected the lives of participants on an annual basis. Particularly, Ten Thousand Girls will measure and report on the following annually: Number of students and staff involved in the program Number of students and teachers using the computer lab Tasks students perform on the computers Amount that other people (i.e. family or community members) use a student’s computer Change in well-being, livelihood, self-esteem, goals, community/family impression of the students as a result of participation in the program Lauren attended Appalachian State University for her under-graduate degree in Communications and Political Science in 2005. From 2006 to 2008, she served as a Peace Corps volunteer in Morocco, where her primary responsibilities included rural health education for women and girls, as well as leadership training for middle school children. Lauren’s service experience inspired her to pursue her Masters Degree in Public Policy and International Development at the University of Maryland. She hopes to work abroad following graduation, focusing on education as a means to development. She is dedicated to working with children in disadvantaged regions throughout her career. David Sokoloff Originally from central New Jersey, David attended Gettysburg College for his undergraduate degree in Economics in 1999. In 2003, he served as an Educational Peace Corps volunteer in the Republic of Kiribati in the Central Pacific. That experience encouraged him to start the nonprofit, For Granted, Inc. (www.forgranted.org) and also led to his decision to study international development at George Washington University. David is committed to aiding the development of communities in disadvantaged areas and plans to do so throughout his career. Retrieved from "http://wiki.laptop.org/go/OLPCorps_GeorgeWashingtonUniversity_and_UMD_Senegal"

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Posted on: October 13, 2010 Posted in: Student life, Upcoming events, WKU News You are here: Home » ODP Literary Festival set for Oct. 19-21 ODP Literary Festival set for Oct. 19-21 In celebration of the rich cultural heritage of its campus, the WKU Office of Diversity Programs (ODP) presents its inaugural Literary Festival Oct.19-21 at the Bowling Green campus. The Literary Festival will feature poetry, including a popular poetic slam competition in collaboration with the Student Identity Outreach organization. On Tuesday the Literary Festival will feature Affrilachian Poet and Cave Canem Fellow Bianca Spriggs. Spriggs, a freelance instructor of composition, literature and creative writing, will speak at 7 p.m. in room 340 of the Downing University Center. She holds degrees from Transylvania University and the University of Wisconsin, is a Kentucky Humanities Council lecturer, creator and programmer of the Gypsy Poetry Slam featured annually at the Kentucky Women Writers Conference, and the creator and programmer of the Darkroom Showcase, an interactive interdisciplinary series of performance art featured at the Lexington Art League. Patricia Smith, a Pushcart Prize winner and National Book Award finalist, calls Spriggs’ work “an aggressive signature that is deftly crafted, insightful and often achingly lyrical.” On Wednesday Honorée Fanonne Jeffers, author of three award-winning books of poetry, The Gospel of Barbecue, Outlandish Blues, and Red Clay Suite, will be featured in Mass Media and Technology Hall Auditorium at 7 p.m. Her poems and stories have appeared in literary journals such as African American Review, American Poetry Review, Brilliant Corners: A Journal of Jazz and Literature, Callaloo, The Iowa Review, The Kenyon Review, Ploughshares, Prairie Schooner, Story Quarterly and in more than a dozen anthologies. She has won awards and fellowships from the Rona Jaffe Foundation, American Antiquarian Society, the MacDowell Colony and the Bread Loaf Writers Conference. She teaches creative writing at the University of Oklahoma, where she is Associate Professor of English and Creative Writing Coordinator. On Thursday Rebecca Gayle Howell, poet, translator and documentarian, will be featured at a luncheon in the Kentucky Room of the Kentucky Museum. Her poems have appeared in such journals as Ecotone, The Connecticut Review and Harvard’s Journal of Feminist Studies in Religion, and her documentary work has been collected in the anthologies Plundering Appalachia (EarthWise) and The Artist as Activist in Appalachia (University of North Georgia Press). Her books include the poetry chapbook The Hatchet Buddha (Larkspur Press) and This is Home Now: Kentucky’s Holocaust Survivors Speak, co-authored with Arwen Donahue. She has taught creative writing for the University of Kentucky, The Gaines Center for the Humanities, and is currently on faculty at Morehead State University. During her tenure as the Director of The Women Writers Conference, she received the Sallie Bingham Award for excellence in activism and the arts benefiting Kentucky women. She holds a masters in fine arts in poetry and poetry-in-translation from Drew University and is currently at work on the first English collection by the celebrated feminist Iraqi poet, Amal Al-Jubouri. At 7 p.m. Thursday, Student Identity Outreach will host MIX Tape: WKU SLAM open competition in the Garrett Conference Center Auditorium. Rebecca Howell will be among the judges. Contact: Office of Diversity Programs, (270) 745-5066. Share this:MoreLike this:Like Loading... ← Harlan Cohen to visit WKU Oct. 19 Parent and Family Weekend, Focus on WKU, other events coming up →

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Tzav(Leviticus 6-8) Carefully following instructions can help us accomplish things we wouldn't be able to do otherwise. In this week's Torah portion we learn of the instructions that the people carefully followed to properly bring the special offerings to the Tabernacle, which helped them feel closer to God. We, too, achieve a lot by carefully following instructions. In our story, a kid sees the value following instructions - in living color. "Whatcha doin'?" Cal asked his big sister, Jenny, who had just sat down at the playroom table and was looking very busy - Cal's favorite time to ask her lots of questions. "I'm about to make a painting," Jenny said, as she laid out a flat white panel and rows of little containers; each a different color and with a number on its cover. "Yeah? A painting of what?" "If you must know - this." Jenny held up a cardboard box top that had a beautiful picture of running horses on it. "Come on," the boy chuckled, "You're not an artist or anything. You could never make something that looked like that." "That's what you think," Jenny sniffed as she opened the cap of one of the paint cups. Then, after staring for a while at the while panel, she took her paintbrush and painted a small brown spot in one of the corners. "Why'd you do that?" Cal asked, poking his finger at the newly painted spot. "Don't touch! Hey, don't you have somewhere to go?" "Me? No. Why? And what are all those little squiggly boxes on what you're painting?" Jenny, who by now had filled in several more patches in various corners of the panel, reluctantly raised her head. "Those 'squiggly boxes' are the paint-by-number instructions. They say where to put which color..." "Instructions? I hate instructions!" "Oh, really? I would never have guessed. But, sometimes people need them, you know. Like now. See, all the boxes that have the number 'one' on it, I have to paint with this kind of brown. And all the..." "That's how you think you're going to make a good painting? Are you nuts?" "Not last I checked. Hey, isn't that Dad calling you from downstairs?" "Dad's out shopping in case you want to know. Like I said, why bother with dumb instructions? Just paint however you want." "I do make paintings that way sometimes, but this time I want to make it just like in the picture..." "You can even paint with your fingers like we do in school - here, want me to show you how?" He reached for the paints. "No!! Will you just let me..." "Cal ... bath time..." "Hah! This time Mom is calling you. Too-da-loo!" The boy stomped down the stairs and Jenny, finally free from playing '20 questions,' was able to buckle down and concentrate. She carefully followed the instructions one by one... A while later: "Hey, Jenny, why does it happen that every time I stay in the bath a long time my skin wrinkles up like I'm eighty gazillion years old?" Cal asked as he burst into the playroom. "I give up." The kid, now in his pajamas and smelling like bubble bath, jumped up onto her lap and stuck his face inches from her now nearly completed painting. "Wow! That really looks just like those horses in the picture!" "Thanks. But be careful, it's still a little wet and you don't want to have to go back in the bath for another eighty gazillion years, do you?" "No way! Hey! What happened to all the little boxes?" "I filled them all in - like I told you I would." The boy shook his head. "Wow, do you think I could make a nice picture like that?" "Sure. As long as you follow the instructions." back to top Ages 3-5 Q. How did Cal feel when he first saw Jenny painting? A. He felt like there was no reason to have to follow the instructions. Q. How did he feel in the end? A. When he saw how nice the picture came out, he realized following instructions could be a good thing. Q. Why do you think people sometimes don't like following instructions? A. It can be hard and it's also human nature to like to do things our own way - which is fine - but sometimes by following instructions we can accomplish things we wouldn't be able to do otherwise. Q. Do we always have to follow the instructions we are given? A. It depends. If the instructions are to do something dangerous or against our values, then certainly not. However, if they will help us learn or accomplish something - why not? Q. Who do you think will be better at learning from others by following instructions - a conceited person or a humble one? Why? A. To follow instructions requires a measure of humility, as we must admit that we don't 'know it all.' Q. The Torah has been describes as 'instructions for living'. What do you think this means? A. Life and all of its many inner and outer facets is a hugely complex undertaking. The Creator wouldn't just pop us down on the planet without an instruction book on how to live the most pleasurable and successful life. That instruction book is the Written and Oral Torah.

