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Center for Biographical Research Presents "Biography Hawaii: Ruth Ke'elikolani"University of Hawaiʻi at MānoaContact:Craig Howes, (808) 956-3774Center for Biographical ResearchPosted: Jun 1, 2004Biography Hawaiʻi: "Ruth Keʻelikōlani"Public ScreeningThursday, June 37:30 — 9:00 p.m. Art Auditorium, University of Hawaiʻi at MānoaBroadcast Times on PBS HawaiiWednesday, June 9 8:00 P.M. English version8:30 P.M. Hawaiian versionSaturday, June 128:00 P.M. English version8:30 P.M. Hawaiian versionA formidable presence in 19th-century Hawaiʻi, Princess Ruth Keʻelikōlani refused to speak English, practice Christianity, or leave the Hawaiian Islands. Though her life was darkened by the deaths of her children and her beloved first husband, she was a popular and strong force who resisted the kingdom‘s drift toward annexation. Her personal appeals to the goddess Pele were said to have stopped a lava flow that threatened to destroy Hilo. During her lifetime Ruth Keʻelikōlani inherited and managed vast land holdings throughout the islands. These were the lands she bequeathed to Bernice Pauahi Bishop. Today, they form a substantial portion of the properties administered by Kamehameha Schools.Biography Hawaiʻi: Ruth Keʻelikōlani explores the life and the legacy of this remarkable woman, whose sense of her personal responsibilities and of her own culture guided her through some of the most transforming political and cultural events of the 19th century in Hawaiʻi.clearly of her own time, and of ours."There were powerful women in Hawaiian history," remarks Political Science and Hawaiian Language Professor Noenoe Silva, "And I don‘t think we can know ourselves, really, until we know about them, until we understand."Keʻelikōlani was one of these women."She very much maintained a respect for the old, while she considered the new," comments Professor of Hawaiian Language Puakea Nogelmeier.Kalena Silva, Director of Hawaiian Studies at the University of Hawaiʻi at Hilo, adds that Hawaiians today draw inspiration from Keʻelikōlani because "she was stubborn in her belief that Hawaiian culture and language and its perspective on the world was valuable," giving Hawaiians "hope for our own future as Hawaiian people."The documentary includes footage of Huliheʻe Palace and other Big Island locations, and also features 19th century chants referring to Keʻelikōlani. The musical soundtrack highlights the compositions of William Pitt Leleiohoku, Keʻelikōlani‘s adopted son, and the brother and heir apparent of David Kalākaua.In keeping with Keʻelikōlani‘s own devotion to Hawaiian language and culture, this half-hour documentary has been prepared in two versions—English and Hawaiian. A pre-broadcast screening of both versions will be held on Thursday, June 3 at 7:30 p.m. in the Art Auditorium of the University of Hawaiʻi at Mānoa campus. Admission is free.The two versions will be broadcast back-to-back. In either language, the result is a fascinating brief portrait of a compelling figure who many people recognize, but few people know.Biography Hawaiʻi: "Ruth Ke‘elikōlani" is a production of PBS Hawaii, in affiliation with the Center for Biographical Research, University of Hawaiʻi at Mānoa. Executive producers are Joy Chong-Stannard (Director / Editor), Victoria Nalani Kneubuhl (Writer) and Craig Howes (Series Scholar). Kaʻupena Wong is the English language version narrator, and Kuʻuipo Kumukahi is the Hawaiian language version narrator. Tammy Hailiʻopua Baker provides the voice of Bernice Pauahi Bishop, and Kaliko Baker provides the voices of Oliver Stillman.The series Biography Hawaiʻi tells the stories of noted figures of the past, and evaluates their significance in influencing the life of Hawaiʻi today. Two very successful hour-long documentaries on kumu hula Maiki Aiu Lake, and on labor and civil rights attorney Harriet Bouslog, have already been broadcast on PBS Hawaii. Use of this site implies consent with our Usage Policy

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The Monastery Photo Gallery Contact us Orthodox Links Suggested topics Audio files Theofano, the Hellene regent of GermanyThe dream of Otto I - the German Duke of Saxony and king of Germany and Italy (912-973) ... (21/10/2016) The Role of the Bishop of Rome in the communion of the Churches in the First Millenium Protopresbyter Fr. Anastasios Gotsopoulos (4/9/16) If a Priest does not live propeply will the one he baptized be harmed?Saint Isidore of Pelousion Mountain... (13/8/2016) The Jesus Prayer and its application - Book PresentationThe new book titled «The Jesus Prayer and its application» (16/7/2016) A brief life of Saint Paisios(15/7/16) Resolutions of the 24th Pan-Orthodox Conference of authorized Churches on matters of Heresies and Para-religion.(11/7/16) Greekorthodoxbooks.com - new entries Plane Going Down! Home page \ Topics \ Plane Going Down! This is a true account of events as described by a passenger aboard a plane, returning from the Holy Land on August 29, 2003 It was dawn on Friday, August 29, 2003. We were sad to be leaving Jerusalem. We were on our way to Tel Aviv and from there, to Athens. We had a magnificent time. The previous day we had celebrated the Dormition of our Lady at the site of her tomb, since this feast is celebrated in Jerusalem on the 28th of August, that is, 13 days later than the date celebrated in Greece. We had a unique experience. The feast was rich and splendid for everyone. Late in the afternoon we packed our bags and took part in the all night vigil at the Holy Sepulcher. Immediately afterwards we boarded the bus which was waiting for us just outside the old city. The weather was good, the sky starlit and in the silence we delighted in the city all lit up. We fixed our gaze on the city’s walls, embracing all the holy sites with our mind, holding them tight within our hearts. An almost invisible smile gave way to our fatigue, but also to our deep gratefulness towards God for everything we had experienced. Our thankfulness was so great that it was not shaken by the long wait, or even by the Israelis’ exhausting security control at the airport. When we eventually boarded the plane – if I remember correctly, it was a twin engine Airbus – I noticed that its lights were flickering the whole time. I thought that some wire was not making contact properly and I sank into my seat. When the plane starting taxiing, the electrical problems became more apparent, as the characteristic sound of small, multiple short-circuits could be heard. I didn’t think much of it. The lights went out, we took off, and when they turned back on the problem was less noticeable. I was sitting with my mother on the left side of the aircraft, in front of the wing, and my friends and acquaintances were sitting close by. About twenty minutes later we heard a loud noise and the aircraft started shaking and moving back and forth. The pilot told us in Hebrew, and then in English, to remain seated and fasten our seat belts. The stewardesses did the same. At the beginning, we didn’t pay much attention, until I looked at the wing and saw the engine on fire and spitting out burning pieces of metal! After a reassuring word, I showed it to my mother and my other friends. We had all traveled by plane many times before, but it was the first time we had seen a flaming engine. We tensed up somewhat but we tried not to show our worry, remaining silent. As I learnt afterwards, some of us were inwardly praying the Jesus prayer. A few minutes later the pilot confirmed that we had lost the left engine and that he was going try to make it to Eleftherios Venizelos airport in Athens, using the other engine. Less than twenty minutes later we heard a noise not as loud from the right side of the plane and felt the same strong vibrations, mixed with turbulence. Some people, sitting in front of the right wing shouted, “The engine is on fire!” The atmosphere in the plane which was mostly calm, and rather pleasant, up to then turned into panic. The aircraft was quickly and steadily losing altitude, and there was a loud whistling sound that I later recalled hearing in films when planes dropped bombs. The stewardesses, who had just started offering refreshments, rushed to secure the trolleys in their proper places and then sat down quickly and fastened their seat belts and put their heads on their knees. Several people with heart problems and some of the elderly were taking their pills two at a time. Spouses were making public confessions as to when and where and with whom they had committed adultery and were asking for forgiveness. Older people were asking for forgiveness from their children because they had not included them in their wills and forgiveness was being granted. And the latter were apologizing for past inappropriate behavior. Friends were revealing that they had lied in certain situations and had slandered each other. The plane started leaning to one side and we realized that the pilot was trying to turn back to Tel Aviv or go to Cyprus. A little while later a stewardess got up and quickly went over to secure some things that were falling. I stopped her and asked her what exactly was happening. The pleasant young woman who had previously been smiling had turned pale white and lost her voice; her expression had turned to fear. I asked her if we had lost both engines and she nodded. “And what are we going to do now?” I asked. She stopped looking at me and became distant, as if she were looking far away. She shook her head back and forth and shrugged her shoulders as if indifferent, as though everything was over and she started to walk away. I held her by the hand tightly, shouting, “We’re falling?” She just shook her head repeatedly, unable to say a word. Then she ran to buckle up in her seat again, holding her head tightly to her knees. We all took a deep breath and tried as calmly as possible to realize what was happening. The veil of gloom was torn by the loud voice of a monk. “Don’t be afraid, my brothers, let us pray. God will not abandon us!” The priests put on their petrachilia (stoles) and started reading prayers, other faithful were saying the Jesus prayer quietly, and the rest divided themselves into two groups (one for each side of the plane), one reading the Paraklesis to the Theotokos, and the other the Akathist. We placed our hopes in God and felt a lot better. Non-Christian passengers, a lot more scared than us, thought we were singing and that we had gone crazy. However, this comforting boost was suddenly interrupted a little later, when the the captain made an announcement in a terrified voice: “As you have already realized we lost the second engine a little while ago. We have emptied our fuel tanks and will try to return to Ben Gurion Airport (the airport in Tel Aviv) but...” He had a lump in his throat and suddenly stopped speaking. At that moment we froze. It is one thing to presume something awful is about to happen and another to have it officially confirmed for you. After the first tense moment, we all continued our prayers from where we had left off - some with the Jesus Prayer, some with the Paraklesis, and others with the Akathist. It made an impression on me that people who had previously seemed not to believe, were praying wholeheartedly. I tried to act calm, to the point of being accused of insensitivity. Hoping to give courage to some who were crying, I explained calmly, “We will all die one day. This cannot be changed. What is important therefore? How many years we will live and how we will live them. We all want to live many years, but if God has decided that we die today, this cannot be changed either. Besides, whatever can be done within our power to be saved, we do it. So, if we take it for granted that today we will be called to make an account for our lives, what should it matter to us? What state our soul is in. Now you would say, ‘I’m not in good shape at all, but if I had more time I would repent!’ But this way of thinking isn’t relevant now – though probably a pious desire – because as we said, we’re presuming that we’re leaving today. So, what is there for us to do? To pray sincerely and genuinely ask for the forgiveness of our sins. But we must also place our hope in God. Why? Because, God through His infinite love for us, would never permit something to happen to us towards the detriment of our souls. That is, that if He decides to take us today, then He will take us at our best. Most of us just confessed and received Holy Communion yesterday at the feast of the Virgin Mary; so we’re as ready as we can be; imagine leaving being totally unprepared? Those of us who came here did not come as tourists, but pilgrims. Do you think the Lord and the Theotokos, whose feast we went to, would abandon us?” The turbulence continued strong once again. We were flying low; the islands could be made out and farther away, the mainland. Then suddenly, the same monastic who had urged us to pray – I do not know if he was a monk or a hieromonk, I just remember his skinny figure, the happiness in his face, and his long beard – got up and said in a loud voice, full of conviction and with tears in his eyes, “My children, please believe me. I can see our Lady, huge, standing in front of us, and holding the plane by its belly!!!. We’re going to be saved! We’re going to be saved!” And weeping he said: “Let us pray so as to thank her!” Then we all took heart and started chanting the Paraklesis, louder this time, joyfully chanting the Paraklesis. Even the stewardesses could tell by our body language that something good was happening and they too took courage, looking at us curiously. Soon, we could clearly see the buildings in Tel Aviv, since we were already flying very low. There were already a few moments left. Thoughts of doubt started to enter my head: “I wonder if the landing is going to take place on land, or are we going to fall into the the sea?” I tried to chase them away with prayer: “I believe Lord, help my unbelief. May Your will be done. Most holy Theotokos save us.” Shortly after we could see the airport. The runaway was covered in white foam and there were many ambulances already standing by. No other plane was in sight; they had obviously given us priority to land. We seemed to be descending very quickly compared with other times. There were only a few meters left between us and the ground. When the plane touched down it miraculously stopped after 50 meters, without any of us being moved from our seats, not even a little. There were no engines left so as to put them in reverse to help us brake, and the brakes from the wheels would have been extremely abrupt (quite dangerous actually), so as to stop in only 50 meters, and even so we would have all been thrown forward due to inertia! (Even in a car, when one breaks suddenly at a low speed, his body moves forward.) Nothing like that happened. The plane did not stop according to the laws of physics, but as if it was placed softly on the ground! Full of relief, we all started giving thanks: “Glory to You, Lord,” “Thank you Panagia,” “May Your name be blessed, Lord.” Only the stewardesses began having panic attacks. For at least five minutes, one of them would open a yogurt, eat one spoonful, throw it away and then take another. Another one was constantly opening and closing the metal drawers. And still another was trembling and chattering her teeth. A little while later we got off the plane, accompanied by police, doctors and nurses and went to one of the waiting rooms, where they tried to revive some who had fainted and offered the rest of us refreshments. Our mouths were dry from the suspense, but none of us cared! We were alive, that’s all that mattered! A little while later another airplane came to take us to Athens, where we arrived safely. Of course, there were reporters and cameras waiting for us. An anxious friend of mine called me to see if I was alright, because he had seen a clip on one of the big channel’s morning news about our flight, but after the big event it was hushed up carefully. The next few days went by like this. I saw every little thing as a creation of God, I loved it and was amazed at it. I had stopped getting angry and devoting myself to things of secondary importance. I was trying to respond to God’s love with charitable behavior – not judge, and help others when I could. Unfortunately, after about a week I got back into my daily routine. I am embarrassed to say it, but I didn’t manage to keep within me that newfound peace, prayer, gratitude, and love. That event completely made me look at things a little differently, to try and get out of the shell of my egocentrism and our absurd way of thinking, which puts everything in little boxes and tries to explain it all with laws and rules. Fear of one’s end accelerates the awareness of one’s mistakes. The gratefulness that one feels towards the infinite love of God softens his heart, it melts him, through God it makes him love his brothers, creation and at the same time fear that he has perhaps saddened God with some deed and lose what his heart has had a taste of, that gift of love that his soul was created to seek - its union with God. (I decided to write about this unique experience at the instigation of a dear friend, as a testament to the glory of God, and as a spiritual help for my brothers. Please forgive the personal tone of the account. I merely wished to describe my feelings and the events exactly as we had experienced them. Thank you for your understanding.) Source (Greek): EROA JOURNAL OF THE CENTER FOR UNITY AND RESEARCHOF THE PROMOTION OF OUR VALUES"VOLUME 1Our visitors also read the following:Pictures of the Church of the ResurrectionThe Church of the Resurrection. The shrine of shrines. The most sanctified place on earth and truly the centre of the earth.Gesthemane - PicturesGesthemane. The place where the holy shrine of the Theotokos is built. Enter your e-mail: Subscribe to Holy Monastery of Pantokrator Saturday, 10 December 2016 Ερμογένους, Ευγράφου, Θωμά μάρτυρος. The views and opinions expressed in the signed articles are those of the respective author(s). The material on this website may be used, distributed and/or reproduced for non-commercial reasons, provided that the original meaning is preserved - not using excerpts that may alter meaning - with the basic condition that the source www.impantokratoros.gr is referenced. The Monastery :: Photo Gallery :: Orthodoxy :: Topics :: Holy Land :: Video files :: Orthodox Links :: Audio files :: Login Forgotten password RSS active³ 5.0 · © 2000 - 2015 IPS Ltd · Disclaimer

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Arts & Entertainment Biography Business Education & Professional History Languages Literature Philosophy Politics Religion & Spirituality Science Self Development Social Sciences Sports & Hobbies Technology Travel Catalog THE MONTH POST Audio and Video Learning Audio Book Deals Audio Learning Best Audio Books Free Learning Free Talks Inspirational Speeches Motivational Talks Video Learning Audiobooker OnlineSchools.com Blog Classic Christian Audio from Hovel Audio We recently added to our Downloads section over 60 titles from Hovel Audio, which is an excellent publisher of classic Christian audio books. Here's the publisher page we created for them: http://www.learnoutloud.com/hovel From them you'll find classics like The Confessions of St. Augustine and Orthodoxy by G.K. Chesterton, as well as thoughtful audio books from contemporary Christian authors like Eugene H. Peterson and Dallas Willard. They also do some classic fiction by Tolstoy, Dostoevsky, John Bunyan, and others. They've been generous enough to currently offer two of their titles in our free directory, Tolstoy On Death: The Death of Ivan Ilyich & Master Man and The Practice of the Presence of God. I speak from listening experience when I say their production is stellar. I'm currently half way through listening to their edition of The Brothers Karamazov and in all honesty it's one of the best audio books I've ever listened to. Narrator Simon Vance provides a distinct voice for each character and he really brings the text to life. Their other narrators are industry professionals like Dan Cashman, Grover Gardner, Lloyd James, and many other superb narrators. Also check out their expanded site Christianaudio.com which features their titles as well as other Christian audio books by many publishers. This site lets you save on audio books in all formats when you subscribe to their Thoughtful Listener plans. Posted by LearnOutLoud Boy, a couple of weeks on the road and I'm out of the blog habit. Lots going on our end though so make sure to sign up for our newsletter if you haven't already. Our next update will be going out early next week (plus a brand new free audiobook is on the way soon!). In the meantime, just a few things in the audio world I thought I'd point you too: 1. Dr. Daniel Amen - Recently listened to a presentation that he gave and was fascinated by what's happening in the world of brain science. It is really remarakable that although we have sophisticated technique to scan other body parts until just recently we haven't had anything to scan our more important body part (the brain). By the way, we have a number of Dr. Amen's titles available here. 2. Red Business - I had a chance to meet the people behind this at last week's Audio Publisher's Conference. I really like what they're doing and they've done some cool interviews with a number of big names (e.g., Tom Peters). Plus they recently put a title on TeachOutLoud! 3. Moneyball - I had a chance to listen to about half of Moneyball on the trip out to D.C. Very enjoyable! I've always liked Lewis' writing and if you're a baseball fan you're in for a treat with this one. 4. Pema Chodron - I've started listening to Pema Chodron and have been getting a lot out of it. I think there's a tremendous amount of benefit to be gained from merging the best wisdom from the Eastern and Western religious and spiritual traditions. Pema's treaching can providing the Eastern component of that equation. So much more to say but I'll leave it at that for now. More to come soon! Posted by | Permalink LearnOutLoud in the New York Times We got a cool mention in the New York Times Travel section today in an article entitled "New Audio Books Pack a Lot More Prose." Here's the link but you'll have to register to read it. It's actually a cool article in that it talks about digital rights management and mentions LearnOutLoud as one of the only companies selling DRM-free content. Here's a bit from the article: For travelers who are interested in self improvement or concerned about proprietary formats, the portal LearnOutLoud offers MP3-based audio content at www.learnoutloud.com. MP3 is a common file format for digital music and audio files. "LearnOutLoud focuses on the educational market — not K-12, but adult, life-long learners," said Jon Bischke, its founder and chief executive. While you won't find blockbusters like the Harry Potter books there, LearnOutLoud offers something that few other sites offer — downloads in MP3 format, making it easy to copy the files to just about any device (May's free download is "The Autobiography of Benjamin Franklin"). We're getting the vibe from a lot of people that they're getting more and more interested in getting their content on MP3. One of the reasons for this is that people don't know what kind of device they may want to listen to audiobooks on in the future and worry that if they purchase a book in a proprietary format it might not be compatible. For instance, let's say you get a new phone a year from now that plays MP3s. If you buy audiobooks from other companies you might not be able to play them. Anyway, it was a great article and hopefully will bring a few more people to our site. Why Isn't This Being Podcasted? So I have the privilege of taking an awesome class right now through the UCLA Producers Program that is being taught by Peter Guber (Host of Sunday Morning Shootout among other things). It's quite possibly the best graduate-level course I've ever been to. Last night our guest was Lloyd Braun, the head of media at Yahoo! We've had Mark Burnett (creator of Survivor and The Apprentice), Scott Sassa (CEO at Friendster) and a number of other interesting guests. And the class is only half over... Anyway, when I go to classes like these I can't help but be a little frustrated that the only people who get to experience this are the 100 or so people in the classroom with me. I would love (love love love!) to see stuff like this podcasted. I know it's starting to happen (a podcast like Entrepreneurial Thought Leaders is an example) but in my opinion it isn't fast enough. We need to get this knowledge out there into the hands of as many people that want it as quickly as possible. We need to podcast conferences like TED and PUSH (which I'm going to next month) and GEL (which my buddy Kareem just wrote an excellent blog post about). We need to podcast more courses and lectures (especially the ones with cutting-edge ideas that can push the world forward). We need to have more people contribute their thoughts to the mix and share their wisdom with the world (which is essentially why we launched TeachOutLoud). We need to realize that ideas will change the world, especially to the extent that we can spread them as far and wide as possible. That's our goal here. To change the world through meaningful media. We've come a long way in the last five years and no doubt will make a tremendous amount of progress in the next five. Nevertheless, I'm pretty impatient these days. :) Lessons Learned with Ben Franklin While working on the Autobiography of Benjamin Franklin over the past few weeks, I was given a great chance to access Franklin's life, his time, and most of all his wisdom. In the memoir his code of ethics can be expressed in many ways. In one section he stresses how learning forms the crux of personal excellence, in another he systematically endevours to rid himself of the daily habits that impede virtue. Any one section of the book can be listened to on its own and it would be enough to chew on for several months if not a year. Here are a few aspects of Franklin's life that I found the most compelling. Morality: Franklin was not conventionally religious: He spurned the clergy's attempts to save his soul, and he rarely attended church. Nevertheless, he did come to form his own set of beliefs based on divine principles. He codified these beliefs at one point into a series of maxims he then tried to adhere to for the rest of his life. For instance, during a period of several weeks he spoke nary an unkind word about anyone in his circle in order that he not become known as a badmouther. By taking a strategic approach to personal character, Franklin experimented with the whole concept of "good" human conduct. While he himself admitted the results over a lifetime were mixed, he still found a way to identify his personal deficiencies and objectively improve upon them. Reading and Writing: When you think you've hit a wall in your options, there's always the option of reading more about your options in order to broaden your understanding of your options. Does that make sense? Let me put it another way, Benjamin Franklin read not just for pleasure, he read to gain a better grasp on the way the world functions and how he might best be used within it. Reading for him was a way to map the world more efficiently. He made time for reading within his daily work schedule, and at many points in the book one can see he derived extreme pleasure from his books. He was also a beloved writer, and this aspect of his many talents had a profound influence on early colonial life. His poor Richard's Almanac, newspaper editorials and self-published essays held major sway on public opinion and undoubtedly helped plot the direction of the colonial mind. It would be foolish to think he didn't sow the seeds of revolution; his writing extolled independent thought and action at all costs. What's more American than that? Be Curious: Every waking moment can move you forward, even when it seems like leisure. Franklin was the very definition of a rennaissance man. If he wasn't creating the first library, he was thinking of a way to put fires out or harnessing the electrical properties of lightning. All of these great discoveries were made by a man that followed through on every interest he had to the nth degree. Franklin was always searching to illuminate the dark corners of his personal experience. His world was marked by a constant need to know more and to push the boundaries of convention. Throughout the book, Franklin speaks of his activities as if they didn't present an obstacle and everything he didn't know was simply something he would know if he simply took the time to study it. That's just a bit of what I've gleaned after thinking about it here for a few minutes. There's much more to discuss here and nothing written here can encapsulate what Franklin was able to accomplish in his lifetime. He was gifted with an amazing intellect to be sure, but he was also equally blessed by his access to learning materials (even he would admit he would have gone nowhere if he hadn't educated himself throughout his life). In the end, it constantly amazes me how era-defining historical periods produce the perfect people to lead the way. If we didn't have men like Franklin, Washington and Jefferson during the revolution, I don't know how history would have gone. The same can be said for how Lincoln appeared during the Civil War or how leaders like FDR and Churchill emerged to save the world during World War II. I hope you enjoy Franklins account of his story and are inspired by his example as well. If anything, the model he provides for living is very, very doable. WIE Unbound and the Webby Awards It's been a while since I've blogged about WIE Unbound, the audio and video service from the good people over at What is Enlightenment? magazine. It's a great service that features interviews with leading thinkers like Deepak Chopra, Andrew Cohen (whose new Meditation title is available for download from LearnOutLoud here), Jon Kabat-Zinn and many others. $10 a month gets you the whole kit and kaboodle. Definitely a great investment. I also wanted to encourage fans of What is Enlightment? to vote for them in the upcoming Webby Awards. They're up for a Webby for best Religion and Spirituality web site. Here's the link where you can give them your vote: http://www.wie.org/home04i/offsite.asp?oid=webby Kudos to Laura and the rest of the gang over at WIE for producing a ton of compelling audio and video content for your learning out loud pleasure. Update: Since this blog we've added a number of What is Enlightment? audio programs (now called EnlightenmentNext) EnlightenmentNext Audio Downloads Napoleon Hill Audio Books on Digital Download LearnOutLoud.com is proud to be the first retailer to offer Napoleon Hill's audio books on digital download including the all-time self-help classic "Think & Grow Rich". These 15 titles are published by Highroads Media which we've created a publisher page for: http://www.learnoutloud.com/highroads And we also feature an author page on Napoleon Hill: http://www.learnoutloud.com/napoleonhill Commissioned by Andrew Carnegie, Napoleon Hill spent 20 years interviewing over 500 millionaires and his books feature the collected knowledge he gathered on how to attain success in business and in life. From his monumental 4 volume set "The Law of Success" to over 12 hours of rare recordings of Napoleon Hill lectures in "Your Right to Be Rich", you can learn from one of the most important self-help and wealth-building authors of all time. Posted by LearnOutLoud Complete Noam Chomsky Audio & Video Resource With the recent release of Chomsky's latest audio book Failed States, we decided it was time to put together the ultimate audio and video resource on this linguist and political activist: www.learnoutloud.com/chomsky Chomsky has written dozens of books but only his most recent, Failed States and Hegemony and Survival, have been made into audio books. Another recent release called Imperial Ambitions contains over 5 hours of interviews of Chomsky conducted by radio journalist David Barsamian since 9/11. In the last few decades Chomsky has also delivered 100s of lectures, speeches, and interviews that have been captured on audio and video, many of which are available for free. We've featured the majority of Chomsky's free audio & video programs here along with some that are on sale on CD and digital download. The most complete listing of Chomsky audio and video can be found at Chomsky.info Audio N' Video which includes all of his appearances on Democracy Now as well as other radio programs. So check out all the audio & video resources from one of the most prolific and renowned intellectuals of our time. Posted by LearnOutLoud Developed & Maintained by Ecotech and PRO IT Service

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www.manythings.org/voa/words State Nicknames, Part 3 Download MP3 (Right-click or option-click the link.)Now, the VOA Special English program WORDS AND THEIR STORIES.Today, we tell about more interesting nicknames of American states.The mid-Atlantic state of Maryland is called the Free State. A Baltimore newspaper first called it that during the nineteen twenties when the manufacture and sale of alcohol were banned for a time. Maryland said it wanted to be free from this prohibition.Mississippi is the Magnolia State. It is named for a tree with big, beautiful white flowers that grows in that hot, southern state.The midwestern state of Missouri is called the Show Me State. The people of that frontier state were once famous for not believing everything people told them.If you visit the western mountain and plains state of Montana you will know why it is known as Big Sky Country.Nebraska is the only state to have a nickname that honors sports teams! The state university's athletic teams are nicknamed Cornhuskers in recognition of one of the area's chief crops. The state borrowed the Cornhusker nickname from the university.The western desert state of Nevada is called the Silver State. It was once home to many silver mines and towns that grew up around them. Today, most of them are empty "ghost towns."New Hampshire, in the northeast area called New England, is the Granite State because of that colorful rock.New Jersey is between the big cities of New York, New York and Philadelphia, Pennsylvania. It got its nickname, the Garden State, because New Jersey truck farms once provided vegetables to those big cities.New York, which always thinks big, was called the Empire State because of its natural wealth. The most famous Manhattan skyscraper got its name from the state. It is, of course, the Empire State Building.If you get a chance to see a red sunset over the Sangre de Cristo Mountains of New Mexico, you will know why that southwestern state is called the Land of Enchantment.North and South Carolina were one colony until seventeen twenty-nine. South Carolina's nickname is the easier of the two: It is the Palmetto State because of a fan-leafed palm tree that grows there. North Carolina is the Tar Heel State. That is because many of the men who worked to gather substances from trees wore no shoes. They would make turpentine from tar and get the black, sticky tar on the heels of their feet.Next week, we will finish telling about the colorful nicknames of American states.This VOA Special English program was written by Ted Landphair. I'm Barbara Klein. You can find more WORDS AND THEIR STORIES at voaspecialenglish.com. This page is part of Words and Their Stories which is part of Interesting Things for ESL Students.Source: State Nicknames, Part 3TEXT = http://www.voanews.com/specialenglish/archive/2009-08/2009-08-15-voa1.cfm?renderforprint=1MP3 = http://www.voanews.com/mediaassets/specialenglish/2009_08/audio/Mp3/se-ws-state-nicknames-part-three-16-aug-09_0.Mp3

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The Readers’ Writers: Educator, author and professor Siegfried Engelmann “Teach Your Child to Read in 100 Easy Lessons” is the current No. 2 bestselling nonfiction book on Amazon.com. The book was published in 1986. No. That’s not a typo. 1986. My immediate question was ‘why’ this book continues to sell more than any other written on the same or similar subject. The authors are Siegfried Engelmann, Phyllis Haddox and Elaine Bruner.Hundreds of reviews from parents point to one basic attribute: simplicity. In other words, the book is easy not just to use, but to understand the techniques and their importance. Beneath the surface is a clear cut guide to implementation and use. All a parent has to do is follow the steps in order to reap the benefits. Simple. The research and methodology utilized to create this book – not so simple by any stretch of the imagination.In the 1960s, Professor Engelmann and the late Wesley C. Becker developed Direct Instruction, an instructional method focused on systematic curriculum design and skillful implementation of prescribed behavioral script. Basically, that means teaching students from a prepared lesson plan the instructor follows to the letter. Needless to say, but I will anyway, much debate arose and continues today. What cannot be debated is the worldwide use (including by some home schoolers) of Direct Instruction and the program’s effectiveness to students with learning difficulties (cite: Marchand-Martella, & Martella (2002) An Overview and Research Summary of Peer-Delivered Corrective Reading. The Behavior Analyst Today, 3 (2), 214 -235).Over the years Professor Engelmann has either written or co-authored many books on education, including “Preventing Failure in the Primary Grades,” “War Against the Schools’ Academic Child Abuse,” “Give Your Child a Superior Mind,” and the release on Dec 17, 2012 of “Inferred Functions of Performance and Learning” co-authored by Donald Steely.What is blatantly clear is Professor Engelmann’s devotion and passion for educating those destined to inherit the world we leave them. He also happens to be a very nice man who hosts an annual Zignic – a gathering loaded with food and fellowship.http://www.zigsite.com/Q. Professor Engelmann, were you surprised by the long-term parental interest in “Teach Your Child to Read in 100 Easy Lessons”?A. Confused more than surprised. A school version of the same sequence that appears in “Teach Your Child” has been on the educational market since 1968.In contrast to “Teach Your Child” — which has 700 positive reviews on Amazon — the school version (Reading Mastery) is not popular, even though it has more experimental evidence of effectiveness than all the other reading programs combined.Q. What do you believe is the greatest hindrance to verbal communication in our society?A. The limitation of choices. Issues are shaped by the press and groups that have an interest in conveying particular messages and prejudices. It’s not practical for one to address many central issues because discussions don’t reveal the technical nature of the issues. Discussions of the schools, for instance, rarely identify differences between what the schools are actually doing compared to the rhetoric about what they doing. This perspective makes it very hard to solve problems that are quite soluble.Q. There is a current tendency to place all blame for a child’s lack of education and/or classroom discipline on the shoulders of the teachers, and none in the home. How do we change that, or can we?A. Actually, blame for failure almost always is directed to the children. In the 1980s, Galen Alessi analyzed hundreds of referrals of children for being placed in special classes. He did not find one referral based on poor instruction or poor teaching. The number one cause identified by the school psychologists was the student; number two were the parents and the home. In fact, I’ve never seen a child who performed in the normal range of intelligence and could not be taught to read in a timely manner, but the same priorities that Alessi described are with us today. Alessi, G (1988). Diagnosis diagnosed: A systemic reaction. Professional school Psychology, 3, 145-151.Q. Due to the number of books you have written on education, which one would you recommend a parent read first?A. The book “Teaching Needy Kids In Our Backward System” provides illustrations and evidence about why school districts are failing and how they would have to change to meet performance standards that are achievable. I think the book presents vignettes that truly characterize why the schools are backward and will continue to be backward until schools become accountable for egregious student failure.Q. Any parting comments for those not familiar with your work or books?A. Nobody is to blame for the pathetic state of current instruction, but we have to start looking at what is possible within the constraints of school budgets and draw up rules and regulations that assure schools are doing what they need to do to guarantee teacher success, and therefore student success. We can’t continue to accept students in middle school not being able to perform basic math operations or not being able to read simple texts accurately. See my website Zigsite.com for videos and articles that suggest what can be done.DA Kentner is the author of the award-winning novel “Whistle Pass.” http://whistlepass.blogspot.com/

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http://www.mrt.com/news/article/School-planning-committee-firms-up-goals-for-7485651.php School planning committee firms up goals for future Ruth CampbellStaff Writer Published 6:00 pm, Monday, November 17, 2008 Filling in answers to some questions and reviewing possibilities for going to a middle and high school concept for Midland Independent School District were among topics discussed by the Strategic Community Planning Committee Tuesday at the district administration building. The committee has been talking about a 10-year plan and 20-year vision for MISD and will make their recommendation to the board in 2009. Various planning scenarios have been reviewed, but the earliest a bond issue could be held is November 2009. Arnold D. Oates, president of Tyler-based Texas School Planning Inc., is leading the committee's work. Currently, the committee is leaning toward converting to prekindergarten through sixth grade, sixth through eighth grade and ninth through 12th grade, although none of the plans are set in stone, officials said. The district now has kindergarten through sixth in elementary schools, junior highs with seventh and eighth grade, freshman centers with ninth-graders only and high schools from 10th-12th grade. Oates said the district is planning for enrollment of 1,750 students per grade level in kindergarten through nine and approximately 1,500 in grades 10-12. In the 10-year plan - if you included 3-year-olds - early childhood programs could reach 2,000 students. The preferred scenario would keep many of the elementary schools, but offer prekindergarten through fifth grade. Burnet Elementary could be converted to an early childhood school/Head Start facility, replacing West Early Childhood Center. Burnet would be replaced with a new 750-student capacity prekindergarten through fifth-grade school. However, the committee could revisit the district's early childhood needs, Executive Director of Auxiliary Services Wilson Heidelberg said. West could be replaced and used for professional development and a historical center. Carver Center, used for the district's gifted and talented program, would be kept as is. Lee, Midland and Coleman high schools would be maintained and expanded to include ninth graders and Lee and Midland freshman schools would be changed to middle schools. An early college high school, which would give students a chance to graduate with a high school diploma and associate degree, would be implemented at Midland College. Projected enrollment would be 200. High school plans would cost $100 million, but Heidelberg said this eliminates the need to build five or six new elementary schools. "By moving the ninth-graders," he said, "you don't have to build more elementaries or junior highs. All the money pretty much gets concentrated at the high school. If you leave everything way it is now, you've got to build probably at least one junior high and multiple elementaries." Principals from the junior highs and high schools would still have to be met with to determine their needs, Oates said. Director of School Plant Services and architect James Riggen said a freshman center could be put on the east or west side of Lee high School, assuming the tennis courts are moved to a proposed tennis center for which fundraising is ongoing. At Midland High, the district could put a freshman center where staff parking is now on the north side and probably do away with the old shop and vocational education buildings. Tennis courts would be moved to the proposed center and keep the band field. "When we do that, we have to look at additional parking," and houses when they become available, Riggen said.

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Print Email Font ResizeLeominster's Ned Pratt, finalist for Ayer-Shirley School's top job, tells committee: 'We need to support all students'Nashoba PublishingPosted: 03/26/2014 12:54:50 PM EDTBy Katina Caraganis MediaNews SHIRLEY -- The Ayer Shirley Regional School District will likely name its new superintendent of schools as early as next week after it kicked off its first of four finalist interviews Tuesday night at the middle school. Current Superintendent Carl Mock has announced he will retire June 30 when his contract expires. The School Committee's first interview was with Ned Pratt, director of pupil personnel services for the Leominster Public Schools. Each candidate will spend the day of his or her interview within the district, meeting staff, principals and students before being interviewed at night. Pratt said he is encouraged by what he saw and said he is pleased that the district has students engaged in the screening process for the new superintendent. "As a student, I learned the important of having a voice," he said. "I feel like that's kind of squashed now. I believe in being in the schools and seeing them outside of school as well. The bottom line is, we serve them." He said his current job in Leominster requires him to constantly work with a number of people and offices. Pratt called bringing together Ayer and Shirley into one district "thoughtful" and "risk-taking," and saw the positives almost immediately. "What I saw today is, you have a lot of grass-roots things going on here," he said. "You have an absolutely phenomenal staff here." He said he won't always know the answer to everything but is good at bringing people together to collectively solve a problem and generate solutions.Advertisement "I will not be able to come in and solve all your problems, but I can come in and bring people together and work together as a group to solve problems," he said. Ultimately, Pratt said, solving difficult problems is all about thinking outside the box and using creative solutions to keep critical programming in the schools. "It's not enough to serve some of the students. We need to support all the students," he said. "We need to do that in a way that makes sense to all of them. We need to be reaching out to the community and the chambers and rotary clubs to enhance relationships." He said public education cannot "just sit back" and "say it's enough to continue to do what we are doing." He said he does not want people to be afraid of sharing "crazy ideas" because it is often those ideas that bring about the change needed. Pratt said he believes he and the School Committee should have a good relationship, and members should be telling him about issues facing their respective communities and what can be done to fix them within the school system. "I believe disagreements bring out solutions," he said. "You're helping me and telling me how the operations are working. That's important. 'I think we can get out and make things happen. I want us to have good collaboration, but at the end of the day, it's all about the students." Pratt, who has worked as a disc jockey in the past, said the arts and music are critical for students, as are athletics, and the district needs to take every opportunity to sustain those programs. "We can never, ever abandon the arts for our students, and I will do everything I can as superintendent to not abandon the arts," he said. "To tell a student interested in the arts 'we don't have a program for you' is unacceptable for me. The arts won't be the first thing on the chopping block for me." He said keeping such programs is all part of a vital education to supplement what students are learning in the classroom, adding that they must do their job as educators to "have a reason for kids to be here." If selected, Pratt said he is willing to make a long-term commitment to the district. "It's an awesome opportunity, and I am ready for it," he said. "You have a strong foundation, and I really believe we can do it. I'm energized by that. I'm committed to working as a team with the people at this table and the people in the two communities." Pratt's interview was the first of four that will be conducted this week with the School Committee. The remaining candidates and their respective interviews times are: * Dr. Christopher Casavant, business administrator for the Gardner Public Schools, today, 7 p.m. * George King, assistant superintendent and principal of the Hale Middle School for the Nashoba Regional School District in Bolton, Thursday, 7 p.m. * Mary Malone, assistant superintendent for Haverhill Public Schools, Friday, 7 p.m. All the interviews will be held in the library at Ayer-Shirley Middle School. The committee said a candidate will be selected by the end of the day Monday. Follow Katina Caraganis on Tout and Twitter @kcaraganis.Print Email Font ResizeReturn to Top RELATED

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Send TipsSubmit TipsSend FeedbackTerms of ServicePrivacy PolicyVisit our partner siteUnreturned Library Books Can Lead to Arrest in Texas By Will Weissert NEWSLETTERS Receive the latest weird updates in your inboxPrivacy policy | More NewslettersCall it throwing the book at the bookworms.A Texas man who was arrested for failing to return an overdue library book ignited an online flurry of snarky comments and headlines about the Lone Star State extending its tough-on-crime bravado to books. But such cases aren't unheard of, and many communities faced with shrinking budgets and rising costs have ordinances calling for fines or even arrest warrants when library property isn't returned.In Texas alone, the issue has cost libraries an estimated $18 million.Jory Enck learned that the hard way. He was arrested for not returning a GED study guide that he checked out three years ago in the Central Texas community of Copperas Cove. Enck declined comment to The Associated Press, but he told the Killeen Daily Herald that he wouldn't set foot in a library again: "I think I will probably just purchase a book from Amazon."A Texas state law took effect in September that defines the failure to return library books as theft. The law, which doesn't trump stricter community ordinances, mandates up to a $100 fine per offense.Other states also call for fines or even arrest warrants in such cases, including Iowa -- where an overdue-book offender was jailed for a week -- Vermont and Maine.In Copperas Cove, about 70 miles northwest of Austin, a 2002 ordinance mandates a $200 fine for each library item that goes unreturned 20 days after a written notice is sent demanding its return. If the fine isn't paid, the municipal court issues a warrant, city spokesman Kevin Keller said. Keller said he didn't know how many people had been jailed on library-related offenses."I was a police officer for 12 years, and while it wasn't a regular daily thing, we had maybe a couple of these a year," he said, adding that he didn't know why Enck's arrest in October got so much attention.In that case, police were called to the 22-year-old's apartment on an unrelated disturbance charge, but officers arrested him after finding a past warrant for the study guide. Enck was released on a $200 bond, requested time-served -- and returned the book. He said he couldn't do it earlier because he checked it out before beginning a three-year prison term for robbery.Being jailed for absconding with library materials "is an uncommon occurrence, but can happen once in a while," said Mark Gould of the Chicago-based American Library Association. But he said there was no accurate count on how many states and communities issue arrest warrants.It's an issue that has cost libraries a lot of money. Nearly 150 libraries in Texas participated in a survey earlier this year that found 966,000 items were checked out long enough to be considered lost, with the total cost exceeding $18.2 million, said Gloria Meraz, a spokeswoman for the Texas Library Association.Among the most notable library-related arrests came in 2011, when a man from Newton, Iowa, served more than a week in jail for failing to return 11 library books and six CDs worth $770. Iowa law classifies failure to return library materials as theft, and the town has a 1993 ordinance, said Sue Padilla, director of the Newton library.Padilla said she saw a spike in returned overdue materials after the arrest."We did notice that some things that had been out for quite a while did suddenly come back," she said.The library hasn't been back to court since that case, she said. She said going to court was a last resort, but that "we try to be good stewards of those things that were purchased with taxpayer funds."Other notable cases include police visiting the home of a 5-year-old in Charlton, Mass., last year to collect overdue books. Also last year, police in Freeport, Pa., called the home of a 4-year-old whose family had racked up more than $80 in overdue fines for four books.Back in Texas, two women in Baytown were arrested following traffic stops in 2006 and 2010, after police discovered they had outstanding warrants for unreturned library books.Indiana-based Unique Management Services is a collection agency that works with more than 1,600 libraries nationwide to recover overdue materials and administer fines and fees. During sluggish economic times, libraries became more anxious than ever to recover unreturned books, said Kenes Bowling, the agency's customer development manager."They feel the budgetary pressure, no doubt," Bowling said. "But what we've seen over the years is that, no matter what the library does, there's still a percentage of folks who need third party encouragement."That includes a woman whose excuse for unreturned books ranks as Bowling's favorite: He said she claimed the leg on her dining room table had broken "and the stack of books under it were just right."Published at 5:00 AM PST on Dec 26, 2013 | Updated at 8:10 AM PST on Dec 26, 2013

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Books Sustainable Development Energy Solar Energy: An Introduction Introductory textbook on solar energy at the advanced undergraduate and beginning graduate levelProvides a consistent overview of solar photovoltaic and solar thermal technologiesIncludes detailed discussion of solar technologies such the solar chimney, solar (power) tower, and solar-thermal electricity generationIncludes plenty of tutorial material, images, examples, end-of-chapter exercisesInformation presented in the book can be applied to the reader's problem at handProvides a balanced and compelling case for why use of solar energy should be pursuedBy: Michael E Mackay (Author)336 pages, 150 b/w illustrationsOxford University Press Availability: Usually dispatched within 48 hours $35/€33 approxAdd to Hardback | Jun 2015 | #222177 | ISBN-13: 9780199652105 Solar Energy presents an introduction to all aspects of solar energy, from photovoltaic devices to active and passive solar thermal energy conversion, giving both a detailed and broad perspective of the field. It is aimed at the beginner involved in solar energy or a related field, or for someone wanting to gain a broader perspective of solar energy technologies.A chapter considering solar radiation, basic principles applied to solar energy, semiconductor physics, and light absorption brings the reader on equal footing with the technology of either solar generated electrical current or useful heat. Details of how a solar cell works and then production of current from a photovoltaic device is discussed. Characterization of a solar cell is examined, allowing one the ability to interpret the current-voltage relation, followed by discussion of parameter extraction from this relation. This information can be used to understand what limits the performance of a given solar cell with the potential to optimize its performance. Applications of solar thermal energy are reviewed in detail from passive applications, for example the solar chimney, to active, such as the solar (power) tower, flat plate water heater, and solar thermal electricity generation. Consistency of analysis between the solar thermal applications is used enabling the reader to fully appreciate similarities and dissimilarities between these technologies. Ultimately, the scientist or engineer can understand existing systems, either photovoltaic or solar thermal devices, and design their own technology given the information in Solar Energy. 1: Why solar energy is important2: Solar radiation3: Basic principles4: Electrons in solids5: Light absorption6: The photovoltaic device7: The solar chimney and tower8: The flat plate solar energy collector9: Solar thermal energy generated electricityAppendix A: Physical properties Michael E. Mackay received his undergraduate degree in chemical engineering with distinction from the University of Delaware, then worked for Proctor and Gamble prior to attending graduate school at the University of Illinois (Urbana) where he received M.S. and PhD degrees in chemical engineering. He subsequently became a postdoctoral fellow at the University of Melbourne (Australia), and has had positions at the University of Queensland (Australia), Stevens Institute of Technology, Michigan State University, and is presently the distinguished Professor of Materials Science and Engineering at the University of Delaware. He is a nationally and internationally known leader in nanotechnology specializing in how nanoparticles improve polymer performance and their use in making novel devices and materials. Recently, he has focused his research efforts to make polymer-based solar cells that that can be made on any surface. Rural Energy Services NHBS Price: £14.95 Low or Zero Carbon Energy Sources NHBS Price: £14.95 Innovation for a Low Carbon Economy NHBS Price: £75.00 Low-Enthalpy Geothermal Resources for Power Generation NHBS Price: £58.99 Beyond the Carbon Economy NHBS Price: £94.99 On behalf of Parque Nacional Nahuel Huapi I would like to thank NHBS. The book will be very useful for my students. Julieta Massaferro Patagonia Read more customer testimonials

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→ Advice & News By Julie Revelant Learning Disabilities: Know Your Child's Rights | Advice & News A learning disability diagnosis can usher in a challenging time for your family. But understanding the law and what your child is entitled to can spell success for the future. A learning disability (shorthand: LD) is a neurological disorder that affects a child's ability to process, store, analyze, and retrieve information. Approximately 2.9 percent of school-aged children in the United States are classified as learning disabled and receive special education services. Learning disabilities can show up in virtually every area of academics: "In math, reading, listening, organization, formulating language and response, and comprehension. It's a complicated set of disabilities, all of which fall under the learning disability umbrella," says Dr. Sheldon Horowitz, director of learning disability resources and essential information at the National Center for Learning Disabilities. The most prevalent of the learning disabilities is found in reading. Some children are able to sound out words and read but struggle with comprehension. Others can read and understand but struggle with speed and automaticity. Many children also have co-occurring disorders such as autism or ADD/ADHD, a disorder that is commonly confused with learning disabilities. "Kids with learning disabilities and kids with ADD/ADHD often look very much the same because of the way they process, store, analyze, and retrieve information," Dr. Horowitz says. And it's important to recognize that the approaches to treating these special needs are different - and don't have any impact on children with LD. Diagnosis: LD Emotions can run high when children are diagnosed with a learning disability. Children may feel lonely and isolated from their peers because they have to go to special classes or because they don't fit in. And parents often feel scared as they wonder, "Is my child stupid or lazy?" Feelings of loneliness, frustration, and anger are common, says Ben Foss, director of access technology in the Digital Health Group at Intel and president of Headstrong Nation, a nonprofit organization, but it's important to recognize that children's difficulties don't make them stupid. "They have developmental disabilities that inhibit certain functionality, but they also have great creativity and strengths," says Foss, who recommends that educators and parents play to those strengths. Encourage kids to embrace themselves for who they are - and reiterate that LD isn't the only thing about them. A dyslexic himself, Foss knows firsthand what a learning disabled child feels. While in college, Foss (who now holds a J.D./M.B.A. from Stanford University) would fax his term papers to his mother so she could read them to him over the phone. Dealing with LD is a group effort. Parental support is critical, but so too is having a qualified teacher - one, moreover, with the school behind him or her. When certain methods haven't worked for your child, parents and the school together decide to pursue the special education referral process. "The most important thing for a child, a parent, and a teacher to work on is for the child to articulate the nature of his or her learning disability," Horowitz says. By becoming their own advocate, children can bridge the gap that sometimes exists between teachers and parents. The Individuals With Disabilities Education Act (IDEA), formalized in 1975, with amendments made within the last seven years, states that children who have special learning needs are entitled to a "free and appropriate education" (FAPE) in the "least restrictive environment (LRE)." In essence, children diagnosed with LD are entitled to special education services provided by the school district, free of charge, and they cannot be segregated from their general education peers. If however, a child cannot be served in the general education setting, the school district is then obligated to find an appropriate setting at no cost. Although federal law is clear that each state must provide services and support for children with LD, the ways in which these are implemented depend on the state education mandate, by regulations within the state, and by local practices at the county and school district level. "These are individual decisions that are made on how educational practices are implemented within the federal guidelines," Horowitz says. And with all the budget cuts school districts are facing, the ways in which services are provided may vary. Although schools are being forced to consolidate services to different groups of kids or to utilize faculty in different ways, they must adhere to IDEA. "There is no loophole for not providing services to kids with special needs," Horowitz says. Your child should be formally evaluated by a licensed learning specialist or clinical psychologist provided free of charge by the school. If you're not satisfied with the timeliness of the evaluation, or you wish to pursue a private evaluation, the costs can range anywhere from $1,000 to $5,000, although insurance may cover it. After the evaluation, you will have the opportunity to attend the Individualized Education Plan (IEP) meeting and discuss the services the school is recommending. Do your research and come prepared with information and recommendations you believe are appropriate for your child. The IEP is a contract, and the most important document when appropriating services. "The IEP stipulates that children receive a certain level of instruction at a certain intensity over a certain period of time and that progress be monitored so that [parents] know what is being offered is working," Horowitz explains. The IEP may stipulate that services be rendered in the general education classroom with special support brought in, in a general education setting where the child is moved to a separate space for part of the day, or that the child is moved to a completely different school or home-schooled. "The key is 'appropriate.' Is what the child is receiving appropriate, and is the child benefiting from that special education service?" Horowitz says. Accommodations, unlike modifications, don't change what is expected from a child. "These are intelligent kids who have alternate paths to conquering, understanding, and mastering information," Horowitz says. Accommodations may include extended time and alternate test settings; a date book or assistive technology for organization; a note taker; special classroom seating or lighting; typed, double spaced, or large-print handouts; or an alternative keyboard for those with motor challenges. Audio books from organizations like Bookshare® or Recording for the Blind and Dyslexic® and assistive technologies like e-readers, high-speed flatbed scanners, and the Intel Reader (pictured at right) can help students who struggle with reading and comprehension and may be provided free of charge if it's included in the IEP and budgets allow. Parents as Partners It's important not to feel pressured to sign anything until you understand exactly what the IEP states and how the recommended services will be implemented. If the IEP is signed and you learn about a new technology that you believe can help your child, for example, you can ask to hold another meeting to revise the IEP. "There are absolutely ways for this living, breathing document - which is not written in stone and needs to be reviewed on a regular basis throughout the school year - to be amended and updated in ways that are meaningful for the parent and the school," Horowitz says. These due process rights are articulated at the time you enter the evaluation process, not at the IEP meeting, and all attempts for recourse should be well documented. Sometimes when parents are not satisfied with the IEP, mediation will take place with a professional mediator, a parent advocate, or even an attorney. Horowitz warns parents not to go into an IEP meeting wanting to do battle; instead, take a 'parents as partners' approach. "When parents and schools finally sit down and talk, they realize that they're both interested in the same thing, and they can put together a plan that really does work." Other Impairments For some children who have physical or mental impairments that impact their learning time, yet are not eligible for special education services, the 504 plan, or section 504 of the Rehabil-itation Act of 1973, can provide services for them. This civil rights law prohibits discrimination against children with disabilities and states that the school must provide accommodations so the student can participate in the general education setting. The evaluation and process for receiving these services is different from the process for pursuing special education services. Visit www.nymetroparents.com/504comparison for a chart detailing how 504 and IDEA work with each other and complement one another, so you as the parent can better assist your child's educational team in ensuring your child's right to a free and appropriate education. Also see: Learning Disabilities: Definitions and Symptoms A Parents' Guide to Special Needs Tips to Dine Out with a Child with Autism What to Know When a Child with Special Needs Turns 21 Autism and Genetics: Study Needs Participants Transitioning Your Child with Special Needs to a New School Compounding Pharmacies: Know All Your Healthcare Options Compounding pharmacies are an overlooked option for family healthcare. Parents looking for more personal service may consider customized medications for their kids. By Sponsored by The Compounding Facility at Delco Drugs See All Articles Q: How do I begin the evaluation process if I suspect my preschooler needs special education services? By Rhonda Boltax See All Articles

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Top 5 Personal Qualities for Psychologists Home > Ask the Guidance Counselor > Psychologist > Top 5 Personal Qualities for Psychologists Question: Dear Psychologist, I am going to apply for to go to a psychology school next fall. I know what tests I need to take, and I can write the essay, but what qualities do I need to have as a person to be successful in this field? Sincerely, Bonnie Answer: Dear Bonnie, It sounds like you are on top of what you need to do to apply to psychology school for a doctoral degree. As you suggest, there are tests you need to take, applications to fill out, and prerequisites to check. It can also help to have had some experience out in the field. Your question, however, is about the more personal qualities that a psychologist needs to be successful. Psychologists vary in personality and background, of course, so much so that it could seem difficult to find common characteristics. Some psychologist specialize in cognitive-behavioral therapy, others do a more probing type of therapy that looks at the past, and some treat whole family systems. Nevertheless, very good psychologists often share a few things in common. Below is a list of natural qualities that can be very helpful when becoming a psychologist. 1) A curious and sharp mind: Psychologists must be curious about what makes people, groups, and systems do what they do. This trait is important both for learning more about their clients, as well as for doing therapy. Since the field of psychology is constantly evolving, and new treatments being created, a sharp and inquisitive mind will be a great asset. 2) Empathy: One of the primary things that psychologists do is to listen to their clients, whether these be individuals, groups, or a larger system. Empathy is the ability to understand what another might be feeling, to put yourself in their shoes. It is therefore, a critical component of the work psychologists do with their clients in order to help them get well or thrive. Psychologists often help people to manage their feelings and experiences. To do this well, they need to have empathy, which is a part of emotional intelligence. 3) Perceptiveness: In addition to reading others' emotions, psychologists need to also understand what is happening in their clients' lives in general. A psychologist who is perceptive will notice patterns, dynamics, and other things that serve as clues to helping the client. 4) Humility: In my opinion, the best psychologists have a sense of humility. When clients let us into their lives and emotions, they can often put us on a pedestal. Psychologists who think they are better than their clients, or don't have their own issues to work on, can often have blind spots that get in the way of good treatment. However, while a great psychologist will still have her own issues to deal with, she will also be actively working on her own growth. 5) Self-reflection: Along with humility comes the power of the psychologist to self-reflect. The privilege of working with clients requires a continual look at one's own self. Therapy at its best uses the therapist herself as a tool. As you enter your psychology school next year, consider these qualities and work to develop or enhance them as much as possible. While some people naturally have more of these qualities than others, some of them can be worked on, such as empathy, humility, and self-reflection. You might want to learn more about emotional intelligence by going to the site on Emotional Intelligence Information. It is a good start to learning how to build these valuable qualities. Good luck. If you have a sincere passion and interest in helping others, you should be able to work on these qualities in yourself, and to advance your career in psychology. Browse Psychology Programs Refine School Matches Hide filters SUBJECT Clear All All Child & Developmental Psychology Clinical Psychology Forensic Psychology Health & Medical Psychology Industrial & Organizational Psychology Sport Psychology See More DEGREE No Preference Associate Bachelor Master Doctoral Diploma Certificate Coursework See More PROGRAM TYPE Both Campus Online START TIME No Preference Less than 1 month 1-3 months More than 3 months LOCATION Please enter valid US or Canada Zip. Results open in new window Searching ... Prefer exploring options talking to our staff? Call toll free now: 1.855.330.6938 Matching School Ads 5 Program(s) Found The Chicago School of Professional Psychology , Online Visit www.thechicagoschool.edu Visit School Site » Designated a 2015 Military Friendly School by Victory Media for the 4th consecutive year.Listed on the President’s Higher Education Community Service Honor Roll in 2013, for the sixth consecutive yearLinks students to hundreds of training opportunities (beyond their traditional internships and practicum) at their many “partner agencies” in each of their local communities. Accredited by the WASC Senior College and University Commission (WUSCUC). Good for Working Adults Online Courses Flexible Scheduling Financial Aid 3 Program(s) Found Ashford University , Online Visit onlinedegrees.ashford.edu Visit School Site » Associate’s, Bachelor’s, and Master’s degrees available in a wide range of fields.Flexible online programs offered in Psychology, Criminal Justice, Education, and more.Assigned Financial Services Advisors to help answer student financial questions. Servicemembers and their spouses can apply for the Ashford Military Grant to reduce tuition for all undergraduate courses. Online Courses Financial Aid Transferable Credits 1 Program(s) Found Ohio Christian University , Online Request Info » Ranked among the 2015 Best National Universities by U.S. News & World Report. Designated as a Military Friendly School every year since 2012 by Victory Media. Offers credit for prior learning and experience through assessment tests. Provides a short term Leadership Certification program in partnership with EQUIP®. Accredited by the Higher Learning Commission (HLC) of the North Central Association (NCA). Show more [+] Good for Working Adults Accredited Online Courses Flexible Scheduling Financial Aid Transferable Credits 2 Program(s) Found Argosy University , Online Request Info » Designated as a 2015 Military Friendly® School by Victory Media, publishers of G.I. Jobs®. Each program is designed to instill the knowledge, ethical values, and interpersonal skills of professional practice and to foster values of social responsibility. Offers several flexible learning options, including a blended format that combines campus and online learning. Several scholarship opportunities are available for students who qualify. Features a competency-based MBA program that allows students to test out of subjects based on prior professional experience. Show more [+] Good for Working Adults Online Courses Flexible Scheduling Financial Aid Transferable Credits 1 Program(s) Found Post University Online , Online Request Info » Ranked among the Best Online Bachelor’s Programs by U.S. News and World Report in 2015. Founded in 1890, it has a campus in Waterbury, CT and offers online degree program in eight-week modules, six times a year. About 800 students are enrolled at the main campus, and about half of them commute. Online courses help make it possible for students to earn a bachelor’s degree in as little as 24 months and a master’s degree in 12-18 months. Show more [+] Good for Working Adults Online Courses Flexible Scheduling Accelerated Programs Financial Aid Transferable Credits 5 Program(s) Found Florida Tech , Online Request Info » See What’s Possible When You Earn a Degree at Florida Tech 100% Online Whatever your motivation for considering an undergraduate or graduate degree, Florida Tech offers programs online that can meet your needs. Here are a few reasons Florida Tech may be the right choice for you. Online Courses 4 Program(s) Found University of the Rockies , Online Request Info » Designated a 2015 Military Friendly School by Victory Media. Received the 2013 Making a Difference for Students Award from Quality Matters. Offers a free student app for smartphones and tablets, helping students keep up to date. Has a Golden Key International Honour Society and SALUTE Veterans Honor Society. Accredited by the Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools (NCA). Show more [+] Good for Working Adults Online Courses Flexible Scheduling Financial Aid 1 Program(s) Found University of Southern California , Online Request Info » Ranked 25th among the Best National Universities in 2015 by U.S. News & World Report. One of the world’s leading private research universities. Its student-faculty ratio is 9:1, and 56.8% of its classes have fewer than 20 students. Has an average freshman retention rate, an indicator of student satisfaction, of 96.8 percent. Dedicated to a strong tradition of integrating liberal and professional education since 1880. Its faculty includes National Academy members, Nobel Laureates, MacArthur Fellows, and more. Show more [+] Online Courses 2 Program(s) Found Adler Online , Online Request Info » Adler University Online Graduate Degree Programs Adler University offers fully online, accredited master’s degrees with the academic rigor, personal attention, and commitment to social responsibility that have distinguished our institution for more than 60 years. Our graduates are prepared as highly effective leaders advocating for stronger, healthier, and safer communities in their professional roles effecting social change as counselors, first responders, corporate managers, military personnel, nonprofit organizers, and more. Established in 1952 to build on the pioneering work of Alfred Adler, the first community psychologist, Adler University is an independent, nonprofit institution. Online Courses 1 Program(s) Found Bradley University , Online Request Info » Ranked #4 among the 2015 Best Regional Universities in the Midwest by U.S. News & World Report. Designated as 2015 Military Friendly School by U.S. News & World Report. Student to faculty ratio of 12:1, with an average class size of 21. 85% of faculty holds a doctorate or terminal degree in their field. Regionally accredited by the Higher Learning Commission (HLC) of the North Central Association (NCA). Show more [+] Online Courses Matching School Ads Featured Programs Doctoral in Forensic PsychologyMBA in Organizational PsychologyMaster's in Psychology & BehaviorBachelor's in PsychologyDoctoral in PsychologyMaster's in PsychologyGraduate Degree in Psychology More by Guidance Counselor Ask the ProfessionalCosmetologyTeacherFinding the Right CareerG.I.NursePsychologist Search Schools

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Mt. Zion to host The Magi this weekendCreated on Wednesday, 11 December 2013 14:51 | Published on Wednesday, 11 December 2013 14:51 | Written by Christie Pool As Christmas draws near, Mount Zion Baptist Church will be the scene this weekend for A Word of Life Gospel production of The Magi, a wise man’s search for answers. The Magi tells the story of a Babylonian “Wiseman” who returned to Bethlehem 30 years after the birth of the Christ-Child. He came the first time bearing gifts and seeking a king. This time, still seeking a King, he finds a Savior. With a unique blend of music, drama and multi-media, the Christmas musical is produced by the Gospel Productions arm of Word of Life Fellowship. The entire cast is made up of students and staff from the Word of Life Bible Institute in Hudson, Florida and was written by a graduate of the Institute. Three staff members wrote original songs for the presentation, which will be a combination of live and recorded music. Anticipation for the production is building with people from all over the southeast calling for tickets. Rev. Ben Mock of Mt. Zion said people from as far away as Virginia have contacted the church for tickets. The musical is free but tickets must be reserved by contacting the church office. “This is going to bring some business to Jasper,” he said. “Motels and restaurants will be filling up.” Church organizers are planning a video feed in the assembly area for overflow. The Magi is the story of Melchior, one of the wise men who followed the star to Bethlehem at the time of the birth of the Christ-Child. As a young man, he traveled to Bethlehem to see the prophecy of a newborn king fulfilled. More than 30 years have passed since then, and Melchior is shocked and changed by the truth he learns upon his return to the land of Israel. It is a profound and powerful story, producers say, professionally done, with a blend of music, drama and multi-media. Word of Life Fellowship is an international ministry designed to work with youth. They currently minister in 88 locations in 67 countries. “We are not a church we are an organization,” said Claudiu Nazarie, a missionary and coach to ministry leaders for the northwest Georgia ministries. “We come alongside churches and help them.” The gospel productions ministry began in 1975 and the organization’s performing arts center in Florida has had over two million people attend Christmas and Easter productions. “What Word of Life is doing right now is instead of channeling people through the performing arts center in Florida they are taking it to the road,” he said. “Everything is really connected to the gospel message. This message is highly evangelistic.” Nazarie said Word of Life is currently working with eight churches in northwest Georgia but their capacity is 30. “We want to provide this to more churches. Our focus is more weekly programs.” Childcare for preschoolers and children will be provided for this weekend’s productions. “Everything I’ve seen Word of Life Fellowship do is very good quality,” Rev. Mock said. “It’s Fox quality entertainment without the cost or the drive.” For tickets, contact the church at 706-692-6315 or This email address is being protected from spambots. You need JavaScript enabled to view it. . The free tickets may also be secured by visiting the church office at 1036 N. Main St., Jasper. The show will be presented this Saturday and Sunday at 6 pm. < PrevNext >