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Animals In PrintThe On-Line NewsletterFebruary 26, 2013 Dolphins and Whales should be recognized as non-human persons with their own bill of rights scientist decide The 10 Rights for Dolphins as �Non-Human Persons� (Petition) Last week (February 2013), in Vancouver, Canada at the annual meeting of the American Association for the Advancement of Science (AAAS), the group, which was led by Dr. Thomas White, was canvassing for support of their �Declaration of Cetacean Rights.� The coalition of scientists, animal-rights activists, and philosophers came to a total agreement, that is that dolphins, second only to humans in terms of mammalian intelligence, should be considered �non-human persons� and granted due protection under law. According to Dr. White, an ethics expert at Loyola Marymount University, �The similarities between cetaceans and humans are such that they, as we, have an individual sense of self. Dolphins are non human persons. A person needs to be an individual. If individuals count, then the deliberate killing of individuals of this sort is ethically the equivalent of deliberately killing a human being. The science has shown that individuality, consciousness, self-awareness is no longer a unique human property. That poses all kinds of challenges.� It has been proven through dolphin research that they are more intelligent than chimpanzees. Dolphins can recognize their reflections in a mirror and can even think about the future. Two years ago, these same scientists had originally proposed the ten Declaration of Rights for Cetaceans at a conference in Helsinki, Finland. The dolphins have distinctive cultures, societies and personalities that are so complex that they should be considered in the same light as people according to the scientists. These marine experts now hope to persuade international authorities to enshrine in law the rights of cetaceans, a group of water-dwelling mammals including porpoises. They state that isolating dolphins and orcas in tanks at amusement parks is morally wrong because the animals are even more socially driven than humans. Killing them should be considered tantamount to murder as in the deliberate killing of a human being.Recognizing the status of cetaceans in law is important because it would make commercial whaling and imprecise fishing methods which kill hundreds of thousands of dolphins and whales each year morally abhorrent according to Dr. White. Recent scientific studies on dolphins' brains have also shown that they communicate with each other in a similar way to humans and that they can reason. "We went from seeing the dolphin or whale brain as being giant amorphous blob that doesn�t carry a lot of intelligence and complexity to being an enormous brain with a complexity that rivals our own. It's different in the way its put together, but in terms of the level of complexity it is very similar to the human brain," said Dr Lori Marino, of Emory University in Atlanta, one of the architects of the declaration. An experiment at the Institute for Marine Mammal Studies in Mississippi in which dolphins were rewarded f

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Marvin Ward Adjunct Instructor Department of Public Administration and Policy Marvin Ward Jr. is a Lecturer in the Department of Public Administration and Policy. Concurrent with these responsibilities, he is also the National Program Administrator for the Public Policy and International Affairs Fellowship Program (PPIA Program), serves as the Assistant to the Director for American University’s Center for Public Finance Research (CPFR), and performs contracted analytical work for the World Bank. Both his teaching responsibilities and personal research are centered upon public administration and public finance. Prior to his work for American University, Marvin worked as an analyst for the EOP Group, a Washington-based lobbying/consulting firm specializing in regulatory frameworks. His specific areas of concentration were energy and climate change policy. He has also previously worked as a Manufacture Engineer for Capsugel, a subsidiary of Pfizer based out of Greenwood, South Carolina. Prior to his graduate work at American, he studied engineering and public policy at Carnegie Mellon University. BS, Carnegie Mellon University MPP, American University SPA - CPFR New Mexico (3201) - 395 (202) 885-1545 FOR THE MEDIA PPIA Program CPFR

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Ulster Historical FoundationTelling the story of the people of Ulster since 1956 Registered with The Charity Commission for Northern Ireland NIC100280 +44 (028) 9066 1988 | [email protected] DonateCharitable Objectives Browse: Home > About Us > 50 Years of the Foundation > Creation of the Ulster Historical FoundationCreation of the Ulster Historical Foundation THIS VIGOROUS ORGANISATION was founded in December 1956 at the invitation of Sir Basil Brooke (later to become Lord Brookeborough), then the Prime Minister of Northern Ireland. He had been so impressed with the reception he had received from the descendants of Ulster emigrants whom he had met in his visits to North America, that he resolved to repay their support. Because a strong notion persisted that the bulk of the emigrants were Scots who had come to America by way of Ulster, it was decided to set up the Ulster-Scot Historical Society. The Society would assist these people to trace their ancestors and locate their kinfolk still at home, research the history of emigration to and from Ulster, and ‘promote the interests of the homeland amongst people of Ulster origin living overseas’. The affairs of the Society were to be managed by a Council composed mainly of retired civil servants, businessmen and academics committed to the aims of the Society. The first chairman was Sir William Scott, a former head of the Northern Ireland Civil Service, and among the Trustees was J.C. Beckett, the distinguished professor of Irish history at Queen’s University. Another Trustee, Eric Montgomery, the government information officer, was destined in the 1960s and 1970s to play a key role in the creation of the Ulster-American Folk Park that celebrates the contribution of Ulster people to American life. From the beginning this Council set high standards and delivered quality publications. In 1969 the Trustees remodelled the organisation into a voluntary trust as the Ulster-Scot Historical Foundation and then broadened its scope in 1975 as the Ulster Historical Foundation, affirming its role to serve all denominations and traditions in the province. Since the role of the Society was seen as intertwined with that of the Public Record Office, the position of Director of the new Society was given to the Director of the PRONI, Kenneth Darwin, and the Society took over from Record Office staff the entire responsibility for handling genealogical enquiries and dealing with genealogical searchers in person in the public search room of PRONI. At the launch Darwin was provided with one additional member of staff to act as Secretary of the Society and supervise the genealogical research: within a short time the remarkable Ivy Embleton was managing a small team of hourly-paid part-time searchers. Both genealogists and archivists soon learned to appreciate the value of this arrangement. Archivists were able to concentrate on their traditional roles of acquiring, processing and cataloguing collections of documents while genealogists searched for relevant items of information from a wide variety of sources in order to construct family trees. In 1978 the Ulster Historical Foundation created the Ulster Genealogical and Historical Guild in response to requests from overseas inquirers who wanted to identify with the homeland by belonging to such a club based in Ulster. Many of the Guild members have proved very loyal to the Foundation and our staff have been delighted over the years to make and renew acquaintance with those who have helped to organise and support our programmes both in their home countries and in Ireland. Subscribers to the Guild now receive two annual publications: the Directory of Irish Family History Research and Familia: Ulster Genealogical Review. TheDirectory of Irish Family History Research is the most complete and up-to-date record of Irish genealogical research in progress. It provides members with a means of publicising their research interests and contacting other researchers with similar interests: they submit information about the ancestors they are researching and this is printed in the Directory together with each subscriber’s contact details. Copies of the Directory are then sent to all members and to various libraries and societies overseas. An analysis of the subscribers in 1995 estimated that 30% were from USA, 15% from Canada, 15% from Australasia, and the remaining 40% from across the British Isles. Since that time subscribers have been encouraged to publicise their research interests (as contained in theDirectory) on the Foundation’s website (ancestryireland.com). The number of Guild members has fluctuated considerably, matching the expectations and enthusiasm of fresh waves of genealogists: this characteristic has encouraged us to concentrate more of our resources on cultivating our databases. Our other publication for Guild members, complementary to the Directory, is Familia: Ulster Genealogical Review which was launched in 1985 with Kenneth Darwin as editor. The current editor, Trevor Parkhill, continues to search out and encourage authors from many places throughout the world to relate their experiences and findings in researching and writing family history. We are happy to have worked closely with historians of the calibre of James S. Donnelly, Donald Akenson, David W. Miller, Kerby A. Miller, David Fitzpatrick, Ruth-Ann Harris, Eric Richards and Patrick O’Farrell. In turn they have enjoyed researching in the great collection of emigrant letters that Darwin’s staff assembled in the Public Record Office and greatly appreciated the helpfulness and co-operation shown to them. In order to make Ulster people more aware of the great scale of emigration from this province and the contribution that many emigrants have made to their adopted countries, the Foundation helped to pioneer a programme of popular education. In the 1960s the Society co-operated with the Tourist Board and local councils in erecting plaques on sites identified with people of Ulster extraction who had achieved fame overseas, beginning with twenty-four plaques which included six Presidents of the United States of America and two New Zealand prime ministers. After a lapse of several years due to the onset of the Troubles, this project was revived in the mid-1980s by James Hawthorne as the Ulster History Circle and continues to celebrate famous sons and daughters of Ulster. It is not generally known that in the period from 1982 to 1990 the Foundation organised the collection of gravestone inscriptions by groups of 17-yearold unemployed trainees under a youth training programme operated by the Department of Economic Development, with the result that around two-thirds of all pre-1900 inscriptions in the thousand or so graveyards in and around Northern Ireland have been recorded on index cards. A more permanent public memorial to their work exists on the Stranmillis Road in Belfast at Friar’s Bush graveyard, converted by them from an overgrown wilderness into a public amenity. Since then Dr Eamon Phoenix, a current Trustee, has augmented the value of this enterprise by preparing a valuable teaching aid introducing schools to Two Acres of Irish History: A Study Through Time of Friar’s Bush and Belfast, 1570–1918. The Foundation has been especially active in promoting publications. In the early years most of the emphasis was on a series of historical volumes published on our behalf by Routledge & Kegan Paul. When it transpired, however, that that publisher was not interested in small circulation scholarly works, all subsequent volumes appeared under the imprint of the Ulster Historical Foundation although it was some time before publishing became a commercial as well as a scholarly success. The Foundation has collaborated occasionally with several overseas publishing houses to produce worthwhile publications. It has also broadened its scope to offer books informing the debates about cultural traditions and identity in Northern Ireland and the promotion of mutual understanding. A complete list of UHF publications appears on pages 55–60. The most significant benefaction of the Foundation for genealogists, however, has proved to be the publication of a series of volumes of graveyard inscriptions after 1966 under the editorship of one of our Trustees, Richard Clarke, who was then Professor of Anaesthetics in the Queen’s University of Belfast. Richard has drawn attention to the disappearance and even destruction of gravestones that often represented the only memorials of families resident in a parish. Such records are all the more important in the absence of the nineteenth century census records which were destroyed in Dublin in 1922. Richard’s practice of visiting graveyards to record inscriptions may have gained him the affectionate nickname of ‘Tombstone Dick’ but his perseverance has been well rewarded. He has now transcribed, organised and edited more than thirty volumes, mainly for County Down and the city of Belfast, and they have become more comprehensive and even more informative, constituting a vast resource salvaged for future generations. Richard Clarke’s example of recording gravestone inscriptions has been followed by groups from family history societies as well as individuals throughout the province. In recent years the Foundation was enabled to develop this important field of research with funds from the New Opportunities Fund. Dr William Roulston implemented the History from Headstones Online project (historyfromheadstones.com) to encourage local people to take an interest in the graveyards of Northern Ireland and ensure their preservation. For any local community the graveyard provides the most accessible source for the study of its history as well as its context. But in the plural, graveyards contribute also an integral part of the Irish landscape. They are open air museums where it should be possible to walk among the exhibits – the stones – and appreciate the layout, lettering and sculpture of long-dead craftsmen. Because of the detailed information they often contain, gravestones provide the ideal launch pad for any genealogical investigation. There are over 1,200 burial grounds in Northern Ireland and they have provided UHF with a searchable graveyard database of over 50,000 inscriptions. Local historians have contributed essays about graveyards they know well: these histories can be read in the case studies section on the website. In 1975 the Foundation’s new trust deed named Dr Brian Trainor, the Director of the Public Record Office (1970–87) as Administrator of the Foundation. Since his appointment to the staff of the Public Record Office of Northern Ireland in 1956, Brian Trainor had made a reputation as a very energetic archivist whose fieldwork had secured and processed many major collections for PRONI. The high quality of his work was recognised by the award of honorary doctorates by both the National University of Ireland and the University of Ulster. In promoting the exploitation of these archives Trainor was prepared not only to supervise the preparation of search reports for clients but also to travel throughout first Ireland, and later the world lecturing about their significance and value for genealogy. An invitation to Ottawa in 1974 to speak on ‘Education and Archives’ to an international meeting of archivists, taught him the value of participation in the North American lecture-tour circuit as a means of publicising the work of PRONI (including the Foundation), attracting clients for the ancestral research service, and strengthening links between the Irish diaspora and the homeland. On several occasions he has honoured invitations to lecture to the National Genealogical Society in America. Indeed, since 1979 Dr Trainor has undertaken more than twenty tours in North America and three in Australia and New Zealand, making innumerable contacts while generating significant income for the Foundation by the sale of books and services. Several younger members of staff have now also benefitted from initiation into these programmes. In this context the Foundation wishes to place on record its appreciation of the contribution of Mrs Donna Hotaling as its honorary agent in USA. She organised and led parties of visitors to this province from the United States from 1977 to 1984 during some of the worst years of the Troubles. She managed to persuade senators and politicians as well as academics and other keen genealogists to brave the scenes reported on television. ‘They came wearing bullet-proof vests [from Dallas in Texas no less] and left laughing at their fears.’ It is impossible to estimate the value to the province of such contacts during those dark days. It has been claimed, indeed, that the famous American textile firm of Chemstrand located in Coleraine thanks to a family tree rather than a government grant. 50th AniversaryCreation of the Ulster Historical FoundationFrom Pomeroy to the MoonGoing it AloneFacing the FutureSaving Friar’s Bush GraveyardHistory from HeadstonesHistory Consultancy ProjectsHistory of the Irish Parliament 1692-1800Conferences Initial Research Genealogical Sources Irish Civil Parish Maps Irish Parliament Buy Credit(s) Our Charitable Objectives Scanner Appeal Genealogy FAQ RegisterLost Password [?] Home HomeResearch ServicesFamily RecordsMembershipShopAbout UsContact UsSearch Website Upcoming Schools/Classes Ulster History & Genealogy Autumn School14th-20th September 2014 Latest Databases Skinners’ Company estate, County Londonderry, 1886-97 Northern Standard BMDs 1839 – 1847 Eden School Register from 1872 to 1945 These are just some of the organisations we have worked with, click here to view the full listRegistered with The Charity Commission for Northern Ireland NIC100280