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Spring-Ford, North Wales students compete in Maglev Train race By Victoria Wolk, [email protected] Students watch as a model train makes a trip down an inclined ramp in a classroom at North Wales Elementary School during a competition with a class in the Spring-Ford School District networked via Skype Monday, Jan. 27, 2014. (Photo by Geoff Patton/The Reporter) During a science unit on magnets and motors, sixth-grade students at North Wales Elementary School research and construct their own magnetic levitation trains, often referred to as Maglev Trains. They got the chance to race those trains against seventh-grade students from the Spring-Ford Area School District on Monday morning via Skype. Derek Fickert, who teaches sixth-grade at North Wales, came up with the idea for the project three years ago with the help of his older brother Ian, who teaches technology at Spring-Ford. The students at each school split into groups of four or five, Fickert said. Since December, they’ve been researching Maglev Trains. Maglev Trains use extremely powerful electromagnets to keep them “floating” a few inches from the tracks, Fickert said. They travel at an average of 310 mph. A handful of countries have already built Maglev Trains, and the United States has been considering building its own line from Washington, D.C., to Baltimore, Fickert said. The project would cost $8 billion, he said, half of which would be loaned to the U.S. by Japan. Each group of students had to come up with its own route that would stop in three cities between New York City and San Francisco, Fickert said. They could choose any three cities with a population of at least 500,000. The students also had to calculate how much the train route would cost. Each group presented its research and idea to the class last week, Fickert said, and the best two teams got to present on Monday morning, when the North Wales and Spring-Ford students were connected via Skype. Next, three of the best Spring-Ford groups presented their ideas. In addition to researching Maglev Trains, each group of students was also tasked with building its own model Maglev Train. They were given blocks of Styrofoam and could design the train any way they wanted, Fickert said, as long as they used at least half of the Styrofoam. Both schools used identical blocks of Styrofoam, Fickert said, as well as identical racing tracks, which were a few feet long and propped at an angle. “When we built the track, we laid them out right next to each other,” he said. Instead of being powered by electromagnets, like real Maglev Trains, the models were equipped with permanent magnets, which kept them hovering about an inch off of the track. Again, the three best models from each school were chosen to compete, Fickert said. The trains were raced five times each and the times were averaged to get the final score. The winning train came from Spring-Ford, with a time of 3.23 seconds. Second place went to a North Wales train, which had an average race time of 3.28 seconds. Following the race, the students debated whether or not the United States should build the proposed maglev train from Washington, D.C., to Baltimore, similar to the debate that the U.S. government would need to have before a maglev train could actually be built, Fickert said. The Spring-Ford team argued that the Maglev Train should be built, while the North Wales students listed all the reasons it should not. The Spring-Ford students argued that Maglev Trains are fast — they could travel the 37 miles from Washington, D.C., to Baltimore in about 15 minutes — efficient and good for the environment, as they run without any fossil fuels. They believe that many commuters would take advantage of the easy commute. The North Wales students argued that the construction for the trains, which could take up to 20 years to complete, would damage the environment. The new way to travel would threaten other forms of mass transportation, such as airplanes or regular trains, and would therefore take away many jobs, they said. They also pointed out that the Maglev Train has a price tag of $8 billion; even if the U.S. borrowed half of the money from Japan, they would have to pay it back eventually, with interest. Fickert said that the debate would continue in their classrooms throughout the next week. Each year, the students seem to really enjoy the project, he said. “Science, sometimes for some students, can be a pretty difficult subject to enjoy. This project is very hands-on and incorporates a lot of different elements: the research, the building, the painting.” For next year’s race, Fickert would like to add certain elements to the competition. “One of my goals is creating some sort of lighting system and getting solar panels involved,” he said. They’ve also talked about adding an electronic timing system to eliminate any human error. Information from The Reporter, www.thereporteronline.com

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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 » Grounded in classics, valedictorian Squire excels in many fieldsNews at PrincetonFriday, Dec. 09, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive Zachary Squire has found outlets for his many academic interests within the classics department -- where he has explored issues in politics, history, literature and philosophy -- as well as in departments across campus en route to his selection as the class of 2008 valedictorian. Squire will deliver the valedictory address at the June 3 Commencement ceremony. (Photo: Denise Applewhite) While this year's valedictorian is a classics major, the salutatorian -- who presents the traditional Latin address at Commencement -- is a chemical engineering major. James Morrison has built an impressive record of accomplishments in that field and has continued his Latin studies at Princeton, engaging his particular interest in Roman literature. Read more about Morrison in a related story. (Photo: Brian Wilson) Web StoriesTo News Archive|« Previous by Date|Next by Date »Grounded in classics, valedictorian Squire excels in many fields Posted May 27, 2008; 10:07 a.m.by Eric QuiñonesTweet e-mail Princeton senior Zachary Squire was first drawn to the field of classics by a fascination, shared by many youngsters, with Greek and Roman mythology. That early interest eventually grew into a broader appreciation of the study of ancient civilizations. "When I was younger, I had a very strong tendency to idealize the past. Greece and Rome were great stories, and I took myths as great examples. These were cultures and civilizations that I really admired and respected," Squire said. "That feeling evolved into more of a respect for the study of classics itself, as an interdisciplinary academic field in which you look at politics, history, literature and philosophy all together." While Squire found outlets for his varied interests within Princeton's classics department, he also excelled in courses across the University -- charting a well-rounded path to becoming valedictorian of the class of 2008. Squire will deliver the valedictory address at Princeton's Commencement ceremony on June 3. Squire's 10 A+ grades include courses in economics, electrical engineering, geosciences and physics. In addition to his independent work in classics, he has participated in research projects on quantum cascade lasers in the engineering school and on trade policy in the politics department. This immersion into an array of academic endeavors is just part of what has made Squire's Princeton experience so memorable. "For undergraduates, this isn't just a place where you come and get an education -- you live here for four years, you're involved in campus life, you make friends and meet people," he said. "The friends I've made here are ones I'll value for a very long time, and I'm sure I'll be friends with them for years and decades to come. That's been a huge asset to my time at Princeton -- the quality of the people here, and how fun and interesting they are." Faculty members who have worked closely with Squire cited both his sophisticated intelligence and his sense of humor as qualities that helped him thrive. "What made Zachary stand out for me early on was a remarkable independence and even-handedness in the face of sharing a situation everybody was in (that of being new to Princeton), which never amounted to 'playing it cool,'" said Constanze Güthenke, an assistant professor of classics who was Squire's freshman adviser and his instructor in three classes. "Rather, it seemed to betray a genuine, level-headed fascination with and observation of the world around him, asking himself some serious questions, but always willing also to see the slightly more absurd side of the situation (it is after all a strange time and place to be arriving in one's first year). What certainly impressed me was that he was also the first freshman I had ever come across who put on his form of 'interests and intentions' that having a good kitchen so as to cook excellent food was an aim to have not just in college but in life, aside from wanting to pursue his interest in ancient languages and thought. "What became clear over the next years is that Zach is someone who wears his learning lightly and gracefully," Güthenke said. "He simply and genuinely finds it easy, normal and pleasurable to think, and he has an admirable talent to articulate that thinking with ease and with precision -- and to make it look easy. Yet the ease in that case is never one of complacency." Robert Kaster, the Kennedy Foundation Professor of Latin Language and Literature, taught Squire in courses on the philosopher Seneca and on Latin language and stylistics. "I've never seen a freshman come to college with the grasp of Latin that he had," Kaster said. "It wasn't just that he knew his grammar, syntax and vocabulary. He really had an amazingly wide range of reference and, plainly, had just read a lot, which would do credit to a student graduating from college much less beginning as a freshman. "In the Seneca course, he showed that he was thinking deeply about the texts we were reading," Kaster added. "He could anticipate the direction in which the discussion would be going in any given topic and get there a couple of steps more quickly." Kaster said he has enjoyed Squire's "more than slightly sardonic sense of humor" and their conversations on topics outside of classics, such as politics. Güthenke also complimented Squire's breadth of interests: "How many students do you meet who can explain to you in brief but in depth Cicero's political philosophy, British economic policy, the relative value of Italian opera and the workings of quantum cascade lasers?" A classical foundationSquire grew up in New York City, where he performed in more than 200 productions as a member of the Metropolitan Opera Children's Chorus. He began studying Latin in sixth grade and continued the subject through his time at the Collegiate School, where he was valedictorian of the class of 2004. He was attracted to Princeton by the strength of the classics department as well as "the social atmosphere and, generally, the quality of the people who were here." In his classics studies, Squire has focused particularly on politics, political theory and law. His senior thesis explored the importance of property rights in the works of the Roman philosopher Cicero and how his perspectives differed from previous Greek models. Squire's thesis adviser, Brent Shaw, the Andrew Fleming West Professor in Classics, described the work as "the finest piece of research of this type that I have had occasion to read during my time at Princeton." Noting that Squire set a new benchmark for debate on Cicero and property rights, Shaw added that he "had the perspicacity to see a very good subject and a talent that was equal to the task. Since an enormous amount of scholarship already exists on Cicero -- even on these particular aspects of his thinking -- a fairly high bar was set to do any innovative research with the problem of private property and the nature of the state. He both sighted the subject and was able to do so well with it, I like to think, not just because of his native abilities (which are considerable), but also because of the superlative training that he received in the classics here at Princeton." Another highlight of Squire's time in the classics department was a trip to Greece he took after his sophomore year to study civic architecture, supported by the department and the Program in Hellenic Studies. "I was able to get a very good sense of the physical context in which all the history and literature that I've read took place, which I think was very important for filling out the picture of how the ancient world really worked," he said. Outside of classics, Squire cited a course on the anthropology of law, taught by Lawrence Rosen, the William Nelson Cromwell Professor of Anthropology, as one of his most formative academic experiences. The course examined the relation between formal legal institutions and the social and cultural factors influencing their development. "It trained you to step outside whatever assumptions or value systems that you're in and to realize there are different ways to organize a variety of human experiences in some sort of culture," Squire said. A similar sensibility guided his academic and extracurricular pursuits at Princeton. He spent last summer as a researcher in the Center for Mid-Infrared Technologies for Health and the Environment headed by Claire Gmachl, a professor of electrical engineering. There he focused on possible applications for quantum cascade lasers in the field of trace gas detection, and explored the interaction of scientists and policymakers and the role of scientific expertise in elected government. During his junior year, he worked as research assistant to Helen Milner, chair of the politics department, on a statistical analysis of Congressional voting patterns on trade policy. Outside the classroom, Squire has served as public safety and governance liaison for the Undergraduate Student Government's Undergraduate Life Committee, working on disciplinary issues. He has been policy director for the Princeton Model Congress, which hosts an annual conference in Washington, D.C., to engage high school students with current issues in public affairs. Squire also is a member of the Princeton Tower Club. Squire's selection as valedictorian caps an impressive collection of academic honors. He was twice awarded the Shapiro Prize for Academic Excellence and also received the George B. Wood Legacy Sophomore Prize, the Quin Morton '36 Writing Seminar Essay Prize and the classics department's highest honor for sophomores or juniors, the Stinnecke Prize. Squire was elected to Phi Beta Kappa this fall. After graduation, Squire will work for D.E. Shaw & Co., a New York-based investment firm. Although he had considered going to law school or pursuing a career in politics, he is excited about the opportunity to embrace yet another different field. "I had never considered a career in finance, but the opportunity presented itself," he said. "Right now, I'm focused on giving it a really good try." Back To Top and Denise Applewhite

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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 » Leach, Petraeus to receive top alumni awardsNews at PrincetonFriday, Dec. 09, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive Jim Leach Photo: Jon Roemer Photos for news media David Petraeus Photo: Bradley Lail Photos for news media Web StoriesTo News Archive|« Previous by Date|Next by Date »Leach, Petraeus to receive top alumni awards Posted January 6, 2010; 02:38 p.m.by Eric QuiñonesTweet e-mail Princeton University will present its top honors for alumni to Jim Leach, a longtime U.S. congressman and current chair of the National Endowment for the Humanities (NEH), and U.S. Army Gen. David Petraeus, who oversees the wars in Iraq and Afghanistan as commander of the U.S. Central Command. Leach, a member of Princeton's class of 1964, has been chosen for the Woodrow Wilson Award. Petraeus, who earned his master's in public affairs and a Ph.D. from the Woodrow Wilson School of Public and International Affairs in 1985 and 1987, respectively, will receive the James Madison Medal. They will be presented with their awards and deliver addresses on campus during Alumni Day activities on Saturday, Feb. 20. The Wilson Award is bestowed annually upon an undergraduate alumnus or alumna whose career embodies the call to duty in Wilson's famous speech, "Princeton in the Nation's Service." Also a Princeton graduate, Wilson served as president of the University and as president of the United States. The Madison Medal is named for the fourth president of the United States and the person many consider Princeton's first graduate student. Established by the Association of Princeton Graduate Alumni, it is presented each year by the University to an alumnus or alumna of the Graduate School who has had a distinguished career, advanced the cause of graduate education or achieved an outstanding record of public service. Wilson Award winnerLeach, a career public servant, is a former 15-term Republican congressman representing Iowa who was known for his efforts to reach across partisan lines in policymaking. He began a four-year term as NEH chair in August, two months after his nomination by President Barack Obama. The NEH is an independent grant-making agency of the U.S. government dedicated to supporting research, education, preservation and public programs in the humanities. Leach served as a faculty member in the Wilson School for two years prior to his nomination to head the NEH. He was a member of the University's Board of Trustees from 2002 to 2006. "Jim Leach's outstanding record of public service -- in the State Department, Congress and the NEH -- makes him a natural choice for the 2010 Woodrow Wilson Award," said Christina Paxson, dean of the Wilson School. "In addition, Jim has always found the time to support Princeton University. As the John L. Weinberg/Goldman Sachs & Co. Visiting Professor, Jim proved himself to be a dedicated teacher and a fine role model for our students. We at the Woodrow Wilson School are very proud of all of his accomplishments." Leach served from 1977 to 2007 in the U.S. Congress, where his accomplishments and initiatives included chairing the House Banking Committee and the Subcommittee on East Asian and Pacific Affairs and co-founding the Congressional Humanities Caucus. In 2005, the National Humanities Alliance, a nonprofit organization, honored him with its Sidney R. Yates Award for Distinguished Public Service to the Humanities. Leach also has chaired the Ripon Society and the Republican Mainstream Committee, two national Republican organizations that encourage bipartisan policymaking. Leach endorsed then-Sen. Obama during the 2008 presidential campaign and was a keynote speaker at the Democratic National Convention in Denver. He then represented President-elect Obama in November 2008 at the G-20 summit of the world's largest economies. Leach began his public service career in 1965 as a staffer to then-Congressman Donald Rumsfeld, a member of Princeton's class of 1954. Leach joined the U.S. State Department as a Foreign Service officer in 1968, and resigned in protest in 1973 when President Richard Nixon fired the first Watergate special prosecutor Archibald Cox. Leach earned his A.B. in politics with honors from Princeton in 1964, and in 1966 received a master's degree from Johns Hopkins University, where he studied Soviet politics. From 1966 to 1968 he was a research student at the London School of Economics. Leach has received seven honorary degrees, has been decorated by two governments, and is the recipient of the Wayne Morse Integrity in Politics Award, named for the late U.S. senator from Oregon. Madison medalistPetraeus has gained renown both as a military leader and public intellectual. After 19 months as the top U.S. commander in Iraq, he assumed leadership of the U.S. Central Command -- which oversees American forces in East Africa, the Middle East and Central Asia -- in October 2008. Before taking over as the top U.S. commander in Iraq, Petraeus served as head of the U.S. Army Combined Arms Center and Fort Leavenworth, Kan. He previously was the first commander of the Multinational Security Transition Command in Iraq and the NATO Training Mission in Iraq. Prior to that, he was commanding general of the U.S. Army's 101st Airborne Division (Air Assault) in Iraq. Petraeus was selected last spring as the speaker at Princeton's Baccalaureate ceremony, where he urged graduating seniors to pursue public service, saying "Princeton has uniquely prepared you for such service." He was selected by President Shirley M. Tilghman after consultation with senior class leaders who recommended Petraeus because he represents the University's informal motto of "Princeton in the nation's service and in the service of all nations." "The Woodrow Wilson School is very proud that Gen. David Petraeus was selected as the 2010 recipient of the James Madison Medal," Paxson said. "Gen. Petraeus is an alumnus who has served his country with distinction for more than 30 years and has exemplified the core values and informal motto of Princeton University. He is a superb example of a scholar-soldier and recognized around the world as a man of intelligence and integrity." Petraeus has been honored for his service with the Defense Department Distinguished Service Medal, the Army Distinguished Service Medal, the Defense Department Superior Service Medal, the Legion of Merit, the Bronze Star Medal, the State Department Distinguished Service Award, the NATO Meritorious Service Medal, the Gold Award of the Iraqi Order of the Date Palm and the French Légion d'Honneur. He was recognized in 2005 by U.S. News and World Report as one of America's 25 best leaders and in 2007 by Time magazine as one of the 100 most influential leaders of the year and one of four runners-up for Time's person of the year. In 2008, he was selected by Foreign Policy magazine as one of the world's top 100 public intellectuals and by Esquire magazine as one of the 75 most influential people of the 21st century. Foreign Policy also named Petraeus one of its top global thinkers in 2009. Prior to his tours in Iraq, Petraeus served in Bosnia as assistant chief of staff for operations of the NATO Stabilization Force and as deputy commander of the U.S. Joint Interagency Counterterrorism Task Force. He has held numerous leadership and staff positions since being commissioned in the infantry upon graduation from the U.S. Military Academy in 1974. He also has served as an assistant professor of international relations at the academy. Submit Multimedia © 2016 The Trustees of Princeton University · Princeton, New Jersey 08544 USA, Operator: (609) 258-3000 · Copyright infringement · Web page feedback · Photos: Jon Roemer

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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 » Campus construction, renovation projects progress this fallNews at PrincetonFriday, Dec. 09, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive Following a summer buzzing with activity, construction and renovation projects around the Princeton University campus will continue this fall. In Firestone Library, improvements to the main staircase are among work scheduled for the second phase of the library's 10-year renovation. While the library will remain open throughout the project, the staircase will be temporarily closed until January 2013. Photos by Mahlon Lovett Featured StoryAll Featured Stories|« Previous Featured Story|Next Featured Story »Campus construction, renovation projects progress this fall Posted September 17, 2012; 12:00 p.m.by Emily AronsonTweet e-mail The start of the academic year marks milestones for campus construction projects, including the final phase of Princeton University's solar collector field, which will produce solar power to support the University's annual electrical needs. Following a summer buzzing with activity, progress on new buildings and renovated facilities will continue this fall. Among the next steps for ongoing projects: Interior work will begin at the Neuroscience and Psychology buildings; the foundation will be laid for the Andlinger Center for Energy and the Environment; and demolition will commence to make way for the new Lakeside graduate community. Updates on the following projects were provided by the Facilities Organization units, including the Department of Campus Energy and Utilities, Grounds and Building Maintenance, the Office of Design and Construction, and the Office of Real Estate Development, which oversee different projects within the University's 10-year Campus Plan. Solar collector field: Installation of the solar collector field, comprising 16,500 photovoltaic panels, is nearly complete. The 5.3-megawatt system is now being tested in phases and an official opening celebration is scheduled for October. Located on 27 acres in West Windsor adjacent to Princeton's main campus, the collector field will be connected to the University's main campus electric power distribution system, and is anticipated to meet between 6 and 8 percent of the University's annual electrical needs when fully operational. New landscaping on the site will screen the panels from nearby Washington Road, Lake Carnegie and the Delaware and Raritan Canal towpath. The University worked with SunPower Corp., a global solar technology company with East Coast offices in Trenton, N.J., to design and build the system. Key Equipment Finance, based in Superior, Colo., will fund and own the system, and will lease it to Princeton. Installation of the University's solar collector field, comprising 16,500 photovoltaic panels across 27 acres in West Windsor, is scheduled to finish this fall. The system will produce solar power to support the University's annual electrical needs.Neuroscience and Psychology buildings: Exterior work on the 248,000-square-foot, two-building project designed by José Rafael Moneo Vallés Arquitecto of Madrid is expected to finish early this fall. The state-of-the-art complex features energy-efficient outer walls composed of two "skins" of artisan glass with a three-foot-wide space for air circulation inserted between them. Construction will continue on the interior of the building through this fall, including electrical, mechanical and plumbing work. The new home of the Princeton Neuroscience Institute and the Department of Psychology, located south of Icahn Laboratory along Washington Road, is expected to open in fall 2013. Exterior work on the Neuroscience and Psychology buildings should finish early this fall and the 248,000-square-foot complex is scheduled to open in fall 2013.Andlinger Center for Energy and the Environment: This summer marked the completion of excavation of the site, a process that involved grinding — rather than blasting — bedrock in order to reduce disruptions for occupants in nearby buildings. The three-story facility, which will be home to the Andlinger Center for Energy and the Environment, will extend one story below grade and include specialized engineering laboratories, offices, support spaces and a lecture hall. Concrete operations to lay the foundation are underway, and erection of the building's steel frame is expected to start this winter. The 129,000-square-foot structure, to be located at the corner of Olden and Prospect streets, has been designed by Tod Williams Billie Tsien Architects of New York. Trenchers and road miners were used this summer to grind away bedrock at the location for the new home of the Andlinger Center for Energy and the Environment. The excavation equipment was shipped from Texas in pieces and assembled on site. The next step for construction of the 127,000-square-foot structure is to lay the foundation.Washington Road stream: The restoration of the Washington Road stream, which flows into Lake Carnegie near Faculty Road, was completed this summer. The project aims to reduce erosion and other damage to ecosystems in the area, as well as improve the water quality of the stream and lake. The reconfiguration was engineered by Vanasse Hangen Brustlin of Watertown, Mass., and involved: widening the stream; reducing its existing slope through the use of step pools; reconfiguring the flood plain; and placing approximately 300 new trees and 2,000 plantings around the Washington Road valley. The University will spend the next five years monitoring the success of improvements to the landscape and waterways. The restoration of Washington Road stream, shown here earlier this summer, aims to reduce erosion and other damage to ecosystems in the area, as well as improve the water quality of the stream and Lake Carnegie.Firestone Library: A reconfigured lobby greeted students and faculty returning to the University as part of the second phase of the comprehensive, 10-year renovation of Firestone Library. Many of the changes, such as the temporarily relocated security desk and temporarily relocated circulation and reserve service counter, are interim steps toward creating a more open lobby and adding reader spaces on the first floor. The building's main staircase will remain closed until January 2013 for permanent improvements to the stairs, including a new skylight installation. Work also will continue in a large area of the A floor to upgrade mechanical systems, and improve much of the collection and study spaces. The library will remain open and occupied throughout the long-term project designed by Shepley Bulfinch architects of Boston with Frederick Fisher Partners of Los Angeles. Bedford Field: Bedford Field recently opened as the new home of the Princeton field hockey team, following work this summer to convert the ground from grass to artificial turf. Drainage improvements also were completed as part of the project's first phase. The final phase will begin in spring 2013 and will include a grandstand, field lighting, press box modifications and a new building, designed by Marble Fairbanks of New York, with team rooms and bathrooms. The press box and outbuilding will be shared with the men's and women's lacrosse teams, which use the adjacent Class of 1952 Stadium. Workers from Play Safe Turf & Track of Ithaca, N.Y., installed artificial turf at Bedford Field earlier this summer. The process involved sewing the turf to the ground in the sections.Jadwin Hall: The four-year phased renovation of Jadwin Hall, which houses the Department of Physics, continues this academic year with work focused on the 2nd floor and B level. By the time the project is completed in fall 2013, the entire building will be outfitted with new energy-efficient heating, ventilation and air-conditioning systems, energy-efficient lighting and building controls, new windows, and upgraded sprinkler and fire alarm systems. Offices, laboratories, classrooms and lobby spaces also have been refreshed and updated as part of the project. Department of Physics laboratories have been refreshed with new flooring, lighting and other mechanical systems, as part of Jadwin Hall's four-year phased renovation.Hoyt Laboratory: The ongoing renewal of Hoyt Lab will provide new mechanical, electrical and laboratory systems throughout the 34,000-square foot structure, which is intended to extend the building's life and make it more efficient. Interior renovations will continue this fall to create specialized laboratory and administrative spaces to accommodate biological engineering research affiliated with the School of Engineering and Applied Science. Hoyt Lab has been offline since the chemistry department moved to the new Frick Chemistry Laboratory in fall 2010. West College waterproofing: Waterproofing the West College basement was one of many University maintenance projects completed this summer, though working without damaging the historic structure's ivy presented a unique challenge. The project required digging a hole around the administrative building, near the ivy's base, to seal the exterior below grade. Grounds and Building Maintenance staff preserved the plantings by digging up the roots, wrapping them in burlap and placing them in wooden boxes anchored to the building. As the waterproofing was finished in sections, the ivy was replanted. The ivy growing along West College was carefully preserved during work this summer to waterproof the historic structure's basement.Lakeside: The former Hibben and Magie apartments will be demolished this fall to make way for the new Lakeside graduate student community, which will house up to 715 residents in 329 units. Preparations for construction of a parking garage and the facility's geothermal heating and cooling system will happen at the same time. The project, which is expected to finish in summer 2014, will expand housing capacity at the site located south of Faculty Road and east of Alexander Street along Lake Carnegie. The project team includes the architectural firm Studio Ma of Phoenix and Princeton, and developer American Campus Communities of Austin, Texas. Merwick and Stanworth faculty and staff housing: The University will seek final site plan approval from the Princeton Regional Planning Board this fall for the proposed community of townhomes and apartments along Route 206/Bayard Lane. Phase one of the project is expected to be completed in summer 2014 with the construction of 128 units at the Merwick site. The second stage of work at Stanworth is scheduled to follow with the redevelopment of 198 units and is expected to be completed in summer 2016. Design architect Torti Gallas and Partners of Maryland is developing the project on behalf of the University. Olden House: Olden House, developed by local architect and developer J. Robert Hillier of Princeton, will provide 18 apartments for visiting faculty members. Following demolition this summer of two unoccupied townhomes owned by the University, construction is expected to begin this month on the 11,779-square-foot building at the corner of Olden and Williams streets. It is scheduled to open in summer 2013.