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Forum on Education GovernanceNewslettersMeetingsAPS FellowshipPrizes & AwardsResources FED Home | Newsletters | Spring 2009 | Revising Florida’s K-12 Science Standards Revising Florida’s K-12 Science Standards Paul Cottle The American educational standards movement – now about fifteen years old – has provided the intellectual foundation for reforms in the nation’s K-12 schools. However, science has posed a particularly difficult challenge for the standards movement. The first generation science standards adopted by many states in the 1990’s were terribly flawed in that they were simply enormous collections of facts. Science teachers were forced to race through textbooks and worksheets. Only lip service was paid to the notion that students would gain a deep understanding of any of the big ideas in science or an appreciation for what science is and how it is done. The shortcomings of the states’ science standards were highlighted by comparisons like TIMSS (Trends in International Mathematics and Science Study), which showed U.S. students being outperformed by students from Singapore and Denmark. A comparison between the first generation science standards from my home state of Florida (implemented in 1996) and those from Singapore and Denmark reveals that the lists of “benchmarks” from these two nations are much shorter than in Florida’s 1996 standards. This allowed teachers from Singapore and Denmark to focus on inquiry-driven lessons that build understanding instead of requiring mass memorization of facts. Many states are now revising their science standards. In general, these revisions seek to emulate nations and states that are more successful in science education by implementing fewer topics that can be addressed in greater depth. The committees making these revisions focus both on the research on how children learn science best and on the imperative to prepare students for college-level work. Florida completed the revision process in 2008, approving new standards that will be tested on the Florida Comprehensive Assessment Test – the state’s high-stakes test - in spring 2012. Of the 61 members of the committee that produced the draft standards, four were professors in the Florida State University Physics Department (Hon Kie Ng, Harrison Prosper, Horst Wahl and myself). The Florida Department of Education (FDOE) asked institutions in the state’s university system to recommend faculty members – both from the Colleges of Education and the “content” (science) departments. Thomas Jordan, coordinator of the QuarkNet program at the University of Florida, was on the committee as well. Interestingly enough, the FDOE staff member who managed the committee, Lance King, had earned a bachelor’s degree in physics from FSU, had taught high school physics and had managed the FSU Physics Department’s outreach programs. Three of the FSU physicists served on the subcommittee for physical science standards for the high school grades (9-12). They were joined by high school teachers in physics and chemistry and faculty in chemistry from 2-year and 4-year schools. University physics faculties are crucial to the standards process: they are the experts on the field of physics, they are often familiar with the results of physics education research, and they understand what is necessary to be prepared for college work. I chose to join the subcommittee working on lower grades (K-8) physical science standards because of my experiences teaching pre-service elementary teachers at FSU. This subcommittee included teachers with extended experiences in the classroom and with administration at the school-district level. One of the members, a teacher at an Orlando elementary school, had been named 2008 Florida Department of Education/Macy’s Teacher of the Year. The subcommittee members were encouraged that a science professor from a research university would be interested in their work. One of their dreams for their students is that they earn Ph.D.’s in science and become successful researchers and university-level educators. Most of the teachers and administrators I have worked with over the years have welcomed and enjoyed my collaboration. My experience with the Physics by Inquiry curriculum (from Lillian McDermott and the University of Washington) in teaching pre-service elementary teachers and my familiarity with the Physics Education Research literature provided a useful research base for decisions being made regarding benchmarks. On this last point, it must be made clear that I am simply an educator who is aware of the research performed by my colleagues in the Physics Education Research community. Nevertheless, I usually carried a copy of Volume 1 of Physics by Inquiry to the meetings. The folks I worked with respected the research represented in Physics by Inquiry and other work done by the PER community, even though that community’s work is not generally used as a source in the K-12 community. Physics by Inquiry, a college level curriculum, was a useful reference point in the discussions. For instance, some of middle school benchmarks listed in the 1996 standards would have been too challenging for a basic college class. My presence provided some scientific clout when our subcommittee negotiated with the 9-12 physical science group and the K-8 groups from the life and earth/space sciences. These negotiations became quite gritty at times. For example, the life scientists and chemists had somewhat unrealistic ideas of what middle school students should understand regarding atomic and molecular structure. Having a physics professor point this out was helpful in keeping the discussions constructive. Scientists often assume that educators and K-12 administrators are less interested in scientific accuracy and integrity than working scientists because of the various demands on public school systems. The educators and administrators with whom I worked on the standards (and on other collaborative projects on which I have worked for years) have been at least as concerned with scientific accuracy and integrity as I am. Without scientific accuracy, there is no science education. In addition, the K-12 educators and administrators I’ve worked with have used the knowledge base on the science of learning in their decision-making. All in all, these K-12 educators have been focused on science. In the end, the standards approved by the Florida Board of Education on February 19, 2008, were a significant improvement over the first generation standards implemented in 1996. There are fewer topics and a focus on a small number of “big ideas”. An example of a “big idea” in physical science is “Big Idea 10: Forms of Energy”. It states: Energy is involved in all physical processes and is a unifying concept in many areas of science; and, Energy exists in many forms and has the ability to do work or cause a change. So in this respect, the standards revision process was a success. Nevertheless, the members of standards committee recognized that excellent standards alone are insufficient to transform a state’s educational system to provide a world-class education in science. On February 27, eight days after the Florida Board of Education approved the new standards, 39 of the standards committee members sent a letter to Florida Education Commissioner Eric J. Smith calling for a substantial financial commitment to improving science education in Florida. The proposed commitment included $100 million per year for science teacher professional development, an amount comparable to that spent in Florida’s successful effort to improve achievement in reading. As of this writing, the state has mustered only $5 million of federal professional development money to support the implementation of the new standards, and the state’s budget is in free fall. By now, some readers will have correctly noted that I have avoided the elephant in the living room – the debate over evolution education. The evolution debate consumed an enormous amount of energy and focus. The standards committee members took to calling evolution “the e-word.” In a perfect world, the “e-word” would have been “excellence” instead. The battleground was “Big Idea 15: Diversity and Evolution of Living Organisms”, which reads (after a slight revision by the Florida Board of Education during the clamorous meeting where the standards were approved): The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is supported by multiple forms of evidence. Natural Selection is a primary mechanism leading to change over time in organisms. The battle over evolution in Florida has been well documented in the media, including the Orlando Sentinel, the St. Petersburg Times and the New York Times, so I will not go into details here. The battle continued on to the 2008 session of the Florida Legislature after the approval of the State Board, and it will no doubt continue into 2009. It has spread to other states as well, including Kansas, Texas and Louisiana, where the governor (a Rhodes Scholar who holds a bachelor’s degree in biology from Brown University) signed the anti-evolution education “Academic Freedom Act” into law. Physicists should care about the evolution debate because it speaks to the integrity of the science classroom as a place where scientific observations are explained exclusively in terms of the laws of nature. I participated in this debate through speaking to the Florida Board of Education February 19 meeting where the standards were approved and to a committee of the Florida Senate considering the Academic Freedom Act. I also wrote several letters to the editor and op-ed pieces on the subject. Such opportunities are open to everyone. I have also been fortunate to associate with the members of the Florida Citizens for Science, a group formed to defend evolution education in our state. The physics community has much to learn from their passion and commitment. Most physicists do not realize that our field is in the vanguard of science education reform. This circumstance provides both an opportunity and a responsibility to lead, and we must embrace both. Paul Cottle (mailto:[email protected]) is a Professor of Physics at Florida State University and the Chair-Elect of the Southeastern Section of the APS. In 2002 SESAPS awarded him the George Pegram Medal for Excellence in Education. Disclaimer - The articles and opinion pieces found in this issue of the APS Forum on Education Newsletter are not peer refereed and represent solely the views of the authors and not necessarily the views of APS.

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Ashtabula Campus Alumni Association AACCI AACCI Members Ashtabula Area College Committee, Inc. About > Campus Offices > Ashtabula Area College Committee, Inc. Ashtabula Area College Committee Members In 1957, a farsighted group of our community leaders came together to enable, promote and ensure local economic vitality. One of the important goals of the group was to obtain an accredited university program in the Ashtabula area. As an outgrowth of that meeting, the Ashtabula Area College Committee, Inc. (AACCI) was organized the following year. In the Code of Regulations that governs the AACCI, it is spelled out that the purpose of the College Committee is "to provide liaison between Ashtabula Kent State University Center and the area which it serves, and to perform such other functions as are required to obtain a maximum quality educational opportunity in the community." Since the inception of the AACCI 48 years ago, citizens of Ashtabula County from all walks of life have generously given their time and talents to serve the University and its students. Currently, fifteen (15) persons comprise the membership of the Committee. Since 1990, the AACCI has funded approximately $200,000 in scholarships, all the while administering an additional $400,000 in student financial support acquired from outside sources. Each year the combined generosity of local families, companies and organizations allows students to attend Kent's Campus on the Lake; almost $150,000 is awarded annually to students who would otherwise not have the opportunity to study at our campus. To honor the deserving students who receive academic scholarships, the College Committee sponsors and hosts a Scholarship Recipient and Patron Recognition Banquet each year. The banquet is intended not only to recognize the academic awards, but also to thank our generous patrons for their much-appreciated support. The defined mission of the Ashtabula Area College Committee, Inc. is "to create an enhanced educational environment for the community, by enlisting broad based community support and involvement for the educational resources and opportunities provided by the Kent State University's Ashtabula Campus." A by-product of that mission is the presentation of the College Committee's Outstanding Community Service Award at graduation. The purpose of the award is to recognize outstanding contributions to education through leadership, vision, resources and commitment within the area served by the Ashtabula Campus of Kent State University, thereby enhancing the educational environment for the community and mirroring the goals of the College Committee. It is the aim of the College Committee to continue working with Kent State Ashtabula to provide scholarships to students and to promote the growth of the campus in order to maintain a maximum quality educational opportunity in the community. Connect with Ashtabula Home

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Senior Lindsay Conrad of Lynchburg, Virginia, was named the 2013 Chidester Preaching Award recipient by the homiletics (preaching) faculty of Austin Presbyterian Theological Seminary for her exemplary promise in the area of preaching. As part of the award, she is invited to preach at First Presbyterian Church in Malvern, Arkansas, for the congregation that funded this award. Lindsay is a candidate for graduation for the master of divinity degree on May 26, 2013. Since an early age Lindsay felt naturally called to ministry. She was “born and raised in church” and was gifted with a congregation and pastor who recognized and helped develop her sense of ministry. “Lindsay has great gifts and promise in the area of preaching—especially preaching that is thoughtfully rooted in the liturgical life of the church,” said Seminary President Theodore J. Wardlaw. “We are so deeply grateful for the vision of First Presbyterian Church in Malvern in establishing this award, which plays a huge role in encouraging and inspiring seminarians to take the preaching ministry seriously.” During her time at Austin Seminary, Lindsay served as a Chapel Beadle (or liturgical assistant) in campus worship services, as a student minister at Sunrise Beach, Texas, Federated Church, as an intern with Covenant Presbyterian Church in Austin, as a leader with Street Youth Ministry of Austin, and as a member of the Seminary worship committee. She was also the recipient of the W.P. Newell Memorial Fellowship. After graduation, Lindsay will serve as a Pastoral Resident at First Presbyterian Church of Ann Arbor, Michigan. To be considered for the Chidester Preaching Award, Lindsay submitted two sermons, one of which was in story-form from the eyes of a person from the street ministry. “It is an honor and privilege to preach. I’m grateful for the gift that was made possible by the First Presbyterian Church in Malvern, and I am excited to worship and witness with them later this summer,” Lindsay said.

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Springboard Announces Winners of Annual Youth Poster Contest Thursday, 31 May 2012 00:34 0 COMMENTS TweetShare this article with a friendStudents Awarded $200 in Learning Exercise That Combines Creativity with Important Lessons in Basic Financial Concepts Riverside – Springboard Nonprofit Consumer Credit Management, Inc., (Springboard) is pleased to announce the winners of its annual youth poster contest. This is the sixth year that Springboard has sponsored the contest, which provides area students an opportunity to express their creativity while gaining an understanding of important financial concepts. The contest is open to students in 3rd through 12th grade attending public and private schools in Riverside and San Bernardino counties. The theme of this year’s contest is, “The Roadmap to Financial Freedom begins with…” The posters were judged on expression of theme, artwork, style, content and overall creativity. The winners were recognized at Springboard’s annual luncheon, which includes the students, their parents and teachers, the poster contest judges and members of Springboard’s executive team. “We look forward every year to working with students and teachers on this important learning exercise,” said Melinda Opperman, Springboard’s senior vice president. “Research indicates that most adults who are successful in managing their money were introduced to financial concepts at an early age,” said Opperman. The poster contest has become a highly anticipated, signature event for the organization. Springboard has received hundreds of entries from area students since the first contest was held in 2006. The purpose of the contest is to introduce young people to the concept of financial literacy, and allow them to express their understanding of it through art. A panel of community stakeholders representing financial institutions, the K-12 school system, and elected officials selected one winner from each of the three grade specific categories. Springboard also recognized one standout entry as its Chairman’s Award winner. Springboard’s Youth Financial Literacy Poster Contest winners were recognized at a luncheon held in their honor at the Historic Mission Inn in Riverside. Each winner was presented a trophy, certificate of achievement and a check for $200 from Springboard. In addition, each student received a certificate of recognition from California State Assemblymember Wilmer Amina Carter (D-Rialto). Springboard President and CEO Todd Emerson presided over the awards luncheon. Springboard congratulates this year’s poster contest winners: 12th grade student Phillip Simeon Jackson, Silverado High School, Victorville; 7th grade student Henachi Williams, University Heights Middle School, Riverside; 4th grade student Robert Serna, North Park Elementary School, San Bernardino; and Eight grade student Rosa Hernandez, also of University Heights Middle School, is the recipient of the Chairman’s Award. The winning entries may be viewed online by clicking the following link - HYPERLINK "http://www.springboard.org/community/gallery/11Postercontest"http://www.springboard.org/community/gallery/11Postercontest “We’re extremely proud of all the students who participated in this year’s contest,” said Opperman. Serving the community this year as Springboard’s Youth Financial Literacy Poster Contest distinguished panel of judges are: Raúl Bustillos, Bank of America; Marcelino Serna, San Bernardino City Unified School District; Kathy Gault – Arrowhead Credit Union; and Adάn Gomez – California State Assemblymember Wilmer Amina Carter’s Office

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J.D./M.P.A. Joint Program B.A. Urban Studies Program MPA Mission & Goals Attend a P.A. Information Session Graduate Programs | Master of Public Administration (M.P.A.) The GRE is no longer required for all applicants!* The Master of Public Administration program prepares entrepreneurial and innovative public service leaders and executives to be effective and successful in an increasingly complex and dynamic world. Public service offers a career filled with excitement, challenge, and significance. Opportunities are numerous, ranging from positions in local, state and national and international agencies to those in health institutions and nonprofit organizations. There has never been a greater opportunity for public service leaders and executives who can apply their knowledge and skills to solving the most important leadership and community challenges facing these organizations in an increasingly complex and changing world. Public service careers allow people the opportunity to make a difference in their community and beyond. Learn more about public service careers. The M.P.A. degree is for students seeking career growth and expanded leadership opportunities in public and nonprofit enterprises. Rich in federal regional offices and health service agencies, Kansas City provides the ideal urban laboratory in which to study. Emphasis Areas: Nonprofit Management (ranked No. 15 in the nation by U.S. News & World Report) Urban Policy and Administration B.A. Urban Studies 5th Year Program B.B.A./M.P.A. Program Nonprofit Management and Innovation Peace Corps Fellowships *The GRE is no longer required for those who hold a 3.5 or better undergraduate GPA. Student Services/Advising M.P.A. Internship Information M.P.A. Financial Aid (PDF) M.P.A. Student Manual (PDF) Program of Study Form (PDF) Why earn a Master of Public Administration? (PDF) Bloch Career Network Public Administration Student Association (PASA)