教育

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My Dream of Martin Luther King By Faith Ringgold Print Grades PreK - 3 Lexile® Measure: Not Available Guided Reading: R Genre Autobiography and Biography Bedtime, Sleep, Dreams Free Teaching Resources My Dream of Martin Luther King Extension Activities About This BookThe acclaimed author/illustrator of the Caldecott Honor Book Tar Beach recounts her unique vision of Martin Luther King, Jr. by describing a dream she had about the great civil rights leader. The dream includes scenes of King's childhood and the major events of his life, from the boycott of the segregated buses to his "I Have a Dream" speech to his assassination. Illustrated in Ringgold's signature folk-art style, the text includes the author's own personal vision, in which she imagines the people of the world gathering in King's memory to trade prejudice, fear, and hate for hope, peace, and love. "Innovative and stirring"--(starred) "Publishers Weekly. About the Authors or Illustrators Faith Ringgold Faith Ringgold was born in 1930, in Harlem, a neighborhood in New York City. She went to City College in New York to study art and earned her degree from the School of Education. She followed the family tradition of teaching, but never stopped creating her own art or telling stories. Today she is Professor Emeritus at the University of California at San Diego and lives in Englewood, New Jersey. She also has art studios in New York. She is married and has two daughters and three granddaughters. Read more > Buying Options

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Students with Down syndrome crowned homecoming king and queen Scott Stump TODAY Down Syndrome students are homecoming king and queen As Travjuan “Bubba” Hunter and Semone Adkins waved to a cheering crowd as their high school's homecoming king and queen, the moment was simply a validation of what their classmates have thought of the two teens with Down syndrome all along. “The student body has just embraced them, and all of this wouldn't have happened if it wasn't for the admiration and respect from the student body,’’ teacher Jim Mattingly, who specializes in working with students with intellectual disabilities at Florida's West Orange High School, told TODAY.com. “It's just been absolutely breathtaking to watch.” Stephen M. Dowell / Today Bubba Hunter and Semone Adkins were crowned homecoming King and Queen at West Orange High School on Friday, October 11, 2013. The two seniors and longtime friends are the first special needs students to earn the honor at the Florida high school, according to the Down Syndrome Association of Central Florida. The student body voted them as the winners at their high school in Winter Garden, Fla., last week, beating out a field of 10 finalists from a senior class of more than 800 students. They competed in a talent competition, rode in a parade, and came out in style in a black Maserati and a red Ferrari as part of the homecoming introductions before the school’s football game on Oct. 11. They were elected independently, meaning Bubba could have won and Semone could have lost or vice versa, but the nearly 3,800 students at the largest high school in the county and the 10th-largest school district in America felt Bubba and Semone deserved it. “That moment was awesome,’’ Karen McNeil, Semone’s mother, told TODAY.com. “It was something that I can't explain. When they chose Bubba and Semone for the homecoming king and queen, I feel that those kids really proved that they are just like everyone else, and they can do anything any other person can do.” Stephen M. Dowell / Today Bubba Hunter, right, and Semone Adkins were the stars of the homecoming parade. Making it particularly emotional for the mothers of both children was the fact that Bubba and Semone, who live just blocks apart and have known each other since the age of six, each overcame the odds just to be born. McNeil had a previous child die at three years old due to neuroblastoma, a childhood cancer, and she found out Semone would have Down syndrome when she was seven months pregnant. “I was supposed to have an abortion with her,’’ McNeil said. “I would have had to have had a partial abortion because I was so far along in the pregnancy, and the doctor wouldn’t do it. I thank God he did not let me be able to have that abortion. That's why it was such a big deal for me when Semone won because she really wasn't supposed to be here.” McNeil also overcame complications during Semone’s birth that nearly killed her. “When she came out, I was scared to look at her,’’ McNeil said. “I wasn't educated about Down syndrome, but then I heard the doctor say, ‘She is beautiful.’ From that point on, I started hemorrhaging and almost died, but I promised God that if he let me live, I would love her and take care of her forever. When I said that, that's when my blood pressure started coming back up.” Bubba was born prematurely at 23 weeks old and weighed less than three pounds. His mother, Janice Morgan, could not bring him home for nearly another two months while he was kept in a neonatal intensive care unit. Stephen M. Dowell / Today Bubba works the audience after the win. A particular highlight of homecoming week was the couple's performance at the talent show in the school’s auditorium on Oct. 7. Semone had the crowd on its feet with a performance of Beyonce’s “Single Ladies (Put a Ring on It).’’ At the conclusion of the song, Bubba walked out, got down on one knee, and put a ring on her finger. He then removed his Clark Kent-style hat and glasses and opened his shirt to reveal a Superman outfit. “The audience went crazy,’’ Mattingly said. “Bubba is just such a popular young man, just so friendly, that everybody just enjoys him, and it doesn’t take long for him to make friends. Semone is a little more reserved, but when she went up on stage in that talent show, she just came alive. She put on a great performance. It was just very inspirational.” “She loves Beyonce, and she loves that song, so it didn’t surprise me at all,’’ McNeil said. Later in the week, the couple rode in Jeeps through a parade route in town as part of the event's “Welcome to the Jungle” theme, before their big night in advance of the football game. Local businesses, teachers and other school personnel donated their outfits and accessories: Bubba sported a black tuxedo and Semone was in a sparkly gray dress. “I felt like (the students) accepted her for who she is,’’ McNeil said about her daughter. “When she won homecoming queen, I was just really happy that she is here. She’s still so excited from all the coverage that whenever she sees a news van, she jumps up and starts waving. It’s just a time that I’ll never forget.” More: News

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Writing Center Quicklinks Writing Center Home HomeMeet the Staff ResourcesHandoutsWorkshop ResourcesGuides from Outside SourcesResearch HelpWorkshopsContact UsCollege of Arts and Sciences Meet the Staff Miriam Bellis Miriam Bellis received her PHD in English from the University of Miami in 1996. She has tutoring and/or teaching experience at Texas Lutheran College, where she earned her BA, the University of Texas, two universities in the Baltimore, MD area, the University of Miami, and UAB. At the latter, she has taught all but one of the sophomore-level lit. courses (American Lit. I), most frequently American Lit II. and Intro. to Lit. She has also enjoyed teaching Gender Studies courses. Miriam enjoys meeting new people, reading, singing, movie- and theatre-going. Student feedback: “The UWC is the best place ever invented! Miriam was so wonderful and I'll definitely be back soon!” Jessica Bonner Jessica is an adjunct instructor in the English Department. She graduated in 2010 from Samford University with a dual-major B.A. degree in English and Communication Studies. Then, she graduated from UAB in 2013 with an M.A. in English (Rhetoric and Composition concentration). When she's not at UAB, Jessica enjoys volunteering, hanging with family, tutoring children in subjects like reading and math, and learning more about speech-language pathology. Student feedback: "Jessica was so kind and knowledgeable. She made me feel better about my paper. I don't know what I would have done without her." Kristy Burkart Kristy Cleveland Burkart is a first year graduate student who completed her Bachelor's degree in English Licensure from the University of Southern Mississippi in 2013. From 2013 to 2016, Kristy taught English at Theodore High School in Mobile, AL. Kristy is now pursuing her MA in English Literature. Her passions include teaching, 19th century literature, and traveling. Student feedback: "Kristy was very helpful and allowed me to think outside my essay and look at it differently." Halley Cotton Halley Cotton is a last semester graduate student in the Creative Writing program. She specializes in poetry, English as a Second Language (ESL), and tacos. In addition to working on staff with the Birmingham Poetry Review, she is also the senior poetry editor for PoemMemoirStory. Student feedback: "Great tutor! Super friendly!" Teresa Davis completed her bachelor’s degree at UAB in 2015 with a major in Professional Writing and Public Discourse and a minor in Sociology. She is currently pursuing her master’s degree in Rhetoric and Composition with the intention of being an English professor. Her research areas include the industrial development of Birmingham and the use of digital media in composition. She enjoys web and brand design, playing World of Warcraft and Pathfinder, and is currently learning fire dancing. Student feedback: "Excellent tutor. Thank You!" George Evans completed his bachelor’s degree at UAB with a double major in English and History. He is currently pursuing his master’s in English at UAB, with his ultimate goal being to become a professor of British Literature. When not writing an absurd amount of papers, George enjoys hanging out with his wife Emma, playing Dungeons and Dragons with his friends, reading books, and eating an unhealthy amount of cheeseburgers. Student feedback: “Patient, understanding, very knowledgeable. He is an asset to the writing center. Thank you!!” Andrew Faustmann Andrew Faustmann is an adjunct instructor at UAB. He received his B.A. in Technical Writing from UAH and his M.A. in English with a focus in Rhetoric and Composition from UAB. When he is not teaching, tutoring, or writing, Andrew enjoys watching hours of television and film, enjoying the abundant outdoors with his wife and dogs, and drinking too much coffee. Student feedback: “Andrew was very helpful, especially in sentence phrasing and word choice.” Melinda Harrison Melinda Harrison earned a Bachelor of Science degree in Secondary English Education from the University of Illinois and a Masters of Arts degree in English Studies, TESOL, from Illinois State University. Her MA thesis focused on the academic literacy needs of students transitioning from an ESL program to first-year composition. Her professional experience includes teaching English as a Second Language at Illinois State University, Heartland Community College, and UAB's English Language Institute. Currently, she serves as an adjunct instructor in the English Department in addition to her appointment in UAB's Writing Center. Melinda enjoys working with university students, learning about their background experiences, and serving as a guide to them in reaching their practical and academic writing goals. Melinda spends her time outside the classroom exercising, knitting, reading about writing, and living life with her family. Student feedback: "Melinda is an excellent tutor for ESL students. Thank you!" Sarah Goggans Sarah Goggans received her B.A. in English with a double minor in Women’s Studies and Sociology from Auburn University in 2010. She received her M.A. in English from UAB in 2016. She will pursue her PhD in with a concentration in African American literature. In her free time, she enjoys reading, hanging out with her pets, and playing old-school Nintendo. Student feedback: "Sarah G. was simply AMAZING!!! She made me like English again." Kathleen Kryger Kathleen earned her B.A. in English from the University of Montevallo and worked in the Harbert Writing Center while there. She is currently at UAB pursuing her M.A. in English with a concentration in Rhetoric and Composition and is interested in researching the implications of using creative writing techniques in composition courses. She is fond of running, hiking, practicing yoga, and climbing as often as possible. Kathleen’s food pyramid consists of tamales, cold-brewed iced coffee, and hokey-pokey Squiggles. Student feedback: "Kathleen was awesome! Really helped me out with my essay!" Rebekah Kummer Rebekah is a second-year grad student who completed her Bachelor's in English with a concentration in linguistics at UAB, and is excited to pursue her interests in composition and rhetoric. She is also interested in incorporating ESL into her studies, and is currently learning Spanish and Portuguese. She loves chocolate, running, and the Oxford comma. Also reddit. AMA! Student feedback: “She made everything so clear to me. Understood me even though I was a little bit confused myself. She knew just what to do and say to help me. Will be back.” Rachel Landers Rachel graduated from the University of Montevallo in 2012. She has a B.A. in English with a minor in Spanish. At UAB, she received an MA in English in 2015. She is very excited to work at the writing center! Student feedback: “Ms. Landers is very supportive and great help for me when I needed brainstorming ideas.” Blaire Landry Blaire is one of the work study student assistants at the UWC. She is a junior honors college student majoring in Criminal Justice with a concentration in Forensic Science and minoring in Accounting. She is involved on campus with USGA, Greek Life, CJSO, and Alpha Lambda Delta Honors Society. Student feedback: "Everyone at the UWC is so nice and helpful! I love it." Alex Lewis Alex is an adjunct instructor in the English Department. She graduated from the University of Alabama in 2012 with a B.S. in Psychology and a B.A. in English. She also holds an M.A. in English from UAB. Student feedback: "Alex was really helpful! She helped me focus on all my problems within the paper, how to look for them, and how to correct them." Kayla Light Kayla began her academic career at Bevill State Community College in the summer of 2009 as a first generation college student. Once she finished at Bevill, she transferred to the University of Alabama and completed an English degree in December 2013. After completing her B.A., Kayla began pursuing her mater’s degree in literary studies at the University of Alabama at Birmingham. She completed her degree in 2016. She now teaches composition for UAB and tutors in the writing center. Kayla shares three pieces of wisdom: 1. Determination is essential to completing any challenging endeavor. 2. Strong coffee helps with the previous claim. 3 . Carpe Diem is a way of life, not just a phrase! Student feedback: "Kayla has been super helpful and encouraging to me. She is helping me improve my writing a lot." Shelby Morris After receiving her Bachelor's in professional writing, Shelby is pursuing her Master's in rhetoric and composition. When she's not tutoring, she can be found at a coffee shop reading and writing or watching some sitcom from the 90s with her cat. Student feedback: "I learned a lot! Thank you for the help." Garrett Odom Garrett received his Bachelor’s degree from UAB and is now pursuing a Master’s degree in English with a focus in Creative Writing. He writes poetry, fiction, and drama, and he is also a staff member of the Birmingham Poetry Review. Outside of writing and never reading enough, Garrett walks in the woods, amateurishly talks about film theory, art, and astronomy, and enjoys manual labor. Student feedback: "I enjoyed my time at the center!! Great job! My best experience with anything from this university." Kathryn Palmer Kathryn Palmer earned her M.A. in Rhetoric and Composition at UAB. She has over ten years experience tutoring. Exposure to science fiction at an early age has given her an undying love of science and APA style. Student feedback: “Ms. Palmer was very helfpul. She was very enthusiastic during tutoring. I really appreciate her help." Nicholas Reich Nicholas Reich recently completed his BA in Literature at UAB and has returned in pursuit of his MA. He believes there is a wealth of character to be gleaned from a person's list of favorites, so - as an introduction - here is a piece of his list: To the Lighthouse (Book), Cormac McCarthy (author), Lost in Translation (film), Modernism (literary period), Sia Furler (person in general), cats (mammal). Student feedback: "Nick is very smart and welcoming. He also provided great feedback. I learned a lot in 30 minutes. Thanks Nick!" Elizabeth Simmons Elizabeth has degrees in English Literature and teaching English as a Second Language. She loves helping UAB students of all levels, majors, and backgrounds feel more confident in their writing. Student feedback: "It was an awesome session with Elizabeth. Will be sure to schedule other sessions with her." Amy grew up in Jackson, MS, and earned a BA in English from Mississippi State University and an MA in Literature from UAB. In addition to tutoring students in the UWC, she is a professional in the non-profit sector in Birmingham. Her hobbies include talking about doing yoga, checking out new places in town, and pretending like Alabama and Mississippi are all that different. Student feedback: "Amy was excellent. She provided great writing tips, suggestions and feedback on my paper. I am very grateful for the Writing Center and the services that you all provide." Joseph Ulmer Joseph received his bachelor’s degree in psychology and linguistics from UAB in 2013 and is now pursuing his MA in English. He is particularly interested in studying how contemporary films, television series and games talk about and interact with our society. He believes anyone can be a capable writer once they overcome their fear and start having fun with the process. Outside of school he enjoys collecting vinyl records and rare pokémon… Gotta Catch ‘em All! Student feedback: "I got a lot of helpful suggestions. Joseph is very insightful." Jaclyn Wells Jaci is the Director of the UWC and an assistant professor of English. She graduated with a Ph.D. in rhetoric and composition from Purdue University and spent two years as an assistant professor at the University of Southern Indiana before coming to UAB in 2012. She enjoys reading, teaching writing, and conducting research to see who really has the best barbeque in Birmingham. Her beloved corgi mix, Travis, occasionally appears in UWC fliers. Student feedback: "I enjoy each and every one of my sessions and have developed tremendously as a writer since I began going to the UWC." Maggie Wiginton Maggie is a sophomore at UAB. When she’s not on campus, she’ll probably be at a music festival or enjoying any type of live music. She has a deep appreciation for caesar salad and nice people, and couldn’t live without Carmex or Tic Tacs. Catch her, headphones in, head bobbing around campus, and decorating the Writing Center’s board, usually with a Drake reference. Student feedback: "I always enjoy my UWC visits so much, and I benefit greatly. I'll use the UWC for as long as I'm at UAB!" Zoe Willis Zoe Willis is a sophomore honors student majoring in Music with a focus on Piano Performance. In her free time, she enjoys cooking, eating, and playing fetch with her dog. Student feedback: "This was my first time at the writing center. I was nervous about going since I had never been before and didn't know anyone. I'm so glad I went! It was so helpful!" Follow @UABWritingCntr

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Literacy of College Graduates Is on Decline By Lois Romano Literacy experts and educators say they are stunned by the results of a recent adult literacy assessment, which shows that the reading proficiency of college graduates has declined in the past decade, with no obvious explanation. "It's appalling -- it's really astounding," said Michael Gorman, president of the American Library Association and a librarian at California State University at Fresno. "Only 31 percent of college graduates can read a complex book and extrapolate from it. That's not saying much for the remainder." While more Americans are graduating from college, and more than ever are applying for admission, far fewer are leaving higher education with the skills needed to comprehend routine data, such as reading a table about the relationship between blood pressure and physical activity, according to the federal study conducted by the National Center for Education Statistics. Experts could not definitively explain the drop. "The declining impact of education on our adult population was the biggest surprise for us, and we just don't have a good explanation," said Mark S. Schneider, commissioner of education statistics. "It may be that institutions have not yet figured out how to teach a whole generation of students who learned to read on the computer and who watch more TV. It's a different kind of literacy." "What's disturbing is that the assessment is not designed to test your understanding of Proust, but to test your ability to read labels," he added. The test measures how well adults comprehend basic instructions and tasks through reading -- such as computing costs per ounce of food items, comparing viewpoints on two editorials and reading prescription labels. Only 41 percent of graduate students tested in 2003 could be classified as "proficient" in prose -- reading and understanding information in short texts -- down 10 percentage points since 1992. Of college graduates, only 31 percent were classified as proficient -- compared with 40 percent in 1992. Schneider said the results do not separate recent graduates from those who have been out of school several years or more. The results were based on a sample of more than 19,000 people 16 or older, who were interviewed in their homes. They were asked to read prose, do math and find facts in documents. The scores for "intermediate" reading abilities went up for college students, causing educators to question whether most college instruction is offered at the intermediate level because students face reading challenges. Gorman said that he has been shocked by how few entering freshmen understand how to use a basic library system, or enjoy reading for pleasure. "There is a failure in the core values of education," he said. "They're told to go to college in order to get a better job -- and that's okay. But the real task is to produce educated people." Other experts noted that the slip in scores could be attributed to most state schools not being particularly selective, accepting most high school graduates to bolster enrollment. In addition, Schneider said schools may not be taking into account a more diverse population, and the language and cultural barriers that come with shifting demographics. That would account for the dramatic drop in average prose literacy for Hispanics, which slipped by 18 percentage points, he said. "The Hispanic scores were somewhat understandable based on the changing demographics," Schneider said. "Diversity may lead to more difficulties in education." Dolores Perin, a reading expert at Columbia University Teachers College, said that her work has indicated that the issue may start at the high school level. "There is a tremendous literacy problem among high school graduates that is not talked about," said Perin, who has been sitting in on high school classes as part of a teaching project. "It's a little bit depressing. The colleges are left holding the bag, trying to teach students who have challenges." On average, adult literacy is virtually unchanged since 1992, with 30 million people struggling with basic reading tasks. While adults made some progress in quantitative literacy, such as the ability to calculate taxes, the study showed that from 1992 to 2003 adults made no improvement in their ability read newspapers or books, or comprehend basic forms. One bright spot is that blacks are making significant gains in reading and math and are reaching higher levels of education. For instance, the report showed that the average rate of prose literacy, or reading, among blacks rose six percentage points since 1992. Prose and document reading scores for whites remained the same.

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Print-friendly versionThe Sun and God of Fire Joann S. Bakula July 2007 This is the fifth monthly meditation for world service, and it is considered the most important after the first three meditations, those of the higher interlude. The qualities highlighted in this meditation are sensitive self-awareness and individuality, leading to both independence and identification with God-immanent or Self-awareness. Only from this foundation of strength, stability, and sound self-knowledge can a true sensitivity to other environments, both spiritual and natural, emerge, leading to a widening circle of love and understanding. From this subjective link, greater light, knowledge and love/wisdom can act as a magnet to humanity's desire for better relationships within its own family, with the environment, and with its spiritual relations, in all of the many forms and formless ways that that spiritual relation may be expressed. When humanity sees a world server or hears a note of love/wisdom, it responds like the earth to the sun. It feels the warmth of right human relationships and the light coming from a larger world than an individual bulb alone can reveal. The sun is one of the symbols of this meditation. Whether we consider the sun as the only rational and visible symbol of God, as the father of life, warmth and light, the source of energy, or in the "astromythological" context, as Jung calls it, of the zodiacal sign of Leo or August. The sun is the king of the system and as such has the power both to give life and to destroy it, as does the creative power of our own 'sol', and of the power of the Biblical God, the Father. The sun is pure fire, and Leo provides the "great endurance against the strength of fire", (in Jung, Vol. 14, p. 176). It gives us the necessary strength of individualism and the ability to stand alone, with "freedom from outside control", as Bailey puts it (Esoteric Astrology, p. 310), in the developmental struggle for independence from dependency. This power provides not only the ability to stand up but the ability to withstand. It is a guard against both inflation and deflation, or being too big or too small, to enter through the door of initiation. Leo stands for the strength to accept within ourselves both God-nature and mammal. This means being able to say 'I am that' on both accounts, with subjective realization of the implications of both and projections of both. To find transcendent reality, we must first find the integrated self, individuality as the reflection in the mirror (without vanity or horror).God-immanent is a reflection of God-transcendent. Looking in the mirror of God-immanent to explore the nature of God-transcendent takes both courage and strength. "The onslaught of instinct then becomes an experience of divinity, provided that man does not succumb to it or follow it blindly, but defends his humanity against the animal nature of the divine power, " Jung writes. This idea is at home in the Judeo-Christian-Muslim traditions, as well as widespread world mythologies. Jung quotes Biblical sources: "It is 'a fearful thing to fall into the hands of the living God,' and 'whoso is near to me is near unto fire, and whoso is far from me is far from the kingdom'; for 'the Lord is a consuming fire (Symbols of Transformation, p. 337-339) In a footnote, he adds the interesting comment that "Christ successfully resisted the temptations of the power-devil in the wilderness. Whoever prefers power is therefore, in the Christian view, possessed by the devil. The psychologist can only agree." Christ walked through the transition from life to death and came back again from the other shore, an "undiscovered country" we will all discover in due time. In the meantime, the deep experience of samahdi meditation is entrance of consciousness into this magical realm that is always available to those who think that the best way to live life is with the view of the whole country and the values of both shores, the animal nature and the spiritual nature, constantly linking the two. In the USA we have a bias toward individualism. This trait predisposes us to believing that dispositions, or personality traits, account for more than situational influences. Individualism predisposes us to think that disposition matters more than situational forces, hence the overemphasis on personality analysis to the neglect of social and collective forces. This is a fundamental attribution error that precludes "attributional charity," which means looking for factors in a social environment before blaming character disposition. It means identifying the distortions in the attributional process. Social psychologist, Philip Zimbardo, famous for having conducted the Stanford Prison Experiment, points out that analyzing personality attributes should come after situational analysis. "We should yield to dispositional analyses (genes, personality traits, personal pathologies, and so on) only when the situationally based" factors fail to provide explanation. "We overemphasize personality in explaining any behavior while concurrently underemphasizing situational influences." (Zimbardo, The Lucifer Effect, p 212.) This results in distorted judgment and a punitive, authoritarian attitude toward individuals. As situational forces increase their dominance, awareness of authoritarian patterns becomes more obvious and the mistaken focus on personality variables part of the pattern. Situations are created by the systems in control. "System Power involves authorization or institutional permission to behave in prescribed ways or to forbid and punish actions that are contrary to them. It provides the 'higher authority' that gives validation to playing new roles, following new rules, and taking actions that would ordinarily be constrained by preexisting laws, norms, morals, and ethics. Such validation usually comes cloaked in the mantle of ideology. Ideology is a slogan or proposition that legitimizes whatever means are necessary to achieve the ultimate goal….Those in authority present the program as good and virtuous, as a highly valuable moral imperative….The System's procedures are considered reasonable and appropriate as the ideology comes to be accepted as sacred" (Zimbardo, p. 226). Accepting any ideology contrary to one's values is something the Leo type and quality will resist. Courage under fire is a most cherished quality in all times and cultures and one, many think, especially valued today in this time of transition. Considering this meditation in another light, the light of mythology, we can draw on the myth of Hercules. Bailey writes of the great battle with the Nemean lion, at the fifth gate (The Labours of Hercules). The animal had been a destructive force for a long time, terrorizing humans. In this case success came by tracking the lion to its lair, only to discover that its home had two ends. Success meant cutting off both avenues of escape and trapping the fear in the cave. Here too we have the idea of two sides, in this case two ends of a cave, or two areas of escape for the fear and power of our own predatory animal instincts. Curiously enough, his only weapons in this battle were his own two hands. (No tanks, no bombs.) Bailey interprets this labor as the sacrifice of the lower self and self-assertion, having been arrived at, of course, after the achievement of individualization. Dependency upon authority is overruled by reason and love in the attainment of independence. Only then does an individual or civilization have the internal strength and courage to travel to that other kingdom of interdependence, and reach out to another undiscovered country. Bailey writes that the "true crucifixion" is "the sacrifice of the reflection to the reality, of the lower aspect to the higher, and of the individual unit to the great sum total. It was these characteristics that the Christ so marvelously demonstrated" (Bailey, The Labours of Hercules, p. 104). Using a simpler illustration, courage is what the lion in the Wizard of OZ lacks, despite being the king of the beasts. He was prone to fear, most often irrational fear, and fantasies of fear. What Frank Baum, a Theosophist, was saying is that when Dorothy achieved integration of heart (the lion), mind (the tin man) and body (Todo), then her need to go to 'wizard nature' outside of herself was over and she could complete her journey back home, and the nightmare of the storm would be over. Having achieved independence through self-integration, she came to know herself as the worker of the white magic of the soul, and was able to find her way home. Bailey explores the mystery of the number five in this meditation, a number that is widely used in symbols and art. We are all particles swept along on a wave of time, are we not? And particles, being round, can be divided into quarters with a center, adding up to five. The circle, or mandala, of five directions is found in every culture and time, repeated in imaginative variation throughout the history of symbols. The mandala of 5 directions, with their aspects and attibutes, can be portrayed both as a circle and as a line or wave. The line of Tibetan Buddhist prayer flags is white, blue, yellow, red and green, representing center, east, south, west and north, the ultimate spiral dynamic. The Dalai Lama's five prayer flags have become very famous and widespread now that paper replicas have been, and are being, sent out frequently by Richard Gere and the SaveTibet.org, with the Dalai Lama's blessings. They represent the five Dhyani Buddhas of Tibetan Buddhism and the Theosophic traditions, and the five ages and Rounds. These are the spiritual progenitors of humanity. They are reflected in the microcosm as the four quarters of heart and brain, plus the initiating impulse originating from the center. The beauty of the Buddhist tradition is that it ties a direct line from the Dhyani Buddhas to the physical nature of each individual in both heart and brain. The five Dhyani Buddhas become the five visions we know as the five manifesting Ray Lords, and are met in the bardos of the Tibetan book of Natural Liberation as the five skandas or vehicles and when each of us meets again our own originating self and plan from heart and mind, from love and light. The Tibetan word for fire, Fohat, links macrocosm and microcosm, "the solar (Dhyani) Buddha principle" and the "bodily vehicle". The Mind is fire-born. The brain's center strip of white matter, the corpus callosum, is, of course, called the Lion's Gate. The four quarters of heart and the four of brain, plus two centers, make ten, which Bailey, after Pythagoras calls the "number of human perfection and of completion, the number of a perfectly developed and unfolded human being, and of the balance achieved between spirit and matter' (The Labours of Hercules, p. 101). She sums up the experience by writing "Through our own will and in full knowledge we are here." In the altered states of meditation and other bardos we refresh ourselves, our memories and the world with where we have come from and where we are going. Jung often refers to the Anthropos, a circle of the fixed cross, Taurus, Leo, Scorpio and Aquarius, representing the four gospels, with Christ in the center, as an eternal symbol in Gnosticism and medieval alchemy. The circle squared is a symbol of the Self or wholeness he discovered first from his patients' dreams and drawings (The Practice of Psychotherapy, p. 217). "I am therefore, of the opinion, based on my professional work, that the Anthropos idea…[is] the outcome of subjective experience. It is an 'eternal' idea, an archetype that can appear spontaneously at any time and in any place. We meet Anthropos even in ancient Chinese alchemy, in the writings of Wei Po-yang, about A.D. 142. There he is called chen-jen ('true man'). " May the 'true man' or true Self fire forth in the lives of all who seek to serve the world through this meditation. NOTE: Please pardon the errata in the Leo '07 commentary; the wizard of Oz gave recognition, of course, to the tin man for his heart, to the straw man for his mind, and to the lion for his courage. These three, with Todo as the animal nature and Dorothy as consciousness, make up L. Frank Baum's fivefold portrayal of an integrated human. home top

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The new faces of the MoHarv First year pharmacy students Colin Rybak and Niko Naleid are sharing responsibilities as The University of Charleston mascot, MoHarv. CHARLESTON, W.Va. -- Two students are waving their arms, cheering loudly and dancing their way across the court as the new co-mascots at the University of Charleston. Colin Rybak and Niko Naleid said they stumbled into what is now their favorite thing on campus. The two pharmacy students began painting their chests maroon and gold to attend home games at UC, where they would compete in dance-off competitions. "We are still gathering the popular consensus on this. From the few people we have talked to, it seems that they are fairly entertained," Rybak said. "During the actual moment though, it is hard to hear any cheers or boos as I personally 'get in the zone.'"Ryback, 26, and Naleid, 19, who do pushups alongside the cheerleaders, said being co-mascots as the MoHarv has been an outlet for their school spirit. "I guess they didn't want to make us male cheerleaders," Rybak said. "There are always pom-poms everywhere," Naleid said. He's gotten into the practice of kicking them away from his feet -- if he can see them through MoHarv's head. Rybak said he's been learning the ropes as he goes. "The first game, I waved to the other team and they started throwing things at me," Rybak said. One of the cheerleaders pulled him aside and said that the other team may see that as mocking.The students said although the pharmacy school is right on campus, they still don't have very much interaction with the rest of the school, so getting involved with campus activates is a great way of bringing the two worlds together. The co-mascots, who started in the middle of the football season, do their best to make it to all home games. "When it fits both or one of our schedule's, we are certainly willing to do it," Rybak said, although his personal attendance has not been 100 percent. Neither of the mascots has traveled with the team to any away games.Rybak, originally from Syracuse, N.Y., graduated from the State University of New York at Geneseo with a Bachelor of Science in Biochemistry in 2009. He spent a few years after graduation trying to decide what he wanted to do with his degree. "I had no idea what I wanted to do but knew I was really interested in being a pharmacist and figured I was capable enough although I only graduated with a 2.5 GPA. I have the science background, I have always found drug and drug interactions extremely interesting. Why not practice at the highest level and become a pharmacist?"Naleid, from San Francisco, studied briefly at the University of New England, before moving to Charleston.Before attending UC, both Rynak and Naleid said they didn't know much about West Virginia. "I didn't really know where West Virginia was before I got on a plane to come here," Naleid said. "I didn't think Charleston was anywhere," Rybak said, but the city "has definitely won me over."Rybak said with the semester workload picking up, "seeing both MoHarv's in action at the same time might become more a rarity," but the students hope their fun-loving approach brings positive energy to campus. Show All Comments Hide All Comments User Comments WVU notches 63-50 win at TCU Roundup: Charleston, W.Va. State on road tonight

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125 Years of ServiceBooker T. Washington InstituteChapters From Our HistoryTuskegeeW-Club In the NewsPoints of PrideResearch & Development CorpSummer at StateVision 2020WVSU At A Glance West Virginia State University Research Rookies Featured at Annual Symposium Contact: Kimberly Osborne [email protected] West Virginia State University Research Rookies Featured at Annual Symposium INSTITUTE, W.Va. – West Virginia State University (WVSU) held its 19th annual Research Symposium on campus Friday, April 25, to share information and celebrate the scientific research being conducted by students, including those participating in the American Electric Power (AEP) Research Rookies Program, which provides hands-on research opportunities for undergraduates. "The symposium provides a public forum for our students to share their scientific research with a wider audience," said Dr. Katherine Harper, Dean of the College of Natural Sciences and Mathematics and a Professor of Biology. "When students become part of a research group, it not only reinforces their scientific skills but makes them feel like part of a family, so this is also a celebration of their hard work and accomplishments." Led by a keynote address on organic chemistry from Dr. David R. Williams, professor of Chemistry at Indiana University, Bloomington, the daylong event featured a poster session by the AEP Research Rookies participants. The program began last year through AEP funding that launched the WVSU AEP Foundation Full STEAM (Science, Technology, Engineering, Agriculture and Mathematics) Ahead Program. Eight Research Rookies presented posters and shared their experiences being part of the program. "It was really exciting being a Research Rookie this year," said freshman Emily Peal, a Biology major. "You really don't know how to do scientific methods until you're hands-on with them, so it was fun and educational to be able to do that through this project." Other graduate and undergraduate students participated in a student research session, including honors students, Biotechnology master's degree candidates and recipients of the West Virginia Space Grant Consortium Scholarship. The event culminated with an induction ceremony for Beta Kappa Chi Honor Society members. Follow West Virginia State University on Facebook and Twitter @WVStateU. West Virginia State University is a public, land grant, historically black university, which has evolved into a fully accessible, racially integrated, and multi‐generational institution, located in Institute, W.Va. As a “living laboratory of human relations,” the university is a community of students, staff, and faculty committed to academic growth, service and preservation of the racial and cultural diversity of the institution. Its mission is to meet the higher education and economic development needs of the state and region through innovative teaching and applied research. -WVSU-

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The evaluation of each submission to the Prize consists of a four-stage process. Each category is evaluated according to our four criteria: Impact, Innovation, Leadership and Long-Term Vision. The weighting of each criterion varies according to the category. First stage: A reputed international research and analysis firm conducts due diligence on all our submissions to ensure that they meet the conditions of the Zayed Future Energy Prize. Second stage: The Review Committee meets to evaluate and score entries to the Large Corporation, Small and Medium Enterprise, Non-Profit Organisation and Lifetime Achievement categories that remain following due-diligence and forms a shortlist for the Selection Committee. Third stage: The Selection Committee appraises each entry shortlisted by the Review Committee and agrees on a list of finalists. The Global High Schools Committee meets to evaluate, score and select the finalists from submissions to the Global High Schools category that remain following due-diligence. Fourth stage: The Jury meets in person to deliberate the entries and elect the winner in each category. The final decision is unanimous. Close of Submissions: 27 June 2016