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How We Got “Please” and “Thank You” Why the line between politeness and bossiness is a linguistic mirage. “A good thing to think about is what kind of face to make when you say please,” Ruth Krauss wrote in her magnificent final collaboration with Maurice Sendak. “That coat will be the last gift [your mother] gave you. You will regret the small thing you didn’t say for the rest of your life. Say thank you,” Cheryl Strayed counseled in her endlessly soul-stirring Tiny Beautiful Things: Advice on Love and Life from Dear Sugar. But how did these commonest of courtesies, “please” and “thank you,” actually originate? That’s precisely what anthropologist and activist David Graeber explores in one of the most absorbing semi-asides in his altogether illuminating Debt: The First 5,000 Years (public library): Debt … is just an exchange that has not been brought to completion. It follows that debt is strictly a creature of reciprocity and has little to do with other sorts of morality. . . . But isn”t that just the same old story, starting with the assumption that all human interactions must be, by definitions, forms of exchange, and then performing whatever mental somersaults are required to prove it? No. All human interactions are not forms of exchange. Only some are. Exchange encourages a particular way of conceiving human relations. This is because exchange implies equality, but it also implies separation. Graeber goes on to offer a counterexample via the history of two of our most common cultural habits of civility: Consider the custom, in American society, of constantly saying “please” and “thank you.” To do so is often treated as basic morality: we are constantly chiding children for forgetting to do it, just as the moral guardians of our society — teachers and ministers, for instance — do to everybody else. We often assume that the habit is universal, but … it is not. Like so many of our everyday courtesies, it is a kind of democratization of what was once a habit of feudal deference: the insistence on treating absolutely everyone the way that one used only to have to treat a lord or similar hierarchical superior. But not all such courtesies are meaningless echoes of bygone hierarchical structures: Imagine we are on a crowded bus, looking for a seat. A fellow passenger moves her bag aside to clear one; we smile, or nod, or make some other little gesture of acknowledgment. Or perhaps we actually say “Thank you.” Such a gesture is simply a recognition of common humanity, we are acknowledging that the woman who had been blocking the seat is not a mere physical obstacle but a human being, and that we feel genuine gratitude toward someone we will likely never see again. 'Please' by Debbie Millman (1993) Most fascinating of all, however, is the actual etymology of the two expressions: The English “please” is short for “if you please,” “if it pleases you to do this” — it is the same in most European languages (French si il vous plait, Spanish por favor). Its literal meaning is “you are under no obligation to do this.” “Hand me the salt. Not that I am saying that you have to!” This is not true; there is a social obligation, and it would be almost impossible not to comply. But etiquette largely consists of the exchange of polite fictions (to use less polite language, lies). When you ask someone to pass the salt, you are also giving them an order; by attaching the word “please,” you are saying that it is not an order. But, in fact, it is. In English, “thank you” derives from “think,” it originally meant, “I will remember what you did for me” — which is usually not true either — but in other languages (the Portuguese obrigado is a good example) the standard term follows the form of the English “much obliged” — it actually does means “I am in your debt.” The French merci is even more graphic: it derives from “mercy,” as in begging for mercy; by saying it you are symbolically placing yourself in your benefactor”s power — since a debtor is, after all, a criminal. Saying “you’re welcome,” or “it’s nothing” (French de rien, Spanish de nada) — the latter has at least the advantage of often being literally true — is a way of reassuring the one to whom one has passed the salt that you are not actually inscribing a debit in your imaginary moral account book. So is saying “my pleasure” — you are saying, “No, actually, it’s a credit, not a debit — you did me a favor because in asking me to pass the salt, you gave me the opportunity to do something I found rewarding in itself!” … Noting that “tacit calculus of debt” is “not the quintessence of morality but the quintessence of middle-class morality,” Graeber points out that the history of these exchanges, whether meaningless or meaningful, is actually a surprisingly recent development: The habit of always saying “please” and “thank you” first began to take hold during the commercial revolution of the sixteenth and seventeenth centuries — among those very middle classes who were largely responsible for it. It is the language of bureaus, shops, and offices, and over the course of the last five hundred years it has spread across the world along with them. It is also merely one token of a much larger philosophy, a set of assumptions of what humans are and what they owe one another, that have by now become so deeply ingrained that we cannot see them. Complement with Lord Chesterfield on the art of pleasing and the art of finding happiness in everyday gratitude. tags: books culture Debbie Millman history language psychology