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Vanderbilt News New leadership for Vanderbilt Divinity model program by Ann Marie Deer Owens | Jun. 13, 2012, 2:06 PM Jaco Hamman A professor of pastoral care and counseling who studies the confluence of theology and psychology in people’s lives is the new director of Vanderbilt University Divinity School’s Program in Theology and Practice. The Rev. Jaco J. Hamman of Western Theological Seminary will direct a model program created at Vanderbilt to improve the training for those who will prepare future ministers, according to James Hudnut-Beumler, dean of the Vanderbilt Divinity School. Hamman will also be an associate professor in the area of religion, psychology and culture. “We are fortunate to have found a gifted teacher, mentor and colleague in Professor Jaco Hamman,” said Hudnut-Beumler, who is the Anne Potter Wilson Distinguished Professor of American Religious History. “Only a multitalented individual like Jaco could hope to join a dynamic graduate program such as ours with students in all six years of development, but we were convinced early on that we had found the right leader.” Born in South Africa, Hamman graduated from the University of Port Elizabeth with a bachelor’s degree in theology and psychology in 1988. He also earned a bachelor’s degree from the Stellenbosch University Seminary School in 1991 and a master’s degree from the same institution in 1993. “The Program in Theology and Practice is a visionary and exciting program,” said Hamman. “I am grateful to join the Vanderbilt Divinity School community and to be a part of the program. With gifted students mentored by expert teachers, researchers and ministry partners, the program is already influencing ecclesial, academic and societal landscapes. I imagine this influence growing significantly in the years ahead.” Hamman began his career as a hospital chaplain and left his native country in 1993 to pursue further training with the Association of Clinical Pastoral Education. His interest in the emotional, spiritual and relational experiences of people deepened, and he enrolled at Princeton Theological Seminary, where his dissertation focused on the Biblical figure Job. Hamman received his doctorate in 2000. Before going to Western Theological Seminary in Holland, Mich., Hamman spent three years as a pastoral psychotherapist, group therapist, and marriage and family therapist at the Blanton-Peale Graduate Institute in New York City. His books include When Steeples Cry: Leading Congregations Through Loss and Change, Becoming a Pastor: Forming Self and Soul for Ministry and A Play-Full Life: Slowing Down and Seeking Peace. All have been published by Pilgrim Press. Hamman is an ordained minister in the Reformed Church in America and a Fellow in the American Association of Pastoral Counselors. He will begin directing the Program in Theology and Practice on Aug. 16 after teaching in Zambia this summer. “As I join colleagues in theological education in Zambia, my conviction that our global society needs practical theologians skilled in interdisciplinary dialogue is being strengthened,” Hamman said. The Divinity School and Graduate Department of Religion began developing this program nine years ago to form a generation of professors who are outstanding teachers of people preparing for ministry and groundbreaking scholars who do practical theology in every discipline. The program recently received a $5 million renewal grant awarded by the Lilly Endowment Inc. A $10 million launch grant in 2004 by the Lilly Endowment was the largest ever received by Vanderbilt Divinity School. Media Inquiries: Ann Marie Deer Owens, (615) 322-NEWS [email protected] Share This Story myVU, releases divinity, Jaco Hamman, Program in Theology and Practice, Western Theological Seminary Office for Equity, Diversity and Inclusion reflects back and looks aheadDecember 9, 2016 VUToday: Donald Trump, Vanderbilt Poll prominent in weekly roundup of VU news storiesDecember 9, 2016 Zach Cunningham selected as Walter Camp First Team All-AmericanDecember 9, 2016 Children’s Hospital pastoral care department offers Christmas Eve serviceDecember 9, 2016 Learning Exchange will be unavailable Dec. 16–20December 9, 2016 VU Tweets Tweets from @VanderbiltU/official-vu-accounts Your Vanderbilt

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Click here to search Heidelberg School Sezession Western painting Chinese painting Shīrāz school divisionism Vorticism Australian culture in Australia: Visual arts ...British, styles and themes. In the 1880s and ’90s, however, Australian art began to forge its own identity when Tom Roberts, Arthur Streeton, Frederick McCubbin, and others in the so-called Heidelberg school (named for the town outside Melbourne where they often painted) began to depict uniquely Australian subject matter, usually the landscape, in their plein-air canvases. This focus on... in New South Wales: The arts Significant figures in 20th-century painting associated with the state include Sir William Dobell; Sir Russell Drysdale, whose bush images continued a tradition dating to the Heidelberg school of nationalist Australian landscape painters of the late 19th century; Margaret Preston, whose modernist work took inspiration from the colours and forms of Australia’s natural environments and Aboriginal... in Tom Roberts ...Exhibition of 1889—a showing in Melbourne of Impressionist landscapes painted on the lids of cedar cigar boxes. In spite of the tide of protest against this challenge to conventional art, the Heidelberg school, consisting of Roberts and his fellow Impressionists, came to dominate Australian art for more than 30 years. Roberts is best known as a painter of Australian rural life. Heidelberg School

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Build-A-Bear Workshop Foundation Grant Supports Kids Rock Cancer February 8, 2011 Maryville University has received a $3,000 grant from the Build-A-Bear Workshop Foundation to support the growth of Kids Rock Cancer at St. Louis area cancer centers. Kids Rock Cancer, created through the School of Health Professions’ music therapy program, provides a certified music therapist who works with children battling cancer and other blood disorders to write and record their own songs on a keepsake CD. “We are committed to making a difference in the lives of children and proud to partner with Maryville University to support a program that is both creative and therapeutic,” said Tina Klocke, president of Build-A-Bear Workshop Foundation. Since its powerful introduction at SSM Cardinal Glennon Children’s Medical Center in November 2009, Kids Rock Cancer has inspired and lifted the spirits of children, their families and hospital caregivers throughout the metropolitan area. It helps children open up about their diagnoses, provides a priceless keepsake to families and serves as an emotional outlet for many other children and parents. The program has now expanded to St. Louis Children’s Hospital, the Cardinals Kids Cancer Center at St. John’s Mercy Children’s Hospital and the Cancer Support Community of Greater St. Louis (formerly The Wellness Community). Music therapy is an established healthcare field that uses music to promote physical and emotional healing. When used as a complementary therapy along with conventional treatments, music therapy has been shown to significantly reduce anxiety, pain and nausea in cancer patients, and improve quality of life. “Kids Rock Cancer provides an opportunity for children to experience a music therapy session with a certified music therapist,” said Charles Gulas, PhD, dean of the School of Health Professions. “This allows them to express themselves in a safe environment, using music as a way to give voice to their emotions.” Audio tracks of some of the young musicians may be heard at maryville.edu/kidsrockcancer. About Maryville University Founded in 1872, Maryville University is a four-year, private university located in west St. Louis County. 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. Among recent graduates, 82 percent are employed or attending graduate school. More than 16,000 Maryville alumni work and live in the St. Louis region.

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/ Ten Theories of Human Nature Ten Theories of Human Nature Oxford University Press Inc Author(s) : Leslie Stevenson Overview Completely revised to take into account the scholarship since its first publication in 1974 and expanded to include Eastern thinkers, "Ten Theories of Human Nature" has added chapters on Hinduism and Confucianism as well as a new chapter on Kant. The text is intended to compress into a small space the essence of such thinkers as Karl Marx, Sigmund Freud, Jean Paul Sartre, B.F. Skinner, and Konrad Lorenz. The authors juxtapose the ideas of these and other thinkers in order to help the reader understand how humanity has struggled to comprehend its nature. It is demonstrated, for example, how Skinner's theories - which assert the primacy of learned behavior - are undercut by Lorenz's studies of animals, which suggest that complex behavior can occur prior to learning. To bring these comparisons into sharp relief, the book examines each theorist on four points: the nature of the universe; the nature of humanity; the ills of the world; and the proposed cure for these ills. Out of Stock

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AmeriCorps is getting things done – but for how long? posted by Idealist on March 3, 2011 Filed under: Current Events As of today, it sounds like legislation that allows the U.S. federal government to fund all programs at 2010 levels will expire in a couple of weeks. In order to continue funding programs like AmeriCorps and HeadStart, Congress must come together to pass a new budget. Soon the Senate will look to pass a budget, which must be reconciled with the one that the House of Representatives passed Feb. 18th—H.R. 1—which cut $100 billion from President Obama’s proposed budget, and effectively eliminated funding for the Corporation for National and Community Service (CNCS) among other programs. CNCS, one target of defunding in H.R. 1, is an independent federal agency that oversees several national service programs that allow people over 18 to serve part- or full-time in their local communities. AmeriCorps, AmeriCorps VISTA, AmeriCorps NCCC, and Senior Corps members and Foster Grandparents roll up their sleeves every day to: tutor and read with our children, create healthy schools and build affordable housing in our neighborhoods, take care of our forests and rivers, help us access health care when we find ourselves under-insured, assist recent immigrants on the path to U.S. citizenship, help returning Veterans transition to new careers, establish volunteer programs that recruit even more people to help out in local communities, and build the capacity of our organizations that are working to end poverty. Tens of thousands of people participate in national service programs every year, earning an education award and in some cases a very modest stipend. The point of the stipend isn’t so much to offer service corps members a wage; national service is different from employment. The point is that in most cases, full-time corps members can support themselves on their stipend. This frees up their time to devote to their communities, and keeps them from competing against unemployed people for scarce jobs. Americorps Members, via the Grace Hill St. Louis Flickr feed National service programs are a network of partnerships between the government and nonprofits, schools, and agencies which receive—and match—funds that put corps members to work. Because of the partnership model, national service programs are cost effective; offer host organizations valuable, focused, energetic staffing power to start new projects and serve clients at an affordable cost; and create opportunities for people to serve in critical-needs areas in their communities. Actions to save service In an effort to rally support for and defend funding for national service, several pro-service organizations have formed a new coalition called Save Service. Last week Save Service, AmeriCorps Alums, and other groups organized thousands of people to participate in District Day visits. People across the country showed up in 441 local House and Senate offices to share stories of the impact of national service programs with 295 Representatives and 83 Senators (and/or their staff). Save Service is offering web tools to help service fans talk with their leaders about the importance of national service and social innovation to their communities. And news media is covering national service like it’s 2008. Rumor has it that AmeriCorps Week will be moved a week later this year (to May 14-21). As it happens, that is a district work week for Representatives, so as people across the country are celebrating AmeriCorps they can reach out to their Representatives and invite them to see first-hand member impact. To be fair We are in debt nationally. Yesterday my colleague Put Barber wrote about the need to make painful changes in order to create a financially sustainable future. We need to make sacrifices. But surely we can do that without abolishing a valuable, cost-effective, successful, and popular program that involves thousands of communities across the United States and tens of thousands of citizens. What do you think? Are you speaking up on behalf of service programs? Tags: advocacy, Americorps, budget, Corporation for National and Community Service (CNCS), national service A new report on the "civic health" of the United States posted by Kim Davidson on October 18, 2010 Filed under: Uncategorized A trail volunteer in California, via Flickr user trazomfreak The Corporation for National Community Service and National Conference on Citizenship just released “Civic Life in America,” a federally commissioned assessment of the “civic health of the nation.” Their joint study measured how American citizens are engaging in civic activities. Though previous studies have reported on formal volunteering, this is the first of its kind to also look into other forms of civic engagement, like attending public meetings, participating in community organizations, and even doing small favors for neighbors and keeping up with the news online. The study found that over 63.4 million Americans over the age of 16 volunteered with an organization last year, the highest volunteer rate since 2005. In addition, about 35% of American adults participate in community organizations like service associations, church groups, and sports associations. The study also found that those who volunteer are more likely to participate in other forms of civic engagement like voting, reading the news, and communicating with their neighbors. Those who use the Internet are also more likely to be involved in their communities. CNCS chief executive Patrick A. Corvington summed up the findings, announcing, “What this study shows is that Americans are tilting toward problems instead of away from them and that their participation in civic life may come in different ways but (they) all contribute to the same goal of stronger, more resilient communities.” Want to get involved in your area? Check out our Volunteer Resource Center for volunteers then click here to find an opportunity! Could your organization use the help of volunteers? We have resources for you, too. When you’re ready, make sure you are registered on Idealist.org to post your opportunities. Have you participated in a great volunteer opportunity recently? Tell us about it! [This blog entry appeared on an older version of Idealist; any broken links are a result of having re-launched our site in Fall 2010.] Tags: Corporation for National and Community Service (CNCS), National Conference on Citizenship (NCOC), volunteering

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Prop. 39 energy retrofit funds heading to California schools State officials have directed $381 million to California schools to retrofit aging campuses for energy efficiency, releasing a list Tuesday that shows how much each district will get. The money comes from voter approval last year of Proposition 39, which raises taxes on out-of-state corporations. The ballot measure was pushed by hedge fund billionaire Tom Steyer and state Sen. Kevin de León, a Los Angeles Democrat. "Used wisely, school districts that are most in need will be able to put a big dent in their energy bills and direct more money to classroom needs," De León said in a statement today. "Everyone wins with energy retrofitting - the students, the environment and workers." De León's hometown includes California's largest school district and stands to gain the most from the program. Los Angeles Unified is slated to get more than $26 million in grants for energy efficiency, according to the list released by the state Department of Education. The 20 school districts in line to receive the most money are listed below. Scroll over the blue bars to see more detail: You can see the full list of school districts and charter schools eligible for Proposition 39 funds at this page. Click on the spreadsheet called "Proposition 39 - 2013-14 Entitlements." PHOTO: A teacher keeps an eye on her class at Greer Elementary School in Sacramento on Jan. 17, 2013. The Sacramento Bee/Renée C. Byer Editor's note: This post was updated at 1:50 p.m. to clarify that Los Angeles Unified is the state's largest school district. Categories: Education, Election 2012 Tags: Kevin de León, Proposition 39

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You are hereHomeCBS BlogsHobbie Receives Ada Comstock Award Hobbie Receives Ada Comstock Award Ecology, Evolution and Behavior faculty member Sarah Hobbie recognized with special distinction for distinguished women faculty at the University of Minnesota. Sarah Hobbie at Cedar Creek Ecosystem Science Reserve. Sarah Hobbie was recently named the 2016 Ada Comstock Distinguished Scholar. The award — sponsored by the Office of Equity and Diversity's Women’s Center, the Office of the Vice President for Academic Affairs and Provost, and the University Libraries — honors the academic accomplishments of distinguished women faculty at the University of Minnesota.“Sarah has worked tirelessly with collaborators globally to understand how plants and microorganisms influence ecosystem functions and how ecosystems respond to global change,” says Jeannine Cavender-Bares, EEB faculty and co-chair of the Women’s Faculty Cabinet. “She has received many other accolades for her research, teaching and service to the University of Minnesota and to the scientific community globally in her efforts to leave a habitable planet to future generations.”Hobbie joined the College of Biological Sciences faculty in 1998. She was named a Distinguished McKnight University Professor in 2016 and elected to the National Academy of Sciences in 2013. Hobbie is a member of the University’s Academy of Distinguished Teachers and also serves as co-leader of Cedar Creek Ecosystem Science Reserve's Long-Term Ecological Research Program. Hobbie’s research focuses on understanding the ecological consequences of diverse human-caused environmental changes, as well as the impact of human activity in urban environments. As part of the recognition, Hobbie will give a special lecture this fall. — Lance Janssen Posted June, 2016 Cedar Creek, Connect, Awards + recognition, Faculty, EEB, Equity + Diversity Get in touch with CBS

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1 Junkins Ave., Portsmouth, NH, 03801, Tel: (603) 610-7281Fax: (603) 427-1575 Email: [email protected] Home About the Coalition Targeted Aid Solution Facts & Figures News Releases Archives Contact Us News Releases- Archives Coalition Announces Effort to Permanently Solve Education Funding Dilemma Nov. 26, 2002 The Coalition Communities today announced a major effort to create a permanent solution to New Hampshire’s education funding dilemma through a new targeted aid grant program for state education aid to communities. The Coalition said its goal is to seek enabling education grant legislation in the new Legislature that will pass constitutional muster, target aid to needy communities, utilize existing tax resources to fund education, and no longer be dependent on the statewide property tax or any other single revenue source. The Coalition has assembled a team of distinguished experts in educational finance and New Hampshire constitutional law who already have begun work. It is expected that the analysis on a new aid formula will be completed by late December and a full legislative proposal will be ready for the new Legislature at the beginning of January, with implementation possible in the Fiscal Year 2004 and Fiscal Year 2005 State Budget. The Coalition has begun briefing legislative leaders and Gov.-elect Benson on the outlines of the new program. “I think it is very appropriate that we are announcing this initiative during the week of Thanksgiving because I know all the citizens of New Hampshire will be extremely thankful to have this problem resolved once and for all,” said Mayor Evelyn Sirrell, leader of the Coalition of 34 municipalities. “As of next year, 60 percent of the communities in our state will either be Donor towns or Receivers who are receiving less in education aid. Education funding was the No. 1 issue in the recent elections. Now it’s time for everyone to roll up their sleeves and get to work on implementing a permanent solution that truly benefits our schoolchildren,” she said. The project is being headed by well-known economist Dr. Daphne A. Kenyon, the former President of the Josiah Bartlett Center for Public Policy. Other members include: internationally known education finance expert and University of Wisconsin-Madison Professor Andrew Reschovsky, who will act as senior advisor on school funding formulas; two NH data experts and technical consultants -- economist Lisa K. Shapiro, who directed the 1999 study “The Economic and Fiscal Impact of a Uniform Statewide Property Tax,” and former Office of Legislative Budget Assistant Director Charles Connor; and constitutional expert and legal advisor Martin L. Gross, a senior member of the Concord law firm of Sulloway & Hollis. “I am elated to have the opportunity to work on this challenging problem, and to be heading an outstanding team of experts who are working very hard to permanently solve the dilemma of how to ensure that education funding goes to the schoolchildren who truly need it,” Kenyon said. The targeted aid grant program will utilize an education funding formula similar to those in other states that compare educational costs and needs in a community with a town’s ability to raise revenue. It also will use the most recent U.S. Census data, which was unavailable when the current formula was developed four years ago. Also, the proposal will recognize that the State is responsible for funding equal education opportunity throughout New Hampshire, and will include a practical means for “grandfathering” aid, or other transition mechanisms, to communities whose education grants would decrease under a new formula targeting money only to needy communities. Under the current simplistic education funding formula, the State essentially compares aid on a per head basis for the number of schoolchildren in a community to the total value of its property, resulting in a net aid “grant” that fails to take into consideration true educational need or the ability to pay. As of next year, there will be 59 Donor towns and 94 Receivers receiving less, for a total of 153 towns (60%) being negatively impacted by the current system. The targeted aid grant program would begin immediately in next year’s State Budget and include a constitutional amendment provision to ensure that the solution is permanent and will not be overturned by future legal challenges. If the amendment to fully fund the program fails to garner the necessary two-thirds approval of N.H. voters, the enabling legislation would “sunset” in 2004. The intention is to solve the problem once and for all - in a manner ensuring educational opportunity for all of New Hampshire’s schoolchildren - and with costs that are affordable and predictable in the future. (Click here for more information on the team members) 1 Junkins Ave., Portsmouth, NH, 03801, Tel: (603) 610-7281Fax: (603) 427-1575 Email: [email protected]

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CSUB to Build $24-Million Rec BAKERSFIELD, CA-- California State University, Bakersfield (CSUB) students have approved a referendum that will help fund a new $24 million recreation center and support the university’s move towards becoming an NCAA Division I athletics school. “It’s wonderful that the students share the vision to see the university grow,” said CSUB President Horace Mitchell in a release from the university. “It’s great they’re a part of this new endeavor for CSUB.” There were 1,759 votes cast on the referendum held Wednesday and Thursday; 893 students voted in favor of the fee increase, while 864 were opposed. Two ballots were invalidated. Here's the breakdown of student fee increases: Currently full time undergraduate students pay $51 a quarter for student union and student body fees. For the next academic year students will pay $168. The fee will increase in increments until the 2008-09 school year when the amount will cap at $224. The new state-of-the-art recreation center will be built just north of the old gym. It will cover the existing Public Safety building and the outdoor basketball courts, with the entrance in direct line of sight to the Student Union. The 60,000-square-foot center will include a suspended track, fitness area with equipment and possibly a rock-climbing wall. The facility will be available only to students, faculty, staff and alumni of CSUB. Faculty, staff and alumni wishing to use the facility will pay a membership fee, but there will be no additional fees for students to use it. The center will employ students, and a student advisory board will oversee operations. In addition to supporting the efforts for the move to Division I and the new recreation center, the fees will also provide extra financial support for CSUB clubs and organizations and funding for students of CSUB’s Antelope Valley campus to undertake major programs and student activity projects. Source URL: http://clubindustry.com/news/csub_rec_060605

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Program Overview Program Application Placement Online Application Student Online Application Contact Information Home Program Overview ****The Public Policy Scholars Program has been suspended until further notice.*** The Public Policy Scholars Program (PPSP) was created to give students of color the opportunity to work as interns with elected officials and within other sectors shaping public policy and to receive a stipend, as they complete their degrees. It is instrumental in exposing students to the fundamentals of creating, shaping and implementing public policy initiatives.We believed that this exposure is critical in developing the next generation of decision-makers within the public and private sectors. 9501 S. King Drive Chicago, IL 60628

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University Calendarskip to eventsimport, export, and share options Add an event Contact Information Included Calendars Send to Social Media outlet Export Outlook and iCal Print Calendarcalendar tabs All MonthWeekDaySearch(Selected tab) Detailadvanced searchEnter Search TermSelect start dateto Select end date Event Detail Information ECCE Speaker Series Live Webcast - Katherine Boo, The People "Behind the Beautiful Forevers": Globalization, Recession, and Life in a Mumbai SlumSpeakerKatherine BooDate Apr 1, 2014Time 7:00 pm Sponsor Co-sponsored by Friends of Brookens Library & UIS Chancellor’s OfficeEvent type InformationalTopicwebcastViews 57Originating Calendar Live WebcastsKatherine Boo will discuss her book, Behind the Beautiful Forevers, an award-winning account of the lives of the inhabitants of Annawadi, a Mumbai slum in the shadows of luxury hotels and the international airport. Boo followed the lives of several key residents of Annawadi as the global economic downturn in 2008 and 2009 added to the tensions that already existed over issues of religion, caste, and gender. Her portraits are compelling, sometimes heartbreaking, and offer insight into globalization at the personal level in one of the 21st century’s great, unequal cities. http://www.behindthebeautifulforevers.com/ Katherine Boo is a staff writer at The New Yorker and a former reporter and editor for The Washington Post. She learned to report at the alternative weekly, Washington City Paper, after which she worked as a writer and co-editor of The Washington Monthly magazine. Over the years, her reporting from disadvantaged communities has been awarded a Pulitzer Prize, a MacArthur “Genius” grant, and a National Magazine Award for Feature Writing. Behind the Beautiful Forevers, her first book, won the National Book Award for nonfiction, was included in a host of “best book” lists for 2012, and was shortlisted for the Pulitzer Prize. For the last decade, she has divided her time between the United States and India.link for robots only

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- Law School to Host First Kelly Panel for Excellence in Teaching on Sept. 25 MyLaw HomeNewsNews Archive2008 Law School to Host First Kelly Panel for Excellence in Teaching on Sept. 25 Page Menu | September 5, 2008What makes for excellence in teaching? Come join in the dialogue at the first Herbert V. Kelly, Sr. Panel on Excellence in Teaching on Thursday, September 25, from 3:30 to 5 p.m. in room 127 at William & Mary Law School. Admission is free and all are welcome to join in the discussion and the reception afterward. The event is part of a series of programs devoted to teaching organized by Haynes Professor of Law Paul Marcus. In 2007, Marcus was appointed to a two-year term as the inaugural Kelly Professor for Excellence in Teaching. Interim Dean Lynda Butler said funds for the Kelly Professorship and related programs were made possible by the extraordinary generosity of the late Herbert V. Kelly, Sr. Kelly received his undergraduate and law degrees from William & Mary and was senior partner at Jones, Blechman, Woltz & Kelly in Newport News, Va., until his death last year. Marcus will be joined on the panel by other faculty including Davison M. Douglas, Laura A. Heymann, and the Honorable Wilford Taylor, Jr., as well as by Latoya Asia '09 and Thomas Ryerson '10. Vice Dean Eric Kades will moderate. While the faculty participants have taught a variety of subjects, each has been recognized for outstanding teaching. Professors Marcus, Douglas, Heymann and Kades each have received the Walter L. Williams, Jr. Teaching Award from recent graduating classes, while Judge Taylor was the 2007-08 recipient of the St. George Tucker Adjunct Professorship Award. "Teaching was something that Herb Kelly cared about a lot," said Marcus. Marcus said he's used the panel format when he's been invited to lecture about teaching at other schools and found the format to be really enjoyable for both students and faculty. Kades will guide the discussion with questions to the panelists during the first half of the program, while the second half will be guided by questions from the audience. Marcus believes that there are ingredients common to great teaching, whether you are teaching law or other subjects. "It's preparation, it's enthusiasm, it's involving the students in the educational process," he said. He welcomed having the opportunity as the Kelly Chair to shine a light on teaching. "I believe in powerful scholarship, that's for sure. But we are about teaching." He added that he's been surprised and delighted by the many alumni he's heard from who've expressed enthusiasm for the addition of the new professorship, which is unique among the many chairs recognizing scholarship at the Law School. For more information, contact [email protected], or call (757)221-1840. HomeNewsNews Archive2008

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> Review Details Review of Global Interactions in English as a Lingua Franca Reviewer: Kimberly Renée Chopin Book Title: Global Interactions in English as a Lingua Franca Book Author: Franca Poppi Publisher: Peter Lang AG Linguistic Field(s): Applied Linguistics Pragmatics Subject Language(s): English Issue Number: 25.1283 Buy Buy this book at Amazon United States Canada United Kingdom France Germany Japan Discuss this Review Help on Posting SUMMARYThe field of English as a Lingua Franca (ELF), which studies communication among speakers of different language backgrounds using English as a common language, has focused primarily on spoken language, but as yet not so much on how ELF speakers use English to communicate in written situations. Franca Poppi’s monograph aims to address this gap, particularly in the area of business communication and Business English as a Lingua Franca (BELF). The book has two goals. The first is to “investigate the changes undergone by written communication under the influence of electronic media and new contexts of use” (p. 215). In addition, it explores how the use of English as a Lingua Franca adds to the changes brought about by this new media and these new contexts of use, through which also to assert ELF use as legitimate, and not in need of native-speaker gatekeeping norms.The book is divided into two main parts plus introductory and concluding chapters. The introductory chapter (Chapter 1) briefly outlines trends such as the World Wide Web which have led to increased globalization, and reviews theories on why English has increasingly become the lingua franca in this more globalized world.The first part (Chapters 2-5) focuses on ELF communication in the electronic mass media. Chapter 2 makes and argues the claim that speakers of English in lingua franca settings are ELF users rather than ELF learners. A selection of interviews and a panel discussion from BBC World and CNN International are analyzed in order to discern features that distinguish ELF communication. It concludes that ELF communication is generally effective, and that “non-native speakers of English should therefore be recognized as users, in their own right, of a (...) lingua franca.” (p. 62).Chapters 3-5 are each based on a different small-scale corpus study, each of which looks at the on-line edition of an English language newspaper published in a non-English language native environment: The Hindustan Times (Chapter 3), The Baltic Times (Chapter 4), and The China Daily (Chapter 5). In each of these, corpora of articles from the newspapers in question are analyzed, and instances of non-native forms as well as localized forms are categorized. The cases chosen exemplify and serve to compare data from outer circle (India) and expanding circle (the Baltics, China) countries in terms of how much localized vocabulary is used, how much code-switching and code-mixing occurs and so on. In each case, it is claimed that non-native forms and localized expressions show the creation of on-line communities of practice joining together readers who are geographically dispersed.The second part (Chapters 6-10) turns the focus to BELF, in the form of corporate on-line communication. Chapter 6 introduces some basic theories of corporate communication and corporate identity. It is shown how these might be manifested on corporate websites and in computer-mediated conversations such as e-mail correspondence. As in Chapters 3-5, each of Chapters 7-10 concern a different small-scale corpus-based case study, where specific instances of language use are categorized. The categories are not equal to but are adapted from the categories used in Part 1; for example, both Part 1 and Part 2 have the category ‘code-switching’, but the category ‘local expressions’ in Part 1 is replaced by ‘technical words’ in Part 2. The cases chosen give data from a corpus of news articles from the archives of the large multinational corporation Tetra Pak (founded and based in Sweden) (Chapter 7), and of the ‘about us’ sections of websites from seven European companies based in different parts of the continent (Chapter 8). Two chapters focus on business e-mail correspondence in order to explore how the cultural and linguistic background of both writers and recipients of e-mails affects written communication. They use corpora of intra-company e-mail correspondence between Japanese and Chinese employees of an Italian company and company employees based in Italy (Chapter 9), and of Italian employees of an Italian company writing business e-mails in different genres (Chapter 10). The concluding chapter (Chapter 11) revisits the main aims of the book, summarizing its results. In particular, it further places the book’s case studies into a framework of cybergenres, and relates them to communities of practice.EVALUATIONThis book opens up new inroads into an analysis of ELF and BELF written communication in on-line settings. The structure is complex, integrating two main aims with write-ups of multiple case studies. In each of these areas, a reader will find much to think about; however the broad scope of the book leads to several areas where more depth could have been given. As indicated above, this book has two goals. For the first and main one, to trace the emergence of new cybergenres, and to explore how these new genres have changed written communication in a globalized age, the book paints an interesting picture of how the internet has emerged out of but also developed from more traditional genres; for example, publishing news articles in a company intra-net rather than on paper, or sending correspondence electronically rather than delivering letters by post. Interestingly, with the exception of the two chapters looking at e-mail correspondence, the cases looked at do not ideally fit Shepherd and Watters (1999) definition of a cybergenre, which is characterized by and differentiated from more traditional genres by added functionality or interactivity. Rather they are on-line replications of more traditional genres: the on-line version of a print newspaper, content from a relatively static company homepage. What does set the cases apart from their more traditional counterparts in fact is not the genre but the audience: when information is on-line, the potential audience is much bigger. The audience can also be expected to be more multicultural and multilingual, meaning that information on-line in English is increasingly ELF in nature. How this increase in situations of ELF usage has affected written communication seems to be the bigger concern of the book, and the explication of this goal is successful, though with some concerns.To give one example which is representative of the studies as a whole, the study described in Chapter 2 of the book “relies on the assumption that most ELF conversations are robust and cooperative” (p. 42). The study conclusions are then that “Notwithstanding [non-native language features, ELF users] are able to actually promote successful communication and to negotiate meaning” (p. 62). The examples given in the chapter do in fact support the conclusion; however, the conclusion was there at the start. As a result of this, for a reader who believes the opening assumption, the conclusion is unnecessary - perhaps the greatest change brought about by the field of ELF is that it is no longer a radical thing to claim that a non-native user of English has the capability to negotiate meaning in ways that are both effective and creative. On the other hand, to a reader who is skeptical of ELF research, such a set-up would be less than convincing.Additionally, the role of the English native speaker editor or trainer needs also to be considered. In the conclusion to the book as a whole, referring to the chapters in part 1, Poppi refers to the fact that “all the articles undergo editing prior to publication” (p. 219). Yet the influence of this on the eventual product seems to be underestimated. To give another example relevant in particular for the chapters looking at corporate communication, the role of English language training is ignored. In the conclusion to Chapter 8 (p. 177), it is claimed that “the companies analyzed feel free to adapt BELF” (p. 177); yet at least some of these same companies work with language firms which only hire inner circle English native speakers (such as the reviewer of this book, who has worked in this area and with some of the companies mentioned), which would belie the claim. This is not to say that companies should not feel free to adapt BELF (they should certainly feel free), but only that the situation is perhaps more complicated than is presented in the book.A final comment concerns the case study format of the book. The number of case studies is impressive and interesting; however, because of the chapter format, none of the case studies is given space enough to be described in sufficient detail. As a result, the data presented seems somehow incomplete. It is as much praise as criticism to say that each chapter seems to have the potential to be a much longer and more detailed article (or even book) of its own.REFERENCESShepherd, M. and Watters, C. (1999), “The functionality attribute of cybergenres”, Proceedings of the 32th Hawai’i International Conference on System Sciences (HICSS-32), IEEE Computer Society Press, Los Alamitos, available at: http://web.cs.dal.ca/~shepherd/pubs/functionality_attribute.pdf (accessed 1 October 2013). ABOUT THE REVIEWER: Kimberly Chopin is a PhD student at the Center for Internationalisation and Parallel Language Use at the University of Copenhagen. Her research focuses on language policy in higher education. Prices: U.S. $

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http://news.nationalgeographic.com/news/2014/04/140410-mexico-languages-speaking-cultures-world-zapotec.html Sixty Languages at Risk of Extinction in Mexico—Can They Be Kept Alive? Online dictionaries and smartphones may help with preservation, experts say. Josué Robles Barnett, a member of Mexico's Seri people, demonstrates a gesture that conveys peace in a photo published in 2012. The indigenous group does not have a handshake or a wave. PHOTOGRAPH BY LYNN JOHNSON, NATIONAL GEOGRAPHIC Of the 143 native languages in Mexico, 60 are at risk of being silenced forever, linguists say. What Modern Democracies Didn’t Copy From Ancient Greece Dolphins Recorded Having a ‘Conversation?’ Not So Fast. Your Dog Knows Exactly What You’re Saying One language, Ayapenaco, is spoken fluently by just two elderly men who aren't even on speaking terms. Another indigenous language, Kiliwa, is spoken by only 36 people. While 60 of Mexico's native tongues are at risk, 21 are critically endangered, with only a few elderly speakers left, according to a statement released recently by Mexico's Centre of Research and Higher Studies in Social Anthropology (CIESAS). (Read about vanishing languages in National Geographic magazine.) The languages most at risk in Mexico—including the Zapotec, the Chatino, and the Seri tongues—are undergoing "rapid change" for a number of reasons, says Lourdes de León Pasquel, a linguist at CIESAS. Among them are "migration, social instability, [and] economic and ideological factors that push speakers to adopt Spanish." Mexico isn't the only country losing its voices: If nothing is done, about half of the 6,000-plus languages spoken today will disappear by the end of this century, according to UNESCO's Endangered Languages Programme website. It's vital to save languages because they "are the primary conduit for human culture," says K. David Harrison, a linguist and co-leader of National Geographic's Enduring Voices project. Mexico is a good example of that, Harrison said in an email interview: "Each of the Mexican indigenous languages contains millennia of human experience, wisdom, and practical knowledge about the natural environment." León Pasquel argues that to preserve Mexico's threatened languages, "there should be an integrated policy to keep them alive: bilingual education [and] design of school curricula and bilingual materials. But more importantly, teacher training is basic to achieve this goal and that is what we lack." Because Spanish is the dominant language in the workplace and Mexicans are typically taught Spanish in school, many Mexicans may have less interest in their region's native tongue, she said. But in her view, "Everybody should learn an indigenous language apart from Spanish." Keeping Voices Alive Losing languages is "neither inevitable nor irreversible," according to UNESCO's Endangered Languages website. There are many efforts under way worldwide to boost learning and speaking of languages in decline, especially for younger generations. "Mexico is indeed home to many endangered languages, but also to many language-revitalization efforts—for example, among the Zapotec and Chatino communities in Oaxaca, and the Seri," Harrison said. For instance, Harrison has been working with a team of linguists, partially sponsored by National Geographic, to build a talking dictionary for Zapotec speakers in the Tlacolula Valley. "The Tlacolula Zapotec are a rural, agrarian community, but they are quickly crossing the digital divide, and eager to create digital tools and resources for their language," Harrison said. (See "'English Goes in One Ear and Out Another': An Endangered Language Perspective.") Listen to some Zapotec phrases: Harrison said he considers the Zapotec speakers "a great example of how endangered language communities are leveraging new technologies—especially smartphones—to maintain their heritage languages." León Pasquel agreed that new communication technology can help keep languages going. For instance, adding language-specific buttons to keypads on cell phones and computers would be a "great support" to people who speak these endangered tongues, she said. An unidentified Seri hunter looks at his animal-skull and antler trophies in Punta Chueca, Mexico, in a photo published in 2012. Linguistic anthropologist Susan D. Penfield works with the Endangered Languages Project, an online resource for vanishing languages. Because the world is interconnected like never before, she says, more people are exposed to and speaking the globe's dominant languages: Mandarin Chinese, English, and Spanish. "Of the 2,000 or so African languages, most are endangered," she said in an email interview. "Mexico is no more susceptible than anywhere else impacted by globalization." Penfield is convinced that "in most communities, there is a desire to slow the process of loss, and revitalize" threatened native languages. "There has been some remarkable success with this," she said. "But it is an uphill battle." Follow Christine Dell'Amore on Twitter and Google+.