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Click Here for More Articles on NY PHILHARMONIC... New York Philharmonic to Present 11th Season of SUMMERTIME CLASSICS, Begins Today New York Philharmonic, Summertime Classics The New York Philharmonic will present its 11th season of Summertime Classics, July 2-6, 2014, featuring five themed concerts with Bramwell Tovey, who has been the host and conductor of the series since its founding in 2004. On the first program, July 2-3, 2014, titled "Rachmaninoff, Tchaikovsky, and Friends," the New York Philharmonic will perform Shostakovich's Festive Overture; Rachmaninoff's Piano Concerto No. 1, with pianist Joyce Yang as soloist; Musorgsky's Night on Bald Mountain; Rachmaninoff's arrangement of his own Vocalise; and Tchaikovsky's Waltz of the Flowers from The Nutcracker, and Marche slave. The second program, July 4-6, 2014, titled "Star-Spangled Celebration," will feature the New York Philharmonic and United States Marine Drum & Bugle Corps - "The Commandant's Own," which is celebrating its 80th-anniversary year - in a program that includes Copland's Clarinet Concerto, with Associate Principal Clarinet Mark Nuccio as soloist, and Fanfare for the Common Man; Gershwin's "Strike Up the Band" from Strike Up the Band; Sousa marches; and more. In these performances Major Brian Dix, director and commanding officer of "The Commandant's Own," will share conducting duties with Bramwell Tovey. Grammy and Juno Award-winning conductor/composer Bramwell Tovey was appointed music director of the Vancouver Symphony Orchestra (VSO) in 2000; under his leadership it has toured China, South Korea, Canada, and the U.S. He is also artistic adviser of the VSO School of Music, which opened in downtown Vancouver in 2011. Mr. Tovey's tenure has included complete symphonic cycles of Beethoven, Mahler, and Brahms, and the establishment of an annual festival dedicated to contemporary music. In 2018, the VSO's centenary year, he will become the orchestra's music director emeritus. During the current season Mr. Tovey's guest appearances include the New York, Los Angeles, BBC, and Royal philharmonic orchestras; Boston and Toronto Symphony Orchestras; and The Philadelphia and Cleveland Orchestras. In the summer of 2014 he will make his debut with the Chicago Symphony Orchestra at the Ravinia Festival and in 2015 he will lead Korngold's Die Tote Stadt for Calgary Opera. In 2003 he won the Juno for Best Classical Composition for his choral and brass work Requiem for a Charred Skull. He has been commissioned to compose works for ensembles including the New York and Los Angeles Philharmonic orchestras, Toronto Symphony Orchestra, and Calgary Opera, which premiered his first full-length opera, The Inventor, in 2011 (a VSO recording with UBC Opera and the original cast will be issued by Naxos in 2014). Earlier this season, his Trumpet Concerto, Songs of the Paradise Saloon, was performed by the Los Angeles Philharmonic with Alison Balsom as soloist; she will join The Philadelphia Orchestra for the work in December 2014. Mr. Tovey has appeared as pianist with many major orchestras including the New York and Los Angeles Philharmonic orchestras, and the Sydney, Melbourne, Pittsburgh, St. Louis, Toronto, Royal Scottish symphony orchestras. In the summer of 2014 he will perform and conduct Gershwin's Rhapsody in Blue at the Hollywood Bowl with the Los Angeles Philharmonic and in Saratoga with The Philadelphia Orchestra. He has performed his own Pictures in the Smoke with the Melbourne and Helsingborg Symphony Orchestras and the Royal Philharmonic. Bramwell Tovey was music director of the Winnipeg Symphony Orchestra from 1989 to 2001 where he founded the WSO's New Music Festival, and from 2002 to 2006 he was music director of Orchestre Philharmonique du Luxembourg, leading tours of Europe, the U.S., China, and South Korea. He is a fellow of the Royal Academy of Music in London and of the Royal Conservatory of Music in Toronto, and he holds honorary degrees from the universities of British Columbia, Manitoba, Kwantlen, and Winnipeg. In 2013 he was appointed an honorary Officer of the Order of Canada for services to music. Mr. Tovey made his New York Philharmonic debut leading a Young People's Concert in 2000; he most recently conducted the Philharmonic during its Bravo! Vail residency in July 2013. Pianist Joyce Yang came to international attention in 2005 when she won the silver medal at the 12th Van Cliburn International Piano Competition. The youngest contestant at 19 years old, she also took home the awards for Best Performance of Chamber Music and of a New Work. In 2010 she received an Avery Fisher Career Grant. Ms. Yang has performed with the New York, Los Angeles, and BBC philharmonic orchestras; Chicago, San Francisco, Baltimore, and Houston symphony orchestras; and Philadelphia Orchestra, among many others. She has worked with such conductors as Edo de Waart, James Conlon, Lorin Maazel, Leonard Slatkin, David Robertson, Bramwell Tovey, and Jaap van Zweden. She has appeared in recital at New York's Lincoln Center and Metropolitan Museum of Art, Washington's Kennedy Center, Chicago's Symphony Hall, and Zurich's Tonhalle. March 2014 marks the release of Wild Dreams, Ms. Yang's second solo album for Avie Records, and recordings of Tchaikovsky's Piano Concerto No. 1 with Denmark's Odense Symphony Orchestra (Bridge Records) and Brahms and Schumann Piano Quintets with the Alexander String Quartet (Foghorn Classics). Born in Seoul, South Korea, she received her first piano lesson from her aunt at age four. At ten she entered the School of Music at the Korea National University of Arts, and in 1997 she moved to the United States to begin studies at the pre-college division of The Juilliard School. After winning The Philadelphia Orchestra's Greenfield Student Competition, she performed Prokofiev's Third Piano Concerto with that orchestra at just 12 years old. She graduated from Juilliard with special honor as the recipient of the school's 2010 Arthur Rubinstein Prize, and in 2011 she won its 30th Annual William A. Petschek Piano Recital Award. A Steinway artist, Ms. Yang appears in the film In the Heart of Music, a documentary about the 2005 Cliburn Competition. Her first performance with the Philharmonic was during its 2006 tour of Asia led by Lorin Maazel; her most recent appearance was in 2008, again with Mr. Maazel. Mark Nuccio, Associate Principal Clarinet, joined the New York Philharmonic in 1999, having served in ensembles including the Pittsburgh Symphony Orchestra. An active solo and chamber musician, he has been the featured performer with several orchestras in the United States and on numerous occasions at the International Clarinet Association conventions. He made his New York recital debut at Carnegie Hall in 2001, and regularly gives recitals internationally. Mr. Nuccio performs chamber music at Colorado's Strings in the Mountain Music Festival and Bravo! Vail. He is featured on movie sound tracks, including Failure to Launch, The Last Holiday, The Rookie, The Score, Intolerable Cruelty, Alamo, Pooh's Heffalump Movie, Hitch, and The Manchurian Candidate, and in numerous television commercials. He also performed on the Late Show with David Letterman as well as on the 2003 Grammy Awards. Mr. Nuccio's first CD, Opening Night, featuring the clarinet quintets of Mozart and Brahms, was released in 2006. A Colorado native, Mark Nuccio holds a master's degree from Northwestern University, where he studied with the renowned pedagogue Robert Marcellus. He received his bachelor's degree from the University of Northern Colorado. Beyond his active performing schedule, Mr. Nuccio is committed to training the next generation of musicians. He currently serves on the faculty of the Manhattan School of Music in New York City; teaches master classes in the U.S. and abroad; and is a Rico advising artist and clinician as well as an artist/clinician for Buffet Crampon, and performs exclusively on Buffet clarinets. He last appeared as a soloist with the Philharmonic in June 2013 performing Copland's Clarinet Concerto, led by Music Director Alan Gilbert, during Gilbert's Playlist, four programs showcasing themes the Music Director has introduced during his tenure. The United States Marine Drum & Bugle Corps, known as "The Commandant's Own," was originally formed to augment the United States Marine Band in November 1934 to support local ceremonies at Marine Barracks Washington, D.C., and within the National Capitol Region. Over the course of several generations this original group of 28 Marines has blossomed to its current strength as a world-class military unit recognized for superior musical performance. Its history can be traced to the early days of the Marine Corps: 18th- and 19th-century military musicians, or "field musics," provided a means of passing commands to Marines in battle formations. In 1882 the Secretary of Navy ordered that the bugle should be the official form of communication, replacing the fife, which was considered obsolete. Since this historical directive, "The Commandant's Own" has been a part of the Marine Corps' and Americas' story. Along with playing daily bugle calls on Navy vessels and Marine Corps posts, the Drum & Bugle Corps' Marines has performed Honors at Arlington National Cemetery since the late 19th century when "Taps" was adopted as an official bugle call. During World War II the Drum Corps provided personal military escorts for President Franklin Delano Roosevelt as he traveled to his retreat in Warm Springs, Georgia. In 2006 the Commandant of the Marine Corps officially designated The United States Marine Drum & Bugle Corps as "The Commandant's Own" in 2006. Related LinksMilwaukee Symphony Orchestra to Feature Cellist Alisa Weilerstein, 9/19August 29, 2014Get to Know André Watts, Appearing in the Beethoven Festival with the A2SOAugust 27, 2014The Milwaukee Symphony Orchestra Opens the 2014-15 Classics Series with DON GIOVANNI, 9/13-16August 27, 2014Augustin Hadelich Returns to the Rhode Island Philharmonic Orchestra to Kick Off 70th Anniversary Season, 9/20August 25, 2014The Ann Arbor Symphony Orchestra Presents the BEETHOVEN FESTIVAL WITH ANDRE WATTS, 9/13August 14, 2014

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Learning by giving: SOC 1870A By Tonya RileyContributing Writer Friday, September 23, 2011 Tweet Receiving $15,000 for a college class might sound like a laughable dream, but in SOC 1870A: “Investing in Social Change,” a course offered by the Department of Sociology in conjunction with the Swearer Center for Public Service, that is exactly what happens. There is, of course, a catch — students do not keep the $15,000, but instead work in teams of five to award the money in grants to one or more community organizations. After reading about a philanthropy-based class at another school, Martin Granoff P’93 approached the Office of the Dean of the College about funding a similar class at the University. They brought the idea to Roger Nozaki MAT’89, director of the Swearer Center for Public Service and associate dean of the College for community and global engagement, who then approached Associate Professor of Sociology Ann Dill about co-teaching the class. The first section of the class was taught in the fall of 2008. Last fall, a second donor, Winston Himsworth ’62, began providing additional funding, increasing the capital for each team and the number of available seats in the class from 12 to 18. While both teaching assistants and professors guide students through the philanthropic process, the course requires a significant degree of student initiative and teamwork. The students must draw from multiple perspectives to move beyond philanthropic theory to actual practice, Nozaki said. “We were always joking about how this class puts you in the position of a philanthropist and how you might not ever get to the situation again, or it could be 50 years until you have that kind of money to give away,” said Addie Thompson ’12.5, a student in the class last year and a teaching assistant for the current section. “But you also learn how to be a microphilanthropist, how giving away five dollars here and there can still make a difference.” The course attracts students from diverse backgrounds, including sociology, biology, mathematics and anthropology, Nozaki said. “The group is 18 incredible people that are passionate about this, they know a lot about philanthropy,” Thompson said. “Or, they know nothing about it and just have this willingness and eagerness to learn.” This past year there were 34 applicants for the 18 spots. In addition to assigned readings, the class also features a number of speakers, a majority of whom are Brown alums who work for Rhode Island or Providence nonprofits. Both professors bring with them a unique philanthropic background. Before coming to Brown, Nozaki worked in executive positions for the GE Foundation and the Hitachi Foundation. Dill’s research and teaching focuses on nonprofits, non-government agencies and community welfare. She plans to teach social work in Croatia next year. Dill has also taught SOC 1540: “Human Needs and Social Services,” a course in which students evaluate grant recipients. “The interesting question with nonprofit work is when is a failure a failure. … If a project failed but still managed to help, say, 20 people, it’s difficult to define what success is,” said Tim Natividad ’12, who took both classes and is currently a teaching assistant for “Investing in Social Change.” While $15,000 may seem like a lot of money, such a high value is important — community programs must feel that potential grant money is large enough to apply, Dill said. “It’s been illuminating for me to go into these national-level conversations feeling that, on some level, our classroom conversations are ahead of these national leaders,” Nozaki said. “Everyone has had their life-changing or career-changing class at Brown,” Natividad said. “This was mine.”