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Bill Thayer Plutarch: On the Fortune or the Virtue of Alexander The work appears in pp379‑487 of Vol. IV of the Loeb Classical Library's edition of the Moralia, first published in 1936. The Greek text and the English translation (by F. C. Babbitt) are now in the public domain pursuant to the 1978 revision of the U. S. Copyright Code, since the copyright expired in 1964 and was not renewed at the appropriate time, which would have been that year or the year before. (Details here on the copyright law involved.) The Text on LacusCurtius This site is a transcription of the English translation of Plutarch's work by Frank Cole Babbitt as printed in pp379‑487 of Vol. IV of the Loeb Classical Library edition of the Moralia, published in 1936. I have no intention of transcribing the original Greek text: the paucity of readers of ancient Greek out there make it a case of diminishing returns. As almost always, I retyped the text by hand rather than scanning it — not only to minimize errors prior to proofreading, but as an opportunity for me to become intimately familiar with the work, an exercise which I heartily recommend: Qui scribit, bis legit. (Well-meaning attempts to get me to scan text, if successful, would merely turn me into some kind of machine: gambit declined.) This transcription has been minutely proofread. In the little table of contents below, the sections are therefore shown on blue backgrounds, indicating that I believe the text of them to be completely errorfree. As elsewhere onsite, the header bar at the top of each chapter's webpage will remind you with the same color scheme. Should you spot an error, however . . . please do report it. Loeb Edition Introduction Again we have epideictic orations similar to the preceding and the following essays,a and the conclusion again is abrupt, as if the speaker had been obliged to stop after a certain period of time had elapsed. Note, however, the very considerable difference in length between the first and the second part of the present work. We know nothing of the circumstances under which these orations were delivered, but it is quite possible that they were spoken at Rome to show the Romans what an educated Greek could do in the treatment of a controversial subject. The first oration deals mostly with the manner in which Fortune used Alexander; but much is also said of the manner in which he met the buffetings of Fortune and rose superior to them. In the second oration Fortune is by no means neglected, but rather more is said of Alexander's Virtue; thus it is not surprising to find in Lamprias's list of Plutarch's works two entries: the first, No. 176, Alexander's Fortune (Περὶ τῆς Ἀλεξάνδρου τύχης) and the second, No. 186, Alexander's Virtue (Περὶ τῆς Ἀλεξάνδρου ἀρετης). Much that is included here is found also in Plutarch's Life of Alexander, in Arrian's Anabasis, and in other writers cited in the notes. p381 The genuineness of the tradition which ascribes these works to Plutarch (for the attribution had been attacked by A. Schäfer and by L. Weber) has been brilliantly vindicated by W. Nachstädt in his dissertation, De Plutarchi Declamationibus quae sunt De Alexandri Fortuna (Berliner Beiträge für klassischen Philologie, ii), Karl Vogt, Berlin, 1895. This excellent work also contains a discussion of many of the problems which confront the editor of these essays and has been of great service. On this site, only the English translations: First Oration Second Oration Thayer's Note: Respectively, On the Fortune of the Romans On the Fame of the Athenians. Images with borders lead to more information. The thicker the border, the more information. (Details here.) Life of Alexander UP TO: LacusCurtius A page or image on this site is in the public domain ONLY if its URL has a total of one *asterisk. If the URL has two **asterisks, the item is copyright someone else, and used by permission or fair use. If the URL has none the item is © Bill Thayer. my copyright page for details and contact information. Page updated:

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Wednesday, 25 December 2013 00:00 WCU to mark 125th year in 2014 When the clock strikes midnight and Dec. 31 gives way to Jan. 1, the tolling of the bell won’t symbolize the start of just another typical new year at Western Carolina University. Instead, the first day of 2014 will mark the beginning of WCU’s 125th year of existence, and university faculty, staff and students are planning a yearlong celebration to mark the milestone. The festivities will get underway Thursday, Jan. 23, in the Grandroom of A.K. Hinds University Center on the WCU campus. Scheduled from 12:25 to 2:25 p.m., the kickoff event will include a fashion show of apparel adorned with WCU’s 125th logo, and refreshments, prizes, games, giveaways, displays and a birthday cake. Birthday cupcakes also will be available that day for students, faculty and staff at the university’s instructional site at Biltmore Park Town Square. That night, the men’s basketball team will take on Davidson in a Southern Conference game at Ramsey Regional Activity Center, with special activities and promotions planned as part of the evening. “The year ahead will be a significant and exciting point in our university’s history,” said Kellie Monteith, assistant vice chancellor for health and wellness in the Division of Student Affairs. Monteith and Melissa Wargo, chief of staff, are co-chairs of a steering committee charged with organizing festivities on campus – and throughout the western region of North Carolina that WCU serves. “We not only will be remembering Western Carolina’s legacy and history, but also will be celebrating how far we have progressed as an institution over the past 125 years,” Monteith said. “And we will be looking forward to the future of this university as we continue our mission of providing quality education to our students and being a partner in the economic and community development of our region.” The official 125th anniversary bash will be held in August, the month in which the school that became WCU was founded in 1889. The event is tentatively scheduled for Tuesday, Aug. 26, with a picnic on the University Center lawn, old-fashioned games, music and photo opportunities in historical garb representative of the late 19th century. The final celebration event is tentatively set for Friday, Dec. 5, in the Ramsey Center, with music from the Pride of the Mountains Marching Band (which will have just returned from its appearance in the Macy’s Thanksgiving Day Parade), refreshments, remarks from the chancellor and special recognition for those who will graduate during the December 2014 commencement, the last graduating class of WCU’s 125th year. Other events will be designed around traditional highlights of WCU’s annual calendar, such as spring commencement ceremonies, Mountain Heritage Day, Spring Literary Festival, Homecoming, alumni receptions across the state and the Southeast, and a variety of events in communities across Western North Carolina. For more information, visit the recently launched website at celebrate125.wcu.edu. In their words: WCU professor and alumnus nominated for Dublin Literary Award NPR to migrate Waynesville broadcast Contentious ‘Dangerous Faggot’ tour brings alt-right punditry to WCU Diversity officer discusses differences, exploration and the lost art of respectful debate Liberty group protests campus speech restrictions; WCU says its policies are reasonable

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New director has big plans for civic engagement By Courtney WestlakevideoIt’s only been about a month, but Kelly Thompson has big plans for her new position as the director of the Office of Student Volunteers and Civic Engagement.“It’s a newer office; it’s only been around for a few years,” Thompson said. “Our whole goal is to foster volunteerism and civic engagement in the students. We want them to get involved early and get involved with community.”Thompson came to her position at UIS from a strong background in and passion for civic engagement. She also has ties to the university having received her master’s degree in communication from UIS in 2002.“So it's really such a good fit to bring my background in civic engagement to the university and help build the image of the university in the community,” she said.One of the big projects Thompson is looking to take on next fall is called the American Democracy Project. It is organized through the American Association of State Colleges and Universities and will be co-sponsored by the offices of academic affairs as well as student affairs, she said.“We are one of four member colleges in Illinois, and we hope between student affairs and academic affairs to foster some civic projects that students can become engaged in,” she said.Thompson also feels very strongly about the service wing in Lincoln Residence Hall, which encourages and helps residents to become more engaged in campus and volunteer activities. Thompson is already actively building up the service wing and hoping to encourage those students into leadership roles and service activities both in groups and as individuals.And there is an important reason for the push toward volunteerism and civic engagement, Thompson said.“We do know that research shows that a more actively engaged student both on campus and in the community makes for a more successful student,” she said. “Students who are tying in their academic experiences with their out-of-classroom experiences are more likely to be successful in their academic careers as well as their careers following college life.”The university has realized the significance of service in one’s life, so much so that it is “one of the guiding principles of our entire curriculum,” Thompson said.“It really signifies, even in our strategic plan, the importance of making a difference in the world,” she said. “It’s important in an early stage of a student’s life to experience different volunteer and civic engagement opportunities so they can begin to understand 'what is my role in the world? what is my role here on the UIS campus?' and really learn from that, learn some leadership qualities and traits they can take with them beyond UIS.” Faculty & Staff month-long Campaign comes to close By Courtney WestlakevideoA month full of givingWasn’t it great?And to end it just right,Employees gathered to celebrate!The annual month-long Faculty & Staff Campaign celebration, which kicked off on February 29, came to a close on Thursday, March 27 with an event in the Public Affairs Center Atrium.Through the campaign, staff and faculty are able to give a gift to the university, choosing how their funds will impact UIS' quality academics, athletics or other important areas. Gifts made to UIS assist with scholarships, enhance research, improve programs and much more."This is our third year, and we are extremely positive about how things have gone this year," said Vicki Megginson, Associate Chancellor for Development and vice president of the University of Illinois Foundation. "We certainly have built a tradition. But as much as it can be about numbers and traditions, it's really about people."This fiscal year, 46.6 percent of academic professionals have given to the campaign, in addition to 37 percent of faculty and 28.8 percent of civil service employees, Megginson said.Megginson thanked all of the people involved with this year's campaign. It is not too late to still give, as the fiscal year runs until the end of June, she said. All gifts count toward this year's goal and campaign.This year, at this time, 37 percent of all employees have made a gift to UIS; last year's total was at 35.6 percent at the same time, Megginson said. In numbers, 270 employees have given to the university this year, while 255 had contributed to the campaign at this time last year."So we are very encouraged that we have edged up," Megginson said. "That's a wonderful increase, and we are so delighted."Provost Harry Berman said he really enjoyed the Dr. Seuss theme of this year's campaign with a focus on the book "Oh the Places We'll Go," which brings to mind the various places around the world that UIS has gone or will be going, he said.Berman said he was very impressed with the campaign as a whole and the commitment of UIS' employees to the school."Thirty-seven percent is a wonderful accomplishment, and we should be so proud," he said. U of I Foundation Professor changes focus to new program By Courtney WestlakevideoMost people would consider getting a Ph.D. something of a "stopping point" in regards to formal education. But not Dr. Hilary Frost-Kumpf.While Frost-Kumpf was on the faculty in the department of public administration at UIS teaching arts management three years ago, she began to have a change of heart about her educational focus, which eventually led to a change in her education."I realized that I wanted to get back to my roots in a way – I have a doctorate in cultural geography, and I wanted to get back to that – and I wanted to internationalize myself," she said. "I wanted to take what I was doing, particularly in arts management in the U.S. and ask, 'how I can look at things more broadly? How can I ask questions in other places outside of the United States?'"So Frost-Kumpf applied for the master's program in international studies at the University of Iowa and took a leave from UIS to complete her studies. Since her degree was much like the Individual Option program at UIS, Frost-Kumpf was able to choose what she wanted to focus her education on."I love being a student, love the opportunity to be a student fulltime and to study things I didn't have time to do when working fulltime as teacher," she said. "I decided I wanted to focus on the arts in Africa: history, film, theatre and literature of Africa."During her pursuit of a new master's degree, Frost-Kumpf jumped at the opportunity to travel in Africa and study one of its many languages, Swahili. Her Swahili teacher in the United States put Frost-Kumpf in contact with her cousin in Tanzania, a former director of the ministry of culture who provided important resources for Frost-Kumpf’s research over the course of her 9-week stay in the country."I had always had a long-term interest in Africa; I became fascinated with the diversity and complexity of it," Frost-Kumpf said. "There are hundreds of cultures and languages - 128 languages in Tanzania alone. It was a wonderful experience studying in Tanzania."And not only did her new educational focus stimulate some of her lifelong passions, but Frost-Kumpf returned to UIS after the completion of her master's degree to use her new education to benefit the university."When I told Dean Pinky Wassenberg that I wanted to get another master's degree, she said 'A redesigned Hilary! You can come back and teach in our new major in international studies'," Frost-Kumpf said. "She told me that UIS was looking into expanding our current international studies minor to a global studies major. My new focus will allow me to work in that new degree."Currently the proposal for a new global studies major is working its way through campus governance to see if the degree can be established. Dr. Stephen Schwark is heading the proposal for the major, which will allow students to "explore global issues and look at the world from a more global perspective," Frost-Kumpf said."The idea of a global studies degree fits very well with the direction the university is going in terms of our general education curriculum requiring all students who graduate to have a global awareness," she said. "This expands that further so students who find those topics interesting will be able to major in the subject."Frost-Kumpf said she has high hopes for the global studies program and for students to discover the passion and thrill she has found in other cultures and languages."My hope is that students will come away from the program challenged to learn broadly about global issues and more specifically, about a particular topic that they're interested in," she said. "And as a geographer, my hope is for them to leave the program with a much better understanding of world geography and a more nuanced idea of different cultures throughout the world." college of public affairs and administration, CPAA, Faculty & Staff Campaign continues By Courtney WestlakevideoA special Faculty & Staff Campaign event was held on Tuesday, March 18 from 1:30 to 3:00 p.m. in the Lincoln Residence Hall Great Room.Snacks and drinks were offered to all attendees, and there were also prizes and give-aways. In addition, those who attended had the opportunity to take a tour of LRH."This is midway through our campaign," said Vicki Megginson, Associate Chancellor for Development and vice president of the University of Illinois Foundation. "During this one month, we encourage everyone to tell each other why they should be supported. We encourage one month where everyone can 'market up' their departments, their needs and their goals with each other. Then at the end of the month, we'll celebrate where we are."The Faculty & Staff Campaign kicked off this year on Friday, February 29 with a Dr. Seuss-themed lunch event. Through the campaign, staff and faculty are able to give a gift to the university, choosing exactly how the money will impact UIS' quality academics, athletics or other important programs.The campaign is a vital part of UIS because it helps the employees get to know each other and learn about the various departments and programs at UIS, Megginson said. It also helps to encourage the faculty and staff to be ambassadors for UIS in the external community, she said."Our faculty and staff are our greatest assets and our greatest ambassadors," she said. "Many of our supporters come from the community, from our alumni and from local businesses. And as people become partners with us inside our house, they also become partners with us when they travel outside our walls to neighbors, friends and places they travel to in their own work and personal life.""And the support helps us do things," she added.Last year, 270 employees, or 41.99 percent, made a gift to UIS to assist with scholarships, enhance research, improve programs and much more. This year's goal is that 42.5 percent of staff and faculty will give a gift."It's a happy time for us," Megginson said. "To me, it's just like investing in your home, your family, your community. This is our community, and it makes me feel good when I and others invest back in it so it's better for all of us."Click here to read more about the Faculty & Staff Campaign, and go here to watch the Campaign video on YouTube. Online course receives Humane Society award By Courtney WestlakeWATCH THE COURSE INTRODUCTION>Throughout history, human beings have defined our humanity primarily in reference to animals. After all, Psalm 23 in the Bible begins “The Lord is my shepherd…,” making it necessary to understand the relationship between shepherds and sheep to understand the passage.“Without animals we could not be ‘human’,” said Dr. Boria Sax. “They have given us a repository of vivid metaphors, images, relationships, aspirations and ideals that pervade human culture. But to preserve its vitality, culture must retain contact with that source.”Sax, an adjunct faculty member in the philosophy department at UIS, had written many books on human-animal relations before he was asked by Dr. Peter Boltuc to design an online course for UIS focused on philosophy and animals in 2006. In 2007, he revised the course to a broader focus and renamed it “Animals and Human Civilization.”In recognition of academic excellence of the course Sax created focusing on the relationship between people and animals, the course won a Distinguished New Course Award in the national Animals and Society awards program of the Humane Society of the United States in December. Selections are made based on depth and rigor within the topic, impact on the study of animals and society, and originality of approach.“I was extremely pleased; no external vindication can ever substitute for a personal faith in what one does, but, in any case, I am deeply honored to receive the award,” Sax said. “Human-animal relationships are getting a lot more attention recently in almost all fields from social work to computers and philosophy.”Sax said he believes it is extremely important to study the relationship between humans and animals in order to get a better sense of who we are as humans. His course examines social, religious and philosophical perspectives on animals from pre-Biblical times to the present, especially the ways in which animals have provided essential metaphors for social divisions along lines of tribe, gender, class, race and other categories, he said.For example, as Sax points out, warriors have always identified with predators such as the lion, but in Christianity, God is symbolized by the sacrificial lamb. Also, wealth in the Bible is measured by herds of animals, not money.“Human relationships with animals are characterized by an extraordinary combination of passion and intellectual complexity,” Sax said. “That makes these relations an ideal subject for reflection by students who are developing their analytic and writing skills.”For receiving the honor, a monetary award will go to UIS. Sax said he hopes UIS will bring in speakers, such as Native American storyteller Joseph Bruchac, who might provide interesting perspectives on human-animal relations.“Over a decade ago, I started an organization called NILAS (Nature in Legend and Story). I would be especially pleased if the speakers and the prize money might be used to establish a presence for NILAS on the campus of the State University of Illinois at Springfield,” he said. Speaker discusses financial innovations By Courtney Westlakevideo Dr. William Poole, president and CEO of the Federal Reserve Bank of St. Louis, spoke to campus and community members on Thursday evening, March 6, on the topic of "Financial Innovation: Engine of Growth or Source of Instability?" in Brookens Auditorium. Poole's presentation was part of the ECCE (Engaged Citizenship Common Experience) Speakers Series at UIS.The Federal Reserve Bank of St. Louis is one of 12 regional Reserve banks, serving the Eighth Federal Reserve District. Regional Reserve banks, along with the Board of Governors in Washington, D.C., constitute the Federal Reserve System.In his current position with the Federal Reserve Bank of St. Louis, Poole directs the activities of the Bank's head office in St. Louis, as well as its three branches in Arkansas, Kentucky and Tennessee. He also represents the bank on the Federal Open Market Committee, the Federal Reserve's chief monetary policymaking body."The markets, as we're all aware, have been pretty upset," Poole said during his presentation. "Distress in home mortgage markets, falling new home construction and falling home prices in many areas have been a focal point in the outlook for the U.S. economy for at least the past nine months."There is "nothing fundamentally new" about the recent subprime mortgage "debacle," Poole said. There are many examples in history of innovations that led to instability, at least initially, he said, but in general, economists agree than financial innovation plays a big role in economic growth, such as the long-term amortizing mortgage, money market mutual funds and credit cards."Financial markets are always innovating," Poole said. "Some innovations, such as credit cards, reflect technological advances. Clearly some people borrow more than they can afford. Credit cards, however, like many other payments and credit innovations, have lowered transaction costs, improved resource allocation and thus contributed to economic growth."Subprime mortgage lending took off in the 1990s, but default rates on subprime mortgages began to rise in 2006, when the growth in house prices began to slow down, Poole said. He claims there are five major mistakes that led to the "meltdown," with plenty of blame to go around.But there are lessons to be learned from this occurrence and other cases of instability, he said."For the individual or the firm, the lessons are clear: educate yourself about the potential risks of any investment or financial transaction, understand the incentives of counterparties in those transactions and avoid putting at risk money you cannot afford to lose," he said.Above all, the importance of financial innovation in promoting economic growth shouldn't be forgotten, Poole emphasized."Successful financial innovations - those that meet the market test over the long term - promote the efficient allocation of capital and contribute to raising our standard of living," he said. CBAM, College of Business and Management, Student's volunteer trip moves her to action By Courtney WestlakevideoIt started out as a joke between friends but eventually led Shana Stine to experience a trip that would change her life.Stine, a junior at UIS, repeatedly told a friend and former co-worker, mostly kidding, that she wanted to accompany him when he returned to his native country of Kenya in Africa. As time drew nearer to his return though, she began to make tentative plans to go as well.“I’d always wanted to go to Africa since I was little,” Stine said. “So I decided to go. And the more I got to thinking about it, the more I thought that I didn’t just want to go as a tourist; that would seem really empty. So I thought I would do two weeks traveling with my friend and two weeks volunteering at an orphanage.”A little research put Stine in contact with a Kenyan volunteer organization called Fadhili Helpers. When she arrived in Kenya, Fadhili placed her at Gathiga Children's Hope Home, outside of Nairobi in Kenya. She made all the arrangements herself, received the required vaccinations and filled out her visa. And when she got to Gathiga in June 2007, she didn’t want to leave.“I got to Kenya and fell in love with children at the home, so I actually stayed about three weeks there,” Stine said. “Because I went on a mission trip to Mexico, I knew it was going to be hard, and I would see kind of the worst of humanity. But I wasn't prepared completely for it. It was rough to say the least, a pretty hard experience.”Although the poverty broke her heart, the bright spots in Stine’s work at the orphanage were the children. She became especially fond of an eight-year-old boy named Joel, whom she later found out has HIV. Joel’s situation, as well as the other children’s, moved Stine into action.“Joel is easily a favorite; you can't not like him,” she said. “When I found out he has HIV, that just broke my heart again, as if the poverty wasn’t enough. So Jump for Joel is a project I started in his name to help the orphanage there.”With help from other friends and family members, as well as the campus community, Jump for Joel has taken on a life of its own since its beginning, Stine said.Through the organization, Stine has been able to raise more than $5,000 for the children’s home, providing food, a second toilet for the residents, a roof over one of the “sleeping” rooms, assistance to get some of the children back in school and more. Jump for Joel was also accepted through the Applied Study Term at UIS to allow Stine to earn academic credit for her work on the project.Stine said she is so grateful to the support Jump for Joel has received. And she can’t wait to do more.“Words are great, but if you're not going to back it up with action, what's the point?” she asked. “I came back from Kenya knowing I couldn't just tell the stories; I needed to do something. I couldn't sleep in my dorm bed with my own bathroom when there are kids sleeping 20 to a room with one toilet for 96 kids. I think Kenya changed me in that way; it solidified that I need to do.”For more information about Jump for Joel, visit www.jumpforjoel.org. Faculty & Staff month-long Campaign comes to close...

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DONALD J. TRUMP NEXT U.S. PRESIDENT DONALD J. TRUMP NEXT U.S. PRESIDENT IOWA GOES FOR TRUMP You are hereHome » CCHS gets new student dean CCHS gets new student dean As administrators at Columbia City High School focus on development of Eagle Tech Academy at the Marshall Community Center, they will get some extra help with their responsibilities from a new part-time dean of students. Andrew McDaniel, an English teacher at CCHS, was approved this week by the board of school trustees for the part-time position for the first two trimesters of this school year, effective Tuesday. The substitute teacher for McDaniel will be paid by grant funds awarded to Whitley County Consolidated Schools and McDaniel will not receive any additional compensation, according to Tony Zickgraf, business and operations manager for WCCS. The approval for McDaniel to take on his new role came from an 8-1 vote by the WCCS Board of School Trustees. Board member Steve Hively said he voted against the request not only because he is opposed to Eagle Tech Academy, but also because he feels there are enough administrators at the high school. “I think they’re top heavy anyway,” he said. He feels many private businesses are doing as much with fewer employees in recent years and sees no reason why the school should be any different. “I think this is a replacement because of New Tech, and I’m not going to fund it,” Hively said. Conversely, the board’s vice president, Tim Bloom, said he feels the high school administrators proved the need for the position and he supports it, especially since the position will not be paid by the district’s general fund. The high school’s administrators, particularly assistant principal Brady Mullett, will need to devote enough time to plans for Eagle Tech that Bloom thinks the part-time dean of students position is necessary.

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Who Was Churchill? Churchill Scholarship Criteria for Selection Churchill Scholars Study After Cambridge The Winston Churchill Foundation of the United States honors the memory and achievements of the man who was voted the Greatest Briton of all time in a 2002 BBC poll. His reputation is based on his formidable achievements as a world statesman, writer, and orator, most importantly during the Second World War when as Prime Minister he used his great skills to inspire the Great Britain and to mobilize the free world in the fight against tyranny and oppression. Churchill College at the University of Cambridge was built as the National and Commonwealth memorial to him. Born at Blenheim Palace on November 30, 1874, Winston Leonard Spencer Churchill was the elder son of Lord Randolph Churchill and the American beauty, Jennie Jerome. He was a descendant of the illustrious John Churchill, First Duke of Marlborough. A somewhat willful and rebellious child, he was educated at Harrow and at the Royal Military Academy Sandhurst before being commissioned into the army as a cavalry officer in the Fourth Hussars. Churchill was determined to use his military career as a springboard for public life and sought action in Cuba, in the Indian Northwest frontier, and in the Sudan. His exploits formed the basis for lucrative newspaper articles and books. In 1899 he failed in his first attempt to enter the House of Commons and sought further adventure as a war correspondent during the Boer conflict in South Africa. His capture and subsequent dramatic escape made him a household name and guaranteed his election as Conservative MP for Oldham in 1900. Churchill’s early political career was both meteoric and controversial. He broke with the Conservative Party over his support for Free Trade, crossing the floor of the Commons and joining the Liberal Party. Once the Liberals had won power, he rose quickly becoming President of the Board of Trade in 1908, where he became a leading social reformer, introducing trades protection, labor exchange, and unemployment insurance legislation. In 1910 He then became Home Secretary and First Lord of the Admiralty in 1911. In September 1908 he married Clementine Hozier. They were to have five children, four of whom survived into adulthood. Churchill’s fifth child, The Lady Soames, serves as a Trustee of the Winston Churchill Foundation of the United States, as does his grandson Winston Churchill. The beginning of the First World War found Churchill as First Lord of the Admiralty, in charge of the largest fighting fleet in the world. Appalled at the prospect of British soldiers being stuck in bloody static warfare on the Western Front, where trenches had been dug from the English Channel to the Swiss border, Churchill promoted a plan to break the stalemate by attacking Turkey through the Dardanelles Straits. This plan led to the disastrous and badly led Gallipoli landings, for which he was blamed and removed from office as the scapegoat, the first major setback in his career. His immediate response was to take solace in painting, and then to resign from the Government to command an infantry battalion in the trenches on the Western Front. By the end of the war he was back in Government as David Lloyd George’s Minister for Munitions. In peacetime, Churchill became Secretary of State for War and then the Colonies, and was involved in reshaping the Middle East in the wake of the end of the Ottoman Empire and in Ireland’s gaining independence. In 1924 he rejoined the Conservative Party and to his great surprise was made Chancellor of the Exchequer. By 1930, however, he was out of office and out of step with mainstream politics over his opposition to Indian self-government. He had long warned of the threat posed by communism and the Soviet Union, but from 1933 onwards he began to highlight the new threat posed by fascism and Hitler’s Germany. His warnings initially went unheeded, but in the aftermath of the Munich Crisis of 1938, his predictions were seen to be coming true. When World War II broke out, Churchill was brought back into the government as first Lord of the Admiralty. He became Prime Minister of a National Government on May 10, 1940, the day that Hitler launched his invasion of France, Belgium, and the Netherlands. He was aged 65. Churchill’s key contribution was, by his oratory and bulldog pugnacity, to inspire the nation and its political and military establishment, with the courage, self-belief and dynamism that enabled Britain to soldier on alone, even though throughout Europe all organized resistance to Nazi rule had come to an end. The challenges that he and the nation faced were enormous, not least during the days of the Battle of Britain and the Blitz, when the might of the Luftwaffe was unleashed against the United Kingdom. He called upon the country to make this “their finest hour” and memorably summed up the role of the Royal Air Force with the words, “Never in the field of human conflict was so much owed by so many to so few.” He held the nation’s nerve through the initial defeats in Europe, the Middle East, the Far East, and at sea and worked tirelessly to construct and maintain a ‘Grand Alliance’ against Hitler, negotiating with Stalin and developing a special relationship with President Roosevelt and the United States. Gradually the tide was turned, Europe was invaded through Italy and France, and the Japanese forced back in the Far East. Victory had been his aim as Prime Minister, and Victory in Europe (VE Day) was finally achieved after five long years of bitter fighting in May 1945. After the war, Churchill’s place in history was assured, and he was feted and honored wherever he went. Yet he cannot have expected to lose the general election of 1945, and refused to retire. In 1946 at Fulton, Missouri, he warned of the ‘Iron Curtain’ and the new threat posed by Soviet expansionism. In 1951 he returned as Prime Minister for a second term. Failing health forced him to step down in 1955, though he remained a Member of Parliament until 1964. Throughout his life he supplemented his political earnings with royalties from his many books, and won the Nobel Prize for Literature in 1953. In the same year he became a Knight of the Garter, and in 1963 was awarded Honorary US Citizenship. He died in January 1965 at the age of 90, and was accorded a state funeral, a rare honor. Sir Winston Churchill is known for his bulldog spirit, his love of cigars, brandy and Pol Roger champagne, somewhat eccentric dress sense, and famous V for Victory salute, but he was also a man with an incredible zest and curiosity for life. He played polo in India at the highest level, he learnt to fly, and he strongly supported technological advancement such as the development of the tank and military aviation. He painted, he traveled, he wrote, he designed the grounds and gardens of his family home Chartwell, and in later life he bred racehorses. Churchill remains one of the greatest iconic figures of the twentieth century. The Winston Churchill Foundation of the United States Michael Morse · Executive Director 600 Madison Avenue · Suite 1601 · New York, NY 10022-1737 T: 212.752.3200 · F: 212.246.8330 [email protected]

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Skip Navigation Link Student Board Cite It Start Researching Cornette Library » Books & More Book Detail Featured from New Books Click on the call number to check the book’s current status. The Grapes of Wrath & Other Writings 1936-1941 John E. Steinbeck New York: Literary Classics of the United States, Inc., 1996 PS3537 .T3234 A6 1996 This second volume in The Library of America's authoritative edition of John Steinbeck features his acknowledged masterpiece, The Grapes of Wrath. Written in an incredibly compressed five- month period, the novel had an electrifying impact upon publication in 1939, unleashing a political storm with its vision of America's dispossessed struggling for survival. It continues to exert a powerful influence on American culture, and has inspired artists as diverse as John Ford, Woody Guthrie, and Bruce Springsteen. Tracing the journey of the Joad family from the dust bowl of Oklahoma to the migrant camps of California, Steinbeck creates an American epic, spacious, impassioned, and pulsating with the rhythms of living speech. The novel won the Pulitzer Prize and has since sold millions of copies worldwide. The text of The Grapes of Wrath has been newly edited based on Steinbeck's manuscript, typescript, and proofs. Many errors have been corrected and words omitted or misconstructed by his typist have been restored. In addition, The Harvest Gypsies, his 1936 investigative report on migrant workers which laid the groundwork for the novel, is included as an appendix. The Long Valley (1938) displays Steinbeck's brilliance as a writer of short stories, including such classics as "The Chrysanthemums," "The White Quail," "Flight, " and "The Red Pony." Set in the Salinas Valley landscape which was Steinbeck's enduring inspiration, the stories explore moments of fear, tenderness, isolation, and violence with poetic intensity. The Log from the Sea of Cortez, an account of the 1940 marine biological expedition in which Steinbeck participated with his close friend Ed Ricketts, is a unique blend of science, philosophy, and adventure, as well as one of Steinbeck's most revealing expositions of his core beliefs. First published in 1941 as part of the collaborative volume Sea of Cortez, Steinbeck's narrative was reissued separately a decade later, augmented by the moving tribute "About Ed Ricketts." This volume contains a newly researched chronology, notes, and an essay on textual selection. It joins the previously published Steinbeck volume, Novels and Stories 1932-1937, which contains The Pastures of Heaven, To a God Unknown, Tortilla Flat, In Dubious Battle, and Of Mice and Men. The Grapes of Wrath and Other Writings is edited by Robert DeMott, professor of English at Ohio University, and Elaine A. Steinbeck, co-editor of Steinbeck: A Life in Letters, who was married to John Steinbeck from 1950 until his death in 1968. Quoted from dust jacket. Follow us on All contents copyright © 1996-2013, WTAMU. All rights reserved. Last modified:Mon Oct 28 11:46:24 2013 Web site comments/suggestions Authored by Linda Chenoweth West Texas A&M University is a Member of the Texas A&M University System. WTAMU contacts

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Museum Center at 5ive Points Gains Smithsonian Affiliation Status By Staff Apr 14, 2014 TweetShareGoogle+Email Cleveland's Museum Center at 5ive Points has been invited to join the Smithsonian Affiliations by the Smithsonian Institute in Washington, DC. FROM A MEDIA RELEASE: The Museum Center is one of six museums in Tennessee to be invited. Smithsonian Affiliations, established in 1996, is designed to facilitate a two-way relationship among Smithsonian Affiliates and the Smithsonian to increase discovery and inspire lifelong learning in communities across America. The program establishes long-term relationships with museums to facilitate the loan of Smithsonian artifacts and traveling exhibitions and to develop educational collaborations locally and nationally. “We are honored by the decision of the Smithsonian to allow our museum to join their program, “says Curator of Collections, Lisa Chastain. “With our exhibition calendar planned out so far in advance, the Museum Center will be able to borrow artifacts and exhibits from the Smithsonian’s collections to supplement our own.” “We are delighted to welcome the Museum Center at 5ive Points into our Smithsonian partnership program,” says Harold A. Closter, director of Smithsonian Affiliations. “We look forward to engaging the Museum Center, sharing resources and educational collaborations which highlight the important work of both of our organizations and developing new avenues of understanding history and culture.” There are currently 177 Smithsonian Affiliates in 41 states, Puerto Rico and Panama. Affiliates represent the diversity of America’s museum community – size, location and subject – and serve all audiences. Tens of thousands of people have been able to experience the Smithsonian in their communities through Affiliate- sponsored programs including workshops, distance learning programs, lectures, books tours, and performances. "Our staff has been working diligently to meet the requirements involved with being an affiliate and we are looking forward to taking advantage of all of the resources that the Smithsonian has to offer," says Hassan Najjar, executive director of the Museum Center. “This is certainly a milestone for us and I want to encourage the community to get involved. Become a member of the museum! We need your support to grow and to bring these types of programs and opportunities to Cleveland.” The Museum Center at 5ive Points tells the story of the Ocoee region through compelling exhibitions and dynamic educational programming that promotes history, culture, and preservation. The Museum Store features arts, crafts, and books from select artists, craftsman, and authors from within a 200-mile radius. Hours are Tuesday-Friday, 10 a.m.-5 p.m., and Saturday 10 a.m.-3 p.m. The museum is closed Sunday, Monday, and on select holidays. Admission is $5 for adults, $4 for seniors and students, and free for children under 5. Members of the Museum receive free admission. Group rates are available and the Museum’s facilities can be rented year-round for weddings and special events. For further information call 423-339-5745, or visit www.museumcenter.org. Tags: ClevelandMuseum Center at 5 PointsTweetShareGoogle+EmailView the discussion thread. © 2016 WUTC

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More College Admissions Officers Are Finding Fewer Red Flags on Applicants’ Facebook Profiles NEXT:Very Few Users Prefer Social Media for Customer Service PREVIOUS:WhatsApp Makes End-to-End Encryption the Default By David Cohen on Nov. 20, 2014 - 12:30 PM The bad news for college applicants: More admissions officers than ever are visiting their profiles on Facebook and other social networks. The good news for college applications: Those admissions officers are finding fewer reasons on those profiles to red-flag applicants. The latest survey of college admissions officers from Kaplan Test Prep found that: 35 percent of respondents visited applicants’ social media pages to learn more about them, marking the highest percentage since Kaplan began tracking this trend in 2008. Only 16 percent of admissions officers found content online that negatively impacted applicants’ chances of being accepted to their schools, down from 30 percent in 2013 and 35 percent in 2012. A separate survey of more than 500 high-school students found that 58 percent of them described their social media profiles as “fair game” for admissions officers, and 35 percent felt that content on those profiles would enhance their acceptance chances, while just 3 percent indicated the opposite, and 62 percent believed their content would not make a difference either way. Kaplan Test Prep executive director of K12 and college prep programs Christine Brown said in a release announcing the results: As social media has evolved from early versions of MySpace and Facebook to a broad ecosystem of platforms and applications that are a daily part of millions of people’s lives worldwide, we’re seeing greater acceptance of social media use in the college admissions process. This means admissions officers are increasingly open to what they once viewed as a dubious practice, while teens have come to terms with the fact that their digital trails are for the most part easily searchable, followable and sometimes judged. There’s no doubt that social media has become increasingly a part of the admissions process, but students should recognize that it still plays only a peripheral role. The majority of admissions officers are not looking at Facebook for applicant information, and even those who are typically do so as an anomaly — because they were flagged, either positively or negatively, to particular applicants. Admissions chances are still overwhelmingly decided by the traditional factors of high-school GPA (grade point average), standardized test scores, letters of recommendation, personal essays and extracurricular activities. Applicants’ online personas are really a wild card in the admissions process: The bottom line for students is that what you post online likely won’t get you into college, but it just might keep you out. Readers: Did any of the findings by Kaplan Test Prep surprise you? Image courtesy of Shutterstock.

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Regional Leadership International Leadership Gallery/Social Media Welcome to the South Atlantic Region of Alpha Kappa Alpha Sorority, Incorporated Welcome Message - South Atlantic Regional Director from BroadLight Media Dot Com on Vimeo. Greetings and welcome to the Significant South Atlantic Region's Web site. I greet you on behalf of the over 10,000 dynamic women who work tirelessly to provide service to all mankind throughout our illustrious region. The South Atlantic Region is the largest of the ten Alpha Kappa Alpha regions with graduate and undergraduate chapters across the states of Florida, Georgia and South Carolina. Alpha Kappa Alpha Sorority, Incorporated is an international service organization that was founded on the campus of Howard University in Washington, D.C. in 1908. Having served the community for 108 years, it is the oldest Greek-lettered organization established by African-American college-educated women. Alpha Kappa Alpha women give their time, talents and resources to meet the needs of their communities throughout the South Atlantic Region. Please peruse our Web site to learn more about Alpha Kappa Alpha Sorority, Incorporated and the South Atlantic Region. Sharon Brown Harriott South Atlantic Regional Director SAR MEMBERS ONLY LOGIN © Copyright 2016, South Atlantic Region, Alpha Kappa Alpha Sorority, Inc. All Rights Reserved.Alpha Kappa Alpha Sorority, Inc. is not responsible for the design content of these web pages. They are the sole property and responsibility of the South Atlantic Region who hosts and maintains this web site. Site Designed by Custom Made For You

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Home » Arts and Entertainment » Humanities Help Namibia's 'Enviro Kidz' Programme By Gary Terrazas Namibia Wildlife Resorts, the governmental organisation which runs the National Parks camping and accommodation facilities, has recently introduced the NWR Enviro-Kidz initiative. This aims to provide opportunities, primarily to school groups from previously disadvantaged backgrounds, to experience the protected areas of Namibia. It is also hoped that they will learn about the natural fauna and flora, environmental and conservation issues and the importance of safeguarding the environment.This scheme is something completely new within Namibia Wildlife Resorts and it is hoped that many children will benefit from the exciting initiative. The children will be selected according to their performance as well as their home background, the scheme intends to focus on those who will most benefit from this exposure, namely orphans and vulnerable children who may not otherwise have the opportunity to visit these areas.The first group of ten children were from the Mupini Cluster in the Kavango Region, as well as one from the Oshikoto Region, and they were selected locally based on performance. They travelled to the Etosha National Park during school holidays, accompanied by experienced guides and staff of NWR. Here they had the opportunity to experience the unforgettable wildlife and scenery, and learn more the general environment. For all the kids this was their first visit to one of Namibia's protected areas! Etosha National Park was the first Namibian conservation area formed in 1907 by the German Government. Etosha is made up of saline desert, savannah and woodland areas. In general, Etosha offers excellent game viewing opportunities by either day while simply driving or by night from floodlit waterholes.The Park is dominated by the vast Etosha salt pan which is a shallow depression of 5,000km sq. In the dry season the pan is made up of white, cracked mud that shimmers with mirages. In the rainy season the pan fills up with water that's draining southwards from Angola via a delta like system of shallow rivers and oshanas.The park has 30 springs and waterholes, joined by a network of well maintained gravel roads to enable visitors the best chances of seeing the many inhabitants of Namibia's premier wildlife reserve. Species present in the Park include lion, leopard, cheetah, elephant, giraffe, zebra including the rare and endangered black rhino and the black faced impala in addition to many antelope and 340 bird species.Following Etosha, they moved southwards to the Waterberg Plateau Park where they were introduced to the fauna and flora, and in particular to rare and endangered species, whilst on a game drive on the plateau. For some of the learners, this was the first time they had seen a mountain - let alone the fascinating cliff face of the Waterberg Plateau.In Windhoek they enjoyed a tour of Windhoek's historic and other sights of interest. For the majority this was their first visit to the capital. They then travelled south to Sesriem and the towering dunes of Sossusvlei, before returning home.Namibia Wildlife Resorts is committed to the national objectives of sustainable development, poverty alleviation and job creation. "As a major player in the fastest-growing sector in the country, we recognise our role in achieving these objectives. Furthermore, the Namibian tourism sector is so closely linked to natural assets such as the wide-open landscapes and rich abundance of wildlife, that it is imperative for every effort to be made to protect these assets. This can be achieved only if present and future generations fully understand the concepts of sustainable development and if we all develop a culture of responsible environmental use and protection. The Enviro-Kidz programme is NWR's way of investing in the future. At least two Enviro-Kidz educational excursions will be undertaken per year." About the AuthorFor Namibia self-drive tours go to www.infotour-africa.com or email [email protected] Tel. ++264 61 228 717Rating: An Inside Look at Five of Austin's Top MuseumsUnderstanding the Practice of Name TranslationsThe Significance of the Celtic CrossFire Extinguisher Signs And The Age Of The SymbolNot Hose Reels, Scots Reels!: Dances of the Scots CountrysideHow Christmas is Celebrated in Africa Best Solution: Can't edit Canon XC15 4K MXF files in iMovie or Final Cut ExpressLG V10 Data Recovery-Recover SMS, Contacts, Photos or Videos from LG V10Convert 4K videos to YouTube supported FLV, MOV, 3GP, MPEG-4 or AVI for sharingSony XAVC S to iMovie/FCE, Covnert Sony DSC-RX100 IV XAVC S 4K videos to AIC MOVBoston New Years eve party 2017Event Manager Malaysia Helps One To Reach The Desired Goal In Business

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Blavatsky Bookstore Sponsored by Blavatsky Study Center Religions of General Anthologies of Sacred Texts 6 Recommended Titles also: Introductions to World Religions See also: Reference Works Texts of the World: A Universal Anthology Compiled and edited by Ninian Smart and Richard D. HechtA well-annotated, impartial anthology of key texts from world religions--including the primitive, ancient, and esoteric alongside the living faiths of both Western and Eastern cultures. The excerpts are grouped by faiths and subclassified by type: sacred narratives, doctrines, rituals, institutional expressions, experience,and ethics. Look inside this book at Amazon.com to see Table of Contents. Sacred Writings From Around the World Compiled and edited by Mircea EliadeThis comprehensive anthology contains writings vital to all the major non-Western religious traditions, arranged thematically. It includes colourful descriptions of deities, creation myths, depictions of death and the afterlife, teachings on the relationship between humanity and the sacred, religious rituals and practices, and prayers and hymns. Mircea Eliade, a recognized pioneer in the systematic study of the history of the world’s religions, includes excerpts from the Quran, the Book of the Dead, the Rig Veda, the Bhagavad Gita, the Homeric Hymns, and the Popol Vuh, to name just a few. Oral accounts from Native American, African, Maori, Australian Aborigine, and other people are also Anthology of Living Religions Compiled and edited by Mary Pat Fisher and Lee W. BaileyThis anthology of readings from the major world religions draws together excerpts from key scriptures, later writings, and contemporary articles to provide a sense of each faith. The book gives each religion the opportunity to explain itself, its beliefs and relevance in today's world in its own terms. With the assistance of an international team of highly-respected specialists, the authors have selected a variety of excerpts which provide insight into today's living religions and the profound impact these religions have on the lives of countless people around the world. Chapters explore indigenous sacred ways, Hinduism, Jainism, Buddhism, Taoism, Confucianism, Judaism, Christianity, and more. See Table of Contents. The World's Wisdom: Sacred Texts of the World's Religions Compiled and edited by Philip NovakAn essential collection of the world's spiritual wisdom--a world bible for our time from Buddhist, Hindu, Confucian, Taoist, Jewish, Christian, Islamic, and primal religion sources. Philip Novak distills the most powerful and elegant expressions of the wisdom of humankind. Authentic, poetic translations of key texts are coupled with insightful introductions and "grace notes." Anthology of World Scriptures Compiled and edited by Robert E. Van Voorst Presenting scripture readings in the context of their usage within the major religious traditions themselves and taking account of recent scholarship on the role of scriptures in religion, this anthology allows students to encounter world religions in a direct and meaningful way. Anthology of World Scriptures is a collection of the most notable and instructive scriptures of the major living religions of the world: Hinduism, Buddhism, Jainism, Sikhism, Confucianism, Taoism, Shinto, Zoroastrianism, Judaism, Christianity, and Islam. Also included are the most important scriptures of the new religious movements: Baha'i, The Church of Jesus Christ of Latter-Day Saints, the Christian Science Church, the Unification Church, and the Church of Scientology. Supported by introductions to the readings by the editor, this anthology provides the most comprehensive and pedagogically sound access to the sacred literature of the world available in a single volume. See Table of Contents. World Scripture: A Comparative Anthology of Sacred Texts Compiled and edited by Andrew WilsonWorld Scriptures is an extraordinary journey through the sacred writings of the world’s great religions. Organized by subject, the quotations, passages, and excerpts presented here provide readers with easy access to teachings on several hundred subjects. This unusual anthology provides a new, holistic approach to understanding religion–stressing what unites us rather than what divides us. Among the religious texts represented are Judaism, Christianity, Islam, Buddhism, Taoism, Hinduism, Confucianism, Jainism, Sikhism, Baha’i, Church of Jesus Christ of the Later Day Saints, and Zoroastrianism. Also featured are the oral traditions of various religions of Africa, Native America, Asia, and Oceania along with their recorded prayers and proverbs. See Table of Contents.

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Home » News » US New revision of NIV Bible to be completed in 2010 Professor Douglas Moo Palos Heights, Ill., Sep 2, 2009 / 01:22 am (CNA).- The Committee on Bible Translation, the body of biblical scholars responsible for the New International Version (NIV) of the Bible, has announced that it will finish its latest revision of the NIV late in 2010 and will publish it the following year. The announcement of the committee’s work was made at Trinity Christian College in Palos Heights, Illinois, where the Committee on Bible Translation (CBT) first met in 1965. A press release from Biblica described the CBT as an independent body representative of “the very best in evangelical biblical scholarship.” Biblica, formerly known as International Bible Society-Send the Light (IBS-STL), is a Protestant group that dates back to 1809. Keith Danby, Global President and CEO of Biblica, said the new translation will aim to reach English speakers with a Bible that is “accurate, accessible and that speaks to its readers in a language they can understand.” “This is why we are recommitting ourselves today to the original NIV charter, complete with its charge to monitor and reflect developments in English usage and Biblical scholarship by regularly updating the NIV Bible text.” He said the present NIV is becoming “increasingly dated.” “If we want a Bible that English speakers around the world can understand, we have to listen to, and respect, the vocabulary they are using today," Danby continued. CBT Chairman, Prof. Douglas Moo, said the committee’s purpose is to ensure that the NIV articulates “the words of God, as we find them recorded in the original languages,” in language that is comprehensible to the “broadest possible audience.” Noting that the New Testament was written in Koine or “common” Greek, he described the CBT’s task as the creation of a translation in “Koine” English. Moo claimed that the CBT’s goal is similar to the authors of the King James Version: “to produce a Bible that removes all unnecessary obstacles to comprehension by drawing on the best available scholarship.” He named accuracy and clarity as goals of the CBT translation, as well as suitability both for in-depth study and for outreach. Moo also noted that the CBT is open to input from qualified biblical scholars, linguists and English stylists. Further, feedback from NIV Bible readers themselves is welcome. Previous editions of the CBT’s work include the 1978 and 1984 editions of the NIV and the 2005 “Today’s New International Version.” Zondervan, the North American publisher of the NIV Bible, will begin producing print and digital versions of the updated NIV Bible when the CBT has completed its translation. The new NIV Bible’s website is at http://www.NIVBible2011.com Read next »

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TAP Fellowship | By Champlain News BURLINGTON, Vt. - Carly Brown, a June 2014 graduate of Champlain College's Teacher Apprenticeship Program (TAP), has received the 2014 Knowles Science Teaching Foundation Teaching Fellowship. She was selected from a pool of more than 180 applicants, and is one of 32 exceptionally talented, early career science, technology, engineering and/or mathematics (STEM) teachers to be awarded a fellowship. Knowles Science Teaching Foundation (KSTF) seeks to improve STEM education by building a stable, sustainable cadre of networked leading teachers, who are trained and supported as leaders from the beginning of their careers. The KSTF Teaching Fellows Program—the Foundation's signature program—offers stipends, funds for professional development, grants for teaching materials, and opportunities for leadership development and mentoring for early career STEM teachers through a comprehensive five-year Fellowship. With an emphasis on inquiry and collaboration, the Teaching Fellows Program empowers participants to advance their teaching practice and student learning, while leading from the classroom. Brown has committed to teaching science to high school students in the United States and this fall she will begin her first year of teaching at Craftsbury Academy, located in Craftsbury, Vt. Born in Burlington, Vt., to Amy Huntington and Pat Brown of Williston, Vt., Carly Brown graduated from Champlain Valley Union High School in Hinesburg, Vt. in 2007. She earned a secondary science teaching certificate through the Teacher Apprenticeship Program at Champlain College. Additionally, she earned a Bachelor of Science in biology and a Master of Science in plant biology from the University of Vermont. Champlain's TAP is designed to attract, support, and develop the most effective teachers and school leaders in the State of Vermont. TAP is accredited by the Vermont Agency of Education and is designed for individuals with a bachelor's degree, strong content knowledge and work experience, who are interested in pursuing a teaching career. TAP is an eight-month full-time internship including coursework and student teaching with a mentor teacher. TAP prepares candidates to become licensed directly through the Vermont Agency of Education, and is part of Champlain College's Online and Continuing Education Division. Since its inception in 2002, the program has grown to support future teachers and administrators throughout the state of Vermont. Currently over 250 TAP graduates are educating our Vermont students. Over 20 other graduates are teaching in other parts of the United States or overseas. For more information, visit www.tapvt.org or www.champlain.edu/TAP Applications for 2015 KSTF Teaching Fellowships are now being accepted. Details about the application process can be found at www.kstf.org/apply Carly Brown's Biography from the KSTF website As a high school student, Carly loved science. Her interest in the subject led her to earn a Bachelor of Science in biology from the University of Vermont. After graduating, she spent a year working as an AmeriCorps member. Through her work with the Institute for Applied Ecology as a citizen science coordinator, she brought a native plant and ecosystem restoration curriculum to eight different classrooms. Next, she spent two years in Kenya as a Peace Corps volunteer, teaching biology, physics, chemistry, agriculture and life skills. Upon returning to the States, she earned a Master of Science in the Field Naturalist program at her alma mater. While completing her graduate studies, Carly interned with The Nature Conservancy, located in North Conway, N.H. During her internship, she evaluated the impact of prescribed fires on insects. She also worked as a lab teaching assistant for various courses involving ecology, biology and botany. Carly has always gained a sense of energy and excitement when discovering something new in science; however, it's been through her experiences with teaching that she realized that her energy and excitement is ten-fold when she's facilitating student discovery. As a KSTF Teaching Fellow, she expects to gain a strong network of peer teachers with whom she is able to collaborate and learn. She looks forward to bringing new ideas and practices to her school and seeking out professional development opportunities that enhance her classroom. Carly is passionate about the importance of spending time outdoors and being active. Though life gets busy, she tries to make outdoor adventures a priority: from hiking and climbing, to snorkeling with fishes and taking strolls on local trails. About KSTF The Knowles Science Teaching Foundation (KSTF) was established by Janet H. and C. Harry Knowles in 1999 to increase the number of high quality high school science and mathematics teachers and ultimately, improve math and science education in the United States. The KSTF Teaching Fellows Program, the Foundation's signature program, awards exceptional young men and women with five-year early career Fellowships, empowering them to become primary agents of educational improvement. For more information, visit www.kstf.org. Founded in 1878, Champlain College is a small, not-for-profit, private college in Burlington, Vermont, with additional campuses in Montreal, Quebec and Dublin, Ireland. Champlain offers a traditional undergraduate experience from its beautiful campus overlooking Lake Champlain and more than 60 online undergraduate and graduate degree programs and certificates. Champlain's distinctive career-driven approach to higher education embodies the notion that true learning occurs when information and experience come together to create knowledge. Champlain College is included in the Princeton Review's The Best 381 Colleges: 2017 Edition. Champlain College is featured in the "Fiske Guide to Colleges" for 2017 as one of the "best and most interesting schools" in the United States, Canada, and Great Britain. Champlain was named one of the “Most Innovative Schools” in the North by the U.S. News and World Report’s 2017 “America’s Best Colleges and #91 in the overall list of “Best Regional Universities in the North. For more information, visit www.champlain.edu.

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You are viewing an archived issue. Vol. 4 Issue 1 January 2012 Looking for the current issue? About the Atheneum CCU Home Home » I Spy I Spy Someone making a difference. I Spy: Nyoka Hucks Hucks by Mona Prufer Nyoka Hucks has been an administrative specialist and/or assistant in the College of Science for 10 years. Nyoka Hucks is dressed for cold weather in a turtleneck shirt, a red vest, warm pants and her husband's grey wool socks. This is a good thing because not only did the early January day start at a wintry 18 degrees, but the electricity at her Aynor house went out, and the heat in the Smith Science Center where she works was out for three days. "Please, no pictures," she begs when asked if she might pose at her desk. "I'm a behind-the-scenes kind of person!" Hucks is one of those behind-the scenes people that other people cannot do without. An administrative assistant in the College of Science for 10 years, she is accustomed to helping deans – she's currently on her fourth – faculty members, staffers and students with their problems. From the paperwork to life decisions, she tries to be there for others. "I love helping people," says Hucks. "I can't say no; it's not in my vocabulary." Science Dean Mike Roberts agrees. "Nyoka is always there to lend a hand – from helping a faculty member fill out a travel reimbursement, to arranging a vehicle reservation for a graduate student," he says. "Her helpfulness is a critical part of our success in allowing our office to meet the needs of the entire College of Science." Students' needs are the ones most dear to her heart. "I do all I can to help students. I tell them I'm not an adviser, but I am a mother…" She helps students register for classes, she helps with paperwork, she loans them a dollar for the drink machine and tells them to study hard and love the career field they choose. "Being in the Dean's Office, you have a lot of contact with students. They aren't always happy to be there, but you can at least listen to them." Hucks is one of 12 administrative specialists and assistants in the College of Science who adopt a local charity to help each month. "We call them up to see what they need," says Hucks, who came up with the idea for the charity-of-the-month program about a year ago. One month they gave the Waccamaw Boys Home $65 worth of hamburger meat, another month they collected items for the Humane Society, another time it was Backpack Kids. At Thanksgiving, they helped two families in need. For January, they are taking donations for Fostering Hope and have donation boxes in front of Nyoka’s office in the Smith Science Center (room 124) and at Julie Quinn’s office in the Burroughs & Chapin Center for Marine and Wetland Studies. "I'm a person who doesn't like to talk things to death or take credit or anything, I just like to get things done," says Hucks. The youngest of 10 children, Hucks got her unusual first name from an older brother who was a huge fan of the Tarzan-like movie serial "Nyoka and the Tigermen" from the 1940s. "My brother fell in love with Nyoka on the screen and just insisted that my mama name me that," says probably the only Nyoka to come out of Aynor. She even has a "Nyoka" comic book from her birth year. Nyoka married Jackie, also a Hucks, but from Cedar Grove. "As far as I know, we have no relatives in common," she says. "So I'm Nyoka Hucks Hucks, but I go by Nyoka H. Hucks." She and Jackie have two daughters: Jennifer Dimery, a CCU graduate who works in the Carolina Collegiate Credit Union on campus, and Alana Hucks, also a CCU graduate, who has worked with Citigroup in Manhattan for five years. When Nyoka isn't at work at CCU, she is serving as clerk-treasurer of her longtime church, the Rehoboth Baptist Church of Aynor, where her great-grandfather is buried, along with her grandfather and her parents. "My church is my family," she says, adding that she takes care of the church books "because I don't feel like I have a lot of talents so it's a way to give back to the Lord." Later she mentions singing in the choir, which she has done since getting baptized in the Little Pee Dee River. Gardening is another passion of Hucks; she loves to do things in "my playhouse," a greenhouse that her husband made her. She even starts her vegetables from seed to plant in the garden after Easter. From the crop, she freezes, cans, makes pickles, puts up tomatoes – "all those things my mother used to do." Hucks also volunteers at Playcard Environmental Educational Center, especially on Baby Animal Day in April where she makes brooms from broom sedge for the children. In addition to her readiness to help others and her can-do spirit, Hucks was praised by Dean Roberts for her encouraging attitude: "Whenever she is asked how she is doing, Nyoka always answers: 'SUPER!' Her positive attitude is infectious and positively influences all those around her." Visit the Human Resources' web site for more I Spy nominees and to nominate someone you think is special: https://www.coastal.edu/hreo/workplace/ispy.html. Visit Human Resources for more I Spy features » Atheneum Home On Your Calendar News Shorts Your News Please keep your files under 5 MB. What is 0 + 5? (This will help us to fight spam) © 2016 Coastal Carolina University | P.O. Box 261954, Conway, SC 29528-6054 | 843-347-3161 Presented by the Office of University Communication

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'Leave room for dignity' Moffat County High School graduates encouraged to strive for leadership, service, honesty, integrity By Ryan Sheridan Moffat County High School seniors had dreamed of the day when they received their diplomas but Saturday graduation day came too soon for some. "Some days, we thought this day would never come, but now that it's here it seems like it is too soon," senior Katie Telfer said to open the commencement ceremony. "It feels like just yesterday we were freshman, and now we have the challenge of entering the real world." Laura Duran, who shared the welcoming speech with Telfer, said that the Class of 2002, which numbered 157, would bear the responsibility of preventing another tragedy like the attacks of Sept. 11. "The future is ours, and 9/11 can never happen again," she said. "We are the future leaders of tomorrow and it will be up to us to keep our world safe." The graduating seniors have much to strive for, and much to strive with, the commencement speaker, Marcus Houston, advised them. "You have to step forward with leadership," he said. "How many of you have attended an event when a speaker proclaims that those in a room are 'the leaders of tomorrow.' I used to wonder how far away is that tomorrow? Is it next Saturday, the coming June or several years down the road? Leadership is not rite of passage into adulthood. It must have the urgency of now. There is no beginning date nor expiration date to leadership. Now is the time to become a partner in the vision of leadership." Houston is a running back at the University of Colorado, where he is majoring in business management with an emphasis in international business. Houston has been featured in Sports Illustrated, Reader' Digest and on ESPN. He has spoken before the Dutch Foreign Ministry and in Ghana, West Africa, as well as founding the non-profit organization Just Say No, which seeks to teach youth strategies for academic, athletic and social success. Houston advised the students to handle their lives as "the CEO of the business of you." "Give yourself short- and long-term goals," Houston said. "Your teachers and family and other mentors can give you guidance, as the board of directors helps the CEO run a company. There must be no gap between your image and your character you are obligated to inspect the quality of your product and develop a reputation for honesty and integrity. "Ask yourself whether or not you are ready to be the CEO of your life. You must be a kind, caring and ethical person before you move forward, because there is no magic formula that will help you be who you need to be as you weave into society." The thrill of achieving athletic goals pales in comparison to the value of helping achieve humane goals goals that need to be achieved by the leaders of the future, Houston said. "I have the opportunity to play in front of 50,000 fans on certain Saturdays, yet I have found that investing in the human condition humbles any athletic achievements," he said. "An athlete that wins the Super Bowl or World Series is no more challenged after the game than to say 'I'm going to Disney World.' Leadership will bring much greater challenges. "As leaders, you will have to ask 'What can I do to help? It is up to you because a stealth bomber, no matter how complex, cannot shelter a battered family. A smart bomb is not smart enough to deal with a disadvantaged child. Leadership may ask that of you." Houston warned the students against the Us and Them mentality, a "dangerous formula that has stained many generations in the past," and one that leaves new leaders the task of "building bridges" within their communities and throughout the nation. "You are now graduating from high school, and you will be searching for you own identity," Houston said. "In some ways that will be a lifelong process. "Always ask the question 'Who am I?' As you answer that question, as you define who you are, leave plenty of room for dignity. As leaders, you will have your values challenged, your integrity questioned and your faith tested, but there is no greater victory than coming through a struggle with your honor and integrity intact." At the ceremony, Telfer and Randy Runyan were honored as the Outstanding Seniors for the class of 2002. Eric Boutwell, Laura Duran, Ashleigh Gregg, Grant Hudish, Joseph Jacobs, Miranda Kipe, Thad McCollum, Maegan Mosher, Stephen Parker, Chris Rollins, Matthew Rubley, Runyan, Amber Sanchez, Lindsey Scott, Tyler Swaney, Telfer, Gabriela Torres and Beth White where recognized as Honor Graduates. This recognition was given to the top ten percent of the class, those who had a GPA of 3.74 or higher. A Grizzly future Moffat County Board of Education 2015 Election Guide Front line earns WSC volleyball awards 'Stangs shut down 'Dogs Horoscope for May 28, 2011

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UtahLDS scholar Richard Lyman Bushman talks ‘Mormon’ musical By Hal BoydDeseret News Published: Aug. 28, 2011 11:00 a.m. Comments Richard Lyman Bushman, a noted LDS scholar and the author of "Joseph Smith: Rough Stone Rolling," weighed in on "The Book of Mormon" musical during a CNN interview yesterday. "Based on what I have heard, and the lyrics of Elder Price's song ('I Believe'), the musical gets a lot of laughs, but it is not meant to explain Mormon beliefs," Bushman said. "Mormons experience the show like looking at themselves in a fun-house mirror. The reflection is hilarious but not really you. The nose is yours but swollen out of proportion." Bushman also discussed the increased attention the LDS church has received. "Is all the attention embarrassing for Mormons?" Bushman asked. "I am one who is pleased to have Mormonism in the spotlight. I don't mind the ribbing we get, or the attacks from skeptics, or the evangelicals' objections to Mormon presidential candidates. I like the feeling that we are all in this together, trying to reconcile religious belief, politics, and our conflicted views of policy. … Wouldn't it be wonderful if through this funny and outrageous show we got to know one another better?" Bushman's interview comes as various scholars, both LDS and non-LDS, have weighed in on the musical. According to a Deseret News article titled, "'Mormon musical: Pride in prejudice?" several scholars have been quite critical of the Broadway hit. According to that piece, "no fewer than 11 of the contributors to the Washington Post's On Faith blog" have also weighed in on the show. Bushman is now one of at least three LDS scholars who have publically discussed the Broadway hit, inculding James Faulconer, a philosophy professor at Brigham Young University, and Clayton Christensen, a Harvard business professor. Read Bushman's full interview here. Read James Faulconer's piece here. Read Clayton Christensen's brief take here. Read the Washington Post's discussion on the musical here. Email: [email protected]

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Home/HomeAbout/Diversity/President's Commission on Diversity/ President's Commission on Diversity The President's Commission on Diversity The Office of Institutional Initiatives is dedicated to advancing the college's mission to build and maintain a diverse and inclusive community committed to broadened educational opportunities within an atmosphere of respect for others. As part of the president's senior staff, the vice president for institutional initiatives also serving as the chief diversity officer and deputy Title IX officer for the campus focuses on guiding and coordinating across all divisions of the campus to create and maintain a culture of diversity and inclusion for all members of our community. One of those ways is through the President's Commission on Diversity. The mission of the President's Commission on Diversity is to help the college to advance, monitor, and sustain a diverse and respectful community among students, staff, administrators, and faculty. It works with all segments of the Dickinson community to ensure that diversity is a critical part of the college's mission. It seeks to make the college a vibrant and challenging community as students learn to engage the world. Below are several diversity-related campus resources: The Popel Shaw Center for Race & Ethnicity Bias Education Response Team Department of Africana Studies Community Studies Center The Milton C. Asbell Center for Jewish Life Office of Human Resource Services Department of Latin-American Studies Office of LGBTQ Services Office of Religious Life Women's and Gender Studies Resource Center Department of Women's & Gender Studies To better understand diversity issues and multiculturalism in the campus community, the President's Commission on Diversity, in conjunction with the President's Commission for Women, developed several diversity-focused surveys and studies: Student Survey, 2009-10 Student Survey Summary, 2009-10 Faculty and Staff Survey, 2009-10 Faculty and Staff Survey Summary, 2009-10 The President's Commission on Diversity Committee Members Maps and Directions

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Home >>Flashcards >>Biology >>AP Bio Chapter 29 (Plant Tissues) Flashcards - Snook 2011 Title AP Bio Chapter 29 (Plant Tissues) Flashcards - Snook 2011 Description 100 flashcards made by Adam and Tiffany for the final exam project Total Cards 100 Subject Biology Additional Biology Flashcards Three major groups of plant tissues ground tissue, dermal tissue, vascular tissue ________ include three basic kinds of cells that differ mostly in the nature of their cell walls ground tissues ________ consists of epidermis cells that cover the outside of palnt parts, guard cells that surround stomata, and carious specialized suraface cells such as hair cells, stinging cells, and glandular cells Dermal Tissue _______ is a waxy protective substance that epidermal cells secrete the cuticle Three main kinds of ground tissues Parenchyma, Collenchyma, Sclerenchyma _______ cells are the most common compenent of ground tissue, have thin cell walls, and serve various functions including storage, photosynthesis, and secretion Definition Parenchyma _______ cells have thicker but flexible cell walls, and serve mechanical support functions (type of ground tissue) Collenchyma _______ cells have the thickest cell walls of all ground tissues, and also serve mechanical support functions Sclerenchyma _______ tissue consists of two major kinds of tissues, xylem and phloem Xylem and Phloem usually occur together to form ______________ vascular bundles ______ functions in the conduction of water and minerals, and also provides mechanical support In addition to the primary cell wall that all plants have, xylem cells have a _______ cell wall that gives them additional strength Define: areas on the walls on xylem cells where the secondary wall is absent Most xylem cells are _____ at maturity, and are essentially cell walls that completely lack cellular components; they contain only _______ the material being transported Name for the 2 kinds of xylem cells tracheids vessel members (a.k.a. vessel elements) In _____, which are long and tapered, water from one __(same blank)__ to another through pits on the overlapping tapered ends of the cells trachieds _____ are shorter and wider than the other kind of xylem cell, and have less or no taper at their ends. Definition Vessel members Define: A column of vessel members a Vessel Water passes from one vessel member to the next through areas devoid of BOTH primary and secondary cell walls, called _______, and are literally holes between cells _____ functions in the conduction of sugars Phloem Phloem is made up of cells called ________ that form fluid-conducting columns called ______ sieve-tube members sieve tubes Sieve-tube members are _____ at maturity _____ on the end walls of sieve tube members form _____, areas where the cytoplasm of one cell makes contact with the cytoplasm of the next cell. Seive Plates Sieve-tube members are associated with ______ cells, living parenchyma cells that lie adjacent to each sieve-tube member Companion cells are connected to adjacent sieve-tube members by thin tubes of cytoplasm called ______ plasmodesmata A seed consists of... (3 things) an embryo a seed coat some kind of storage material (may be Endosperm or cotyledons) The embryo of a seed consists of the main following parts... (5 things) (these things vary between monocots & dicots) the Epicotyl the Plumule the Hypocotyl a Radicle the Coleptile the top portion of the seed embryo, the _____, becomes the shoot tip the part of the seed embryo often attached to the epicotyl; consists of young leaves in the embryo of a seed, the _____ becomes the young shoot. It is below the epicotyl and is attached to the cotyledons. Hypocotyl In some seed embryos, a _____ develops below the hypocotyl. It develops into the root. Radicle In many monocots, a sheath called the _____ surrounds and protects the epicotyl. It will be the first thing to emerge, appearing as a leaf. However, it is NOT the first TRUE leaves. Coleoptile the most important environmental cue for germination Germination begins with the __(a.k.a. absorption)__ of water imbibition In the young seedling of a plant, growth occues at the tips of roots and shoots, called ____________ Apical Meristems The tip of roots and shoots are areas of actively dividing, or (a.k.a.) ___________ cells. This kind of growth is called ________ growth. Meristematic Name for the root tip. It protects the apical meristem behind it. Definition Root cap The dividing cells of the apical meristem form the _________________ Zone of Cell Division Newly formed cells absorb water and elongate, forming the next zone of primary growth, the ___________ zone of elongation The zone of primary growth where differentiation occurs Zone of Maturation Name: the kind of growth where actively dividing cells occur only at the apical meristems, producing growth that increases the length of a shoot or root primary growth Name: the general name for tissues that develop from primary growth primary tissues primary ____ and primary _______ refer to vascular tissues originating from apical meristem growth Whereas primary growth extends the length of plant parts, ______ growth extends their girth, or lateral dimension, and is the origin of _____ plant tissues secondary growth occurs at two ______ lateral meristems Name: the two different types of lateral meristems (these types of cells are _____, capable of dividing and producing new cells throughout the lifetime of the plant) vascular cambium cork cambium Name: the tissues that originate from the vascular cambium are... (2) secondary xylem secondary phloem the cork cambium gives rise to _______ periderm _________ is the general name for the protective material that lines the outside of woody plants _______ is the type of tissue that lines the outside surface of the root Root epidermal cells produce _______, which increase the absorptive surface of the roots root hairs Root hairs must ______ grow, because as the zone of ___ ages, root hairs die the _____ makes up the bulk of the root The main fuction of the cortex in the roots is... the storage of starch (it also often contains numerous intercellular spaces, providing aeration of cells for respiration) In roots, the ______ is a ring of tightly packed cells at the innermost portion of the cortex endodermis A band of fattly material, called _____, impregnates the endodermal cell walls where they make contact with adjacent endodermal cell walls. This encircling band around each cell is called the __________, Definition suberin casparian strip The the root endodermis, the casparian strip creates... a water-impenetrable barrier between the endodermis cells As a result of the ______ in roots, all water passing through the endodermis must pass _____ endodermal cells, and not _______ them. Because of this, endodermal cells control the movement of water into the _______ of the root (where the vascular tissue resides), and prevent water mocement back out to the cortex In roots, the ______ (a.k.a. the ______) makes up the tissues inside the endodermis vascular cylinder The outer part of the vascular cylinder consists of one to several layers of cells called the ______, from which lateral roots arise. Definition pericycle Roots: Inside the pericycle is the ______ tissue Primary tissue in the stem possesses many of the same characterisitics as that in the _____. In most cases, however, and ____ and the _____ are lacking (b/c the last 2 are specialized for water absorption) casparian strips Stem epidermal cells are covered with a protective layer called the _____. (There are also specialized cells such as guard cells and stinging cells) In stems, the _____ consists of the various ground tissue types that lie between the eipdermis and the vascular cylinder. Many of these contain chloroplasts. In stems, the vascular cylinder consists of _____, ______, and _______ In stems, a single layer of cells between the xylem and phloem may remain undifferentiated and later become the ______________ The ______ originates b/w the xylem and phloem and becomes a cylinder of tissue that extends the length of the stem and root. This layer is _______, producing new cells on both the inside and outside of the cambium cylinder Cells on the inside of the vascular cambium differentiate into ________ cells Cells on the outside of the vascular cambium differentiate into ________ cells Accumulating xylem and phloem cells force outside tissues to shed; in order to replace the shed epidermis with a new protective covering, new cells are produced by the _________ On the outside of the cork cambium a protective layer of _______ cells are produced On the inside of the cork cambium, _____ may be produced phelloderm _____ tissue is the actual wood of a plant ______ is xylem that has been produced during the more recent years, and remains active in the transport of water sapwood Older xylem, located toward the center of the stem, is called _______ and functions only as support the alternation of growth and dormancy produces _____ in the secondary xylem tissue annual rings Leaf tissues, from top to bottom of a leaf Definition Upper epidermis Palisade mesophyll Spongy mesophyll / Vascular bundle Lower epidermis The _______ consists of parenchyma cells equipped with numerous chloroplasts and large surface areas, specializations for photosynthesis The cuticle reduces _______ transpiration (the loss of water through evaporation) The __________ consists of parenchyma cells loosely arranged below the palisade mesophyll, w/ numerous intercellular spaces that provide air chambers that provide CO2 to photosynthesizing cells (and O2 to respiring cells) spongy mesophyll _____ cells are specialized epidermal cells that control the opening and closing of stomata _______ are openings in the epidermis that allow gas exchange b/w the inside of the leaf and the external environment Stomata In leaves, _______ consist of xylem, phloem, and bundle sheath cells In leaves, _________ cells surround the vascular bundles in such a way that no vascular tissue in exposed to intercellular spaces. B/c of this, air bubbles cannot enter vessels where they could _____ the movement of water. Definition bundle sheath impede, stop, mess with, etc. Explain: the two pathways by which water moves toward the center of the root after entering through root hairs 1. Water moves through cell walls and intercellular spaces from one cell to another w/o ever entering the cells. This pathway is called the APOPLAST and consists of the nonliving portion of cells 2. Water moves from one cell to another through SYMPLAST (living portion of cells). Water moves from the cytoplasm of one cell to the cytoplasm of the next through PLASMODESMATA In roots, endodermal cells are _____ as to what minerals are allowed to enter The main three mechanisms that are involved in the movement of minerals and water through xylem (starting from what brings water in & ending at what gets it to stomata) Capilary Action Conhesion-tension theory (transpirational pull) ^most significant is this last one^ Define: the rise of liquid in narrow tubes *the force of ____ typically drives it* Capillary action (a.k.a. capillarity) Define: the formation of small droplets of water and minerals (sap) on the ends of leaves of grasses and small herbs in the early morning *caused by the osmotic force of ________* Guttation root pressure The three main concepts that cause/are behind Cohesion-tension theory Bulk Flow Translocation is the mocement of carbohydrates through phloem from a ______, such as leaves, to a ______, a site of carbohydrate use (Translocation is described by the _______ hypothesis) pressure-flow Describe the major steps of the pressure-flow hypothesis (4) 1. Sugars enter the sieve-tube members 2. Water enters sieve tube members 3. Pressure in sieve-tube members at the source moces water and sugars to sieve-tube members at the sink through sieve tubes 4. Pressure is reduced in sieve-tube members at the sink as sugars are remoced for utilization by nearby cells Two cellular actions that can make a cell into a sink for carbohydrates 1. Storing sugars as starch (starch is insoluble in water) 2. Breaking down sugars for energy The opening and closing of the stomata is controlled by... the movement of water into and out of the guard cells. When water diffuses into guard cells, stomata... Definition When water diffuses out of guard cells, stomata... Definition 3 Observations of stomata (things that control opening and closing of them) 1. Stomata close when temperatures are high 2. Stomata open when CO2 concentrations are low inside the leaf 3. Stomata close at night & open at day What chemical is most associated with stomatal opening and closure? K+ - (potassium ions)

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Patrick J. Deneen Patrick J. Deneen teaches political theory at the University of Notre Dame. He is the author of two books: The Odyssey of Political Theory and Democratic Faith. He posts occasionally at "The American Conservative." http://www.theamericanconserva... “Thrift and Thriving in America” By Patrick J. Deneen for FRONT PORCH REPUBLIChttp://www.frontporchrepublic.com/2011/09/thrift-and-thriving-in-america/ …is the title of a new multi-author volume edited by Joshua J. Yates and James Davison Hunter of the Institute of Advanced Studies in Culture at the University of Virginia. I was one of the initial reviewers of the book, and found it to be a rich, vital and essential exploration of the idea, history, and practice of thrift in America. The book has a rather amazing line-up of authors, from historians to sociologists to economists to theologians (my suggestion that they include a political theorist was obviously ignored!), including Daniel Walker Howe, Deirdre McCloskey, Joyce Appleby, T.J. Jackson Lears, James Davison Hunter, and Robert Frank, among many others. While the book has the usual downside of a multi-author volume, it benefits from a comprehensive treatment that would not have been otherwise available – both historically, tracing through the idea of thrift throughout the history of America, as well as across a variety of fields of study. What a number of the essays point out is that the abandonment of thrift required a revolution in thinking about our relationship to material goods. An industry (advertising, but also industrial production more widely) actively inculcated a felt sense of need for certain objects where earlier any such purchase would have been regarded as extravagence (just watch an episode of “The Waltons” for a remembered version of such thrift.) A part of the story that should also be told was offered in a wonderful lecture at this weekend’s FPR conference on “Human Scale and the Human Good.” David Cloutier – a professor of Theology at Mt. St. Mary’s College – offered an extremely thought-provoking lecture on the transformation of the concept of “luxury” from its classical to its modern meaning. Cloutier not only pointed out that the word “luxury” went from having a negative to a positive set of connotations, but that it came largely to mean items that are expensive or rare. According to a more ancient understanding, however, “luxury” includes not only expensive items, but the effort to accumulate goods that are extraneous and unnecessary, as well as any use or employment of items in a way that is wasteful or irresponsible. Thus, he argued, even the purchase of Wal-Mart socks can be considered the purchase of a “luxury” item, particularly in an age in which we no longer repair (or “darn”) worn socks. The decline of thrift – receiving an excellent treatment in this new book, and a bargain at only $35 for 620 pages – needs also be accompanied by a story of the transformation of the concept of luxury. When the recording of the FPR conference becomes available, I encourage all readers to give Professor Cloutier’s very fine presentation a hearing. The Cincinnatus of Thrift New From FPR Books: The Demise of Virtue in Virtual America Is There a Conservative Tradition in America? Timothy Steele: A Critical Introduction — An Update Share: BrianKR 5 years ago That sounds great. I am going to suggest that my library buy it. Rob G 5 years ago I thought Prof. Cloutier’s paper was outstanding. An excellent companion piece of sorts is Edward Skidelsky’s “The Emanicpation of Avarice” which appeared in First Things back in May. Jennifer Krieger 5 years ago Another to add to my list.

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Home » News » Innovating in a Recession Innovating in a Recession Innovating is something a progressive college such as Grinnell does continually. Latest News New Year, New President Posted: Sep. 18, 2010 President Kington Signs the American College and University Presidents' Climate Commitment Posted: Oct. 11, 2011 Choosing Grinnell's future Posted: Jun. 12, 2012 Grinnell College Welcomes a New President Posted: Mar. 15, 2010 Presidential Announcement Posted: Feb. 17, 2010 Archives Friday, Jan. 4, 2013 2:24 am The more times change, the more times demand — and reward — thoughtful innovation. Here are some thoughts on three innovative new steps we’re taking to better position the College for the future. Defining our identity in new ways On Nov. 29, we announced the creation of the new Grinnell College Young Innovator for Social Justice Prize. Following that announcement, some people have asked me why the College is undertaking an expensive new initiative now, in such challenging financial times. That’s a legitimate question. It's true that we’re facing tight times — all colleges are. Although Grinnell is in good shape overall, we have to adapt to a new financial world. The worst thing we could do, not being in real crisis, is to hunker down and stop doing new things. We have to reallocate resources in all sorts of new ways to do a better job of meeting the College’s mission in the future. The Grinnell College Young Innovator for Social Justice Prize is part of a broad plan to define the identity of this college based on its unique features. One of the strongest and most indelible of those is that Grinnell prepares students to change the world for the better. A focus on social justice in one’s life can mean anything from becoming a really aware and engaged citizen, to bringing a strong sense of ethics and community and accountability to running a business, to running a large social movement. We want to tell the world about that aspect of the College’s identity so we can continue to attract the kinds of people to the College who can best take advantage of that part of our mission and help move it forward. We decided we’d rather offer a prize that advances useful work and contributes more to the mission of the College than do other equally expensive things to build our prestige. There are large educational and social benefits of the prize: We’ll involve students in defining the concept and running the annual symposia, and give them, at a young age, a great deal of one-on-one exposure to outstanding people who are doing creative things to promote social justice. We can bring prospective students to the prize symposia to show them what the school stands for. We envision creating relationships with organizations that prizewinners are involved in, which could result in internships and other student learning experiences. We’re thinking about an online journal that focuses on young innovators. These kinds of synergies pull together three themes at the core of Grinnell’s mission: education, positive social change, and youth. That makes the prize a creative way to achieve many of the College’s goals even in a time of tight money — and to strengthen our future. Also, it’s in our best interests to be a good community member, and this is one of our contributions to the global community. We can never guarantee outcomes — from this effort or any other effort — but we can make thoughtful decisions, we can take reasonable risks in exploring new avenues, and perhaps most importantly, we can continue to learn as a community what makes us distinctive and how we can further our mission. Understanding the College’s financial dynamics One of the things we need to do differently and better is to explain our need for resources given our endowment. We need to tell people how much money is coming in, how much is going out, and why we use our resources the way we do — because without broader support from our community and our alumni, we’re not going to be able to help future students in the way that we’ve helped our alumni. We don’t want to — and we won’t — decrease our support for our students, but there’s a price for that, and we’re going to have to work harder to get resources for it. We have many students who have real need. And we have real need to offer merit aid as well, so that we have a balanced student body. Plus, in tough economic times, even students who originally came here with significant resources have seen those resources diminish — sometimes dramatically. Also, our alumni and other donors have been more careful recently about long-term donations. So, we need to put together a thoughtful, long-term plan to advance our core mission that is sustainable for the long haul. Engaging our alumni in the ways they want to engage We need to engage creatively with our alumni’s great passion for the College — even with those who are not in a financial position to give money at this particular point in their lives. Many of our alums go to grad school or into social services, education, or other fields that don’t generate large incomes early on. I want to offer all alumni a menu of options that allows us to recognize them and at the same time makes it easier for them to contribute not only dollars, which we want and need, but also time and talent. Many institutions’ rolls of giving list donors according to levels defined entirely by dollars, and I don’t think that’s fair. In some cases a commitment of time or other resources can be at least as valuable. We’ll share that menu of options with alumni soon — we hope in the spring of 2011. Meanwhile, I encourage you all to join me in thinking of innovative ways for Grinnell to continue to be the best it can be at achieving its unique mission.

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Home » Martin University to lose its founder, but not his philosophy Martin University to lose its founder, but not his philosophy Chris O'Malley Colleges and Universities / Martin University / Education & Workforce Development Print Reprints Controversial Martin University president to retire this month Martin University names new president Martin University president making quick exit Former IPS chief White takes reins at Martin University Accrediting agency places Martin University on probation Largest Indiana Colleges and Universities - Excel Largest Indiana Colleges and Universities - PDF It's All About the Race In an 80-grit patch of the city fluent in poverty and despair, the Rev. Father Boniface Hardin lectures a visitor on how businesspeople need to learn the language and culture of countries where they operate. If not out of deference, then do it for practical reasons, he says, painting a picture of foreign business partners who "bow their heads and say, 'This guy is one big sucker and we can rip him off,' in their language." What at first sounds like Jack Welch preaching in the Church of Almighty Shareholder Value is the president of Martin University, adding a dash of the social justice gospel. "The people who have good businesses know how to relate to people," Hardin adds. "If we could make up a good axiom ... success equals good will--plus good business practices." This Benedictine monk who founded a university in the unlikeliest of locations--the inner city--will soon speak the language of retirement: Hardin plans to step down as president of the state's only predominantly black university on Dec. 31 of next year. That's the official date tucked inside the 29-year-old university's strategy. The plan seeks to preserve Hardin's values and philosophy after he steps down. The departure of any university head comes with the risk of hiring a successor with antithetical ambitions and philosophies. "We won't allow that to happen here," vows Marva Hunt, who heads Martin's Business Studies Department and chaired the strategy planning committee. The 72-year old Hardin, even after shaving his beard, bears an uncanny resemblance to 19th century abolitionist Frederick Douglass (think a cross between boxing promoter Don King and scientist Albert Einstein). Hardin "has created an institution that has set a lot of people free," said Thomas McKenna, former head of the Indiana Department of Commerce and for years a Martin University trustee. Mixing poverty, professors Since Hardin swung open the doors in 1977, Martin has awarded about 1,300 degrees and currently has an enrollment of roughly the same number. That's smaller than some high schools. Martin's campus off Sherman Drive just north of Interstate 70 has a faculty of 40, staff of 45, and a budget that averages a wee $6.5 million. Obscured by those diminutive measures, though, is the enormous difficulty that Hardin, and Sister Jane Schilling, faced in growing Martin in unpromising soil. The Brightwood area about two miles northeast of downtown has a poverty rate that's double the U.S. average, at 24 percent. Per capita income of $14,034 compares with the U.S. average of $21,587, according to census data. And while about 25 percent of Americans have a bachelor's degree, the rate in this part of the city is closer to 6.5 percent. "Martin University students are, for the most part, economically disadvantaged and past the age where most are thinking about continuing their education," said Indianapolis developer and Martin supporter Michael Browning. But Hardin "is an incredibly caring man who is helping those who are willing to work to improve themselves. ... I would be hard-pressed to mention anyone I admire more than this man and his work," Browning added. "Think of the challenges and the obstacles that entrepreneurs face, especially entrepreneurs of color, in starting a business from scratch. Multiply that by some factor and you can begin to realize the obstacles and challenges Father Boniface and Sister Jane have had to overcome," said Jesse L. Moore Jr., a Martin University graduate and trustee, who is manager of supplier diversity development at Purdue University. "He's done something few human beings have. He created an institution of higher learning in one of the most impoverished areas of the city," McKenna said. "It just takes my breath away thinking of that accomplishment." From monk to administrator But for all he's done and his dozens of awards, including "Indiana Living Legend," bestowed by the Indiana Historical Society in 2002, Hardin isn't a household word outside of civic and academic circles. More people can probably name the Indiana Pacers involved in last month's stripclub altercation, who've done microscopically less to advance the community and improve the lives of thousands. If anything, perhaps to a fault in the political world of academia, Hardin has done little to beat his chest in an effort to increase corporate giving to the university, according to associates. "The funny thing about him is, I don't think he seeks attention. ... He's [still] one of the better-kept secrets here in the city," said Martin dean Steve Glenn. Perhaps it's his monastic upbringing. Hardin earned his master's in divinity at St. Meinrad School of Theology. He was ordained as a priest in 1959 and later worked as an associate pastor and became involved in the civil rights movement in Indianapolis. Inspired by Dr. Martin Luther King Jr., one area of inequality Hardin wanted to tackle was helping blacks succeed in higher education. "He came over to our house in the 1970s saying he wanted to start a college. I nearly fell down laughing," Glenn recalled. Hardin "never took 'no' for an answer," Hunt said. The monk-turned-college-administrator broke new ground in other ways, focusing on the older learner: Martin's average student age is 40. "There were not four-year institutions focused on the adult learner 30 years ago," said former student Moore, who credits Hardin for encouraging him to finish his college degree later in life. Appealing to the nontraditional student in a poor part of town involved a different approach. Many prospective students have no or limited access to health care. Martin has long been a place for residents to obtain health screenings, for example. And then there was their state of mind. "People come in, they're wounded. They're angry sometimes," Hardin said. "They really want to learn. They never had a chance ... . We're the last chance for a lot of people." Learning isn't through a traditional pedagogical approach, in which the instructor speaks from on high, but rather is andragogical: These older students are encouraged to bring their life experiences into the discussion as part of learning. Another Hardin emphasis includes "weltanschauung," a German word for world perspective or community. "Learning is mystical and we forget that we're made up of spirit and body and we can't do anything by ourselves," Hardin said. The school's strategy embraces these Hardin approaches, reading almost as a creed preserving Hardin on paper for future generations. Hardin "doesn't want the university just to become a university," Glenn said. "His greatest concern is for Martin not to lose its uniqueness." Hardin is finishing his decades-long term as president focused on the first phase of a $21 million capital campaign. The university has struggled over the years with gifts from alumni and limited corporate support. But believers such as developer Browning and family recently donated $250,000. And Martin has until the end of the year to receive dollar-for-dollar matching from Lilly Endowment Inc. "The business community, with very little effort, could give that place total economic stability and independence," McKenna said. Hardin's departure will not come before Martin expands its reach to younger students. His team is trying to recruit college-bound high school students. Hardin is there in the hallways, greeting prospective students and trying to inspire them about college studies. Faculty are trying to strike more alliances with employers for internships and with community colleges such as Ivy Tech, to allow its students to transfer to Martin to obtain their bachelor's degrees. Martin also is in talks with automotive firms about providing training for their displaced workers. Hardin also hopes soon to provide a doctorate degree in psychology. There are few black psychologists in Indiana, he said. But don't expect Hardin to go quietly when he does leave. He's been assured there will be room for him to teach, that is when he's not working on at least one book on higher education. He also plans to get involved in cancer issues, having survived prostate cancer. He'll not talk about the date he'll pack up his office strewn full of globes--not in any of the dozen languages he speaks. It seems he's not done learning. "I'll talk about passing on the torch, when it's lit." Source: XMLAr00101.xml O’Malley was a reporter at IBJ from 2004 through 2014. Recent Articles by Chris O'Malley Fund aims to 'elevate' tech commercialization statewide Cranking out returns: Companies are using dividends to attract investors Irvington on the upswing with efforts to bolster commercial growth You must have JavaScript enabled to enjoy a limited number of articles over the next 30 days. Please clik here to continue without javascript.. GO

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Dr. Allan E. Goodman Dr. Allan E. Goodman is the sixth President of the Institute of International Education, the leading not-for-profit organization in the field of international educational exchange and development training. IIE conducts research on international academic mobility and administers the Fulbright program sponsored by the United States Department of State, as well as over 200 other corporate, government and privately-sponsored programs. Since its founding in 1919, the Institute has also rescued scholars threatened by war, terrorism, and repression. Rescued scholars and other alumni of Institute-administered programs have won 68 Nobel Prizes. Previously, Dr. Goodman was Executive Dean of the School of Foreign Service and Professor at Georgetown University. He is the author of books on international affairs published by Harvard, Princeton and Yale University presses. Dr. Goodman served as Presidential Briefing Coordinator for the Director of Central Intelligence in the Carter Administration. Subsequently, he was the first American professor to lecture at the Foreign Affairs College of Beijing, helped create the first U.S. academic exchange program with the Moscow Diplomatic Academy for the Association of Professional Schools of International Affairs, and developed the diplomatic training program of the Foreign Ministry of Vietnam. Dr. Goodman has served as a consultant to Ford Foundation, the Woodrow Wilson National Fellowship Foundation, the United States Information Agency, and IBM. He is a member of the Council on Foreign Relations, a founding member of the World Innovation Summit for Education (WISE), Co-President of the Partner University Fund (PUF) Grant Review Committee, and a member of the Jefferson Scholarship selection panel. He also serves on the Council for Higher Education Accreditation International Quality Group Advisory Council and the Board of Trustees of the Education Above All Foundation. Dr. Goodman has a Ph.D. in Government from Harvard, an M.P.A. from the John F. Kennedy School of Government and a B.S. from Northwestern University. He also holds honorary degrees from Chatham, Susquehanna, and Toyota universities; Richmond, The American International University in London; Dickinson, Middlebury, Mount Ida, and Ramapo colleges; The State University of New York; and the University of York. He has received awards from Georgetown, Johns Hopkins, South Florida, and Tufts universities, the Légion d’honneur from France, and the Royal Norwegian Order of Merit. He was awarded the inaugural Gilbert Medal for Internationalization by Universitas 21. Follow Allan Goodman on Twitter Back to Executive Staff Nov 4, 2016China's Role in International Education by the NumbersNov 4, 2016Letter from TbilisiMay 17, 2016Letter from Cape Town: Finding ShakespeareApr 22, 2016Preparing to Study in the USA: How American Football Inspired IIE's Newest BookMar 24, 2016Why the Refugee Crisis is so Unique Tweets by @IIEGoodman

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Computers & Structures B.H.V. Topping Interactive MATLAB Figure Viewer This application allows readers to interactively explore MATLAB figures submitted with the article, and to download the original data files. Editor, Computers & Structures University of Pécs, Hungary and Heriot-Watt University, Edinburgh, Scotland, UK Barry Topping was awarded a first class BSc degree in Civil Engineering in 1975 and went on to gain a PhD degree in Structural Optimization in 1978, both from City University, London, UK. Presently Professor of Computational Mechanics at Heriot-Watt University, Edinburgh, UK, Professor Topping has been awarded numerous European, UK Research Council, Department of the Environment and Industrial Research contracts and has undertaken computational consultancy for government authorities, consulting engineers and contractors. In addition, Professor Topping has presented lectures throughout the world, including Europe, China and the USA. His research is primarily concerned