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Rutgers School of Nursing–Camden to Offer Doctor of Nursing Practice Degree Program and Wound Ostomy Continence Graduate Certificate CAMDEN — The Rutgers School of Nursing–Camden is taking a significant step forward in advancing nursing education and practice in New Jersey by offering two new programs that will prepare nursing professionals to better meet increasing healthcare demands. The Rutgers University Board of Governors has approved a doctor of nursing practice (DNP) degree-granting program and the state’s first graduate certificate program in wound, ostomy, and continence nursing. The DNP program still requires the approval of the New Jersey Presidents’ Council. “These critical programs will prepare nurses to fill the growing need for expert clinicians who can provide comprehensive primary care for diverse populations with a wide range of healthcare needs,” says Joanne Robinson, dean of the Rutgers School of Nursing–Camden. “They will enhance healthcare throughout our region and allow Rutgers–Camden to continue to grow as a center for health sciences in New Jersey.” The DNP program is designed to educate clinicians for advanced practice leadership roles with an emphasis on primary care of adult and gerontological patients. Students enrolled in the program will have the unique opportunity to choose a clinical nursing practice specialty such as chronic illness, end-of-life care, mental health, oncology, palliative care, women’s health, and wound care. “We want our students to demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcomes,” says Patricia Suplee, an assistant professor of nursing at Rutgers–Camden. “Our graduates will be leaders in their communities and will be prepared to address major community health challenges such as improving access to care and evaluating health promotion and disease prevention programs for adult and gerontological populations.” By offering the 62-credit DNP degree, Rutgers–Camden’s nursing program will become one of the few in the nation to provide a seamless academic transition from pre-licensure to doctoral education. Furthermore, Rutgers–Camden will be the first in southern New Jersey to offer licensed registered nurses with an associate’s or bachelor’s degree direct admission into a DNP program, which will prepare nurses for national certification and licensure as an advanced practice nurse in adult-gerontology primary care. Rutgers–Camden plans to begin recruitment for its first class in spring 2014. The new wound, ostomy, and continence graduate certificate program also satisfies a critical need in the healthcare field. Beginning this fall, the 14-credit program is open to registered nurses with a bachelor’s degree and a minimum of one year of clinical nursing experience following licensure. Once certified, these nurses provide acute and rehabilitative care for patients with wound, ostomy, and continence care needs in multiple healthcare settings, including inpatient, outpatient, long-term, and home health care. “There is an enormous need right now for wound, ostomy, and continence nursing due to the aging population and chronic illness,” says Janice Beitz, a professor of nursing at Rutgers–Camden. “This is a leap forward in nursing education here and the hospitals in the region will really benefit from having an advanced certificate program in South Jersey. At the same time, it will bring quality students from all over the nation to Rutgers–Camden.” It is estimated that between 500,000 and 800,000 Americans are living with an ostomy due to gastrointestinal, genitourinary, and integumentary disorders. Requirements for the certificate include completion of two five-credit graduate level theory courses and a four-credit clinical practicum that includes a 160-hour clinical preceptorship. The graduate program prepares nurses to sit for the national certification exams in wound, ostomy, and continence nursing. Once achieved, the nurses may then serve as educators, researchers, and clinical resource experts to improve quality of life for affected patients. For more information on the Rutgers School of Nursing–Camden visit nursing.camden.rutgers.edu. Doctoral Research on Fruit Flies Seeks Answers to Cell Signaling Problems October 4, 2013 In a research lab on the Rutgers–Camden campus, Matt Niepielko reaches for a vial containing about 50 fruit flies and begins to observe them. The tiny species may seem insignificant — or annoying, if they’re floating around your kitchen — but in this room, each fly plays an important role in our understanding of genetics. Doctor of Nursing Practice Program Approved for Rutgers School of Nursing–Camden September 30, 2013 The New Jersey Presidents’ Council has approved a doctor of nursing practice (DNP) degree-granting program for the Rutgers School of Nursing–Camden. Courses will begin in summer 2014. Research Suggests Celebrity Endorsements Help Increase Charitable Donations from Public September 26, 2013 Nonprofit organizations seeking a boost in donations might want to pay close attention to box office numbers and Billboard charts during the upcoming season of giving. Management Scholar’s Research Tackles Hostile Work Environments September 18, 2013 Employees who would rather turn the other cheek than confront an abusive supervisor might be doing harm to their own work productivity, according to research by a Rutgers–Camden organizational behavior expert. Research Could Lead to Advances in Treatments for Neurological Disorders, Thyroid Diseases September 17, 2013 An innovative research project at Rutgers–Camden that combines computational and experimental science is uncovering information that could lead to advances in treatments for neurological disorders and thyroid diseases. Pages« first‹ previous…232425262728293031…next ›last » Back to Top

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Powdermill Nature Reserve Education Programs & Exhibitions SIGN UP FOR POWDERMILL eNEWS Follow Us On Powdermill Nature Reserve John Wenzel, Director [email protected] Nature Reserve1847 Route 381Rector, PA 15677 John Wenzel comes to Carnegie Museum of Natural History from his position as Professor in the Department of Evolution, Ecology, and Organismal Biology at The Ohio State University (OSU). Previously, Wenzel served as Director of the OSU Museum of Biological Diversity, managing a faculty of 10 biologists and their students as well as 63,000 square feet of biological collections.As director, Wenzel is defining Powdermill’s role within Carnegie Museum of Natural History’s high-level research balanced with broad-based education and outreach. Wenzel is incorporating conversations about topics surrounding biodiversity and ecosystems—such as habitat loss, climate change, and threatened species—into the museum’s worldwide effort to address these issues. Wenzel is committed to bringing the public into this process to advance understanding and to serve as participants in science.John Wenzel began studying insects at the age of 19, working in Panama as a field assistant to the legendary biologist Edward O. Wilson. He went on to study entomology at Harvard and to receive his PhD from the prestigious entomology department at University of Kansas. Since then Wenzel has held positions at the University of Georgia, the National Museum of Natural History in Paris, France, and at the American Museum of Natural History, New York, joining OSU in 1994. As a researcher, John Wenzel has studied social insects such as ants, bees, and wasps, and was a pioneer in the use of behavioral characteristics as a basis for understanding evolutionary relationships. He has served as President or Chair of the Entomological Society of America (section on Systematics and Evolution), The Willi Hennig Society, and the North American Section of the International Society for the Study of Social Insects. Wenzel also frequently serves on review panels at National Science Foundation, as a consultant to universities in the United States and abroad, and as an editorial reviewer for professional journals. His research findings have appeared in such journals as Molecular Biology and Evolution, Cladistics, Behavioral Ecology, and Annual Review of Ecology and Systematics, and he has contributed to texts including Chemistry and Biology of Social Insects, Social Insects and the Environment, Social Biology of Wasps, and Phylogenetics in Ecology.Equal to his track record in research, however, is Wenzel’s reputation for his long-standing devotion to creating science programming for a broad spectrum of audiences. He was a catalyst and organizer of events such as the annual Insect Fair at the Columbus Zoo, and he launched many programs that bring OSU biology educators into Ohio public schools. He has been featured in educational films and television programs on National Geographic TV. In addition, Wenzel has always insisted on teaching introductory biology survey courses, a practice he lobbies others to emulate in his publications and presentations. “It’s important that our peers—our politicians and community leaders, neighbors and fellow voters, and of course our children—have a foundation of scientific literacy,” says Wenzel. “Most people don’t often end up in our entomology doctoral programs. But they do come to Carnegie Museum of Natural History. And this museum can help to ensure that the next presidents, school board members, philanthropists, and regular voters are engaged in scientific curiosity and share our understanding of nature and its wonders.” Return to John Wenzel's staff page SIGN UP FOR OUR NEWSLETTER

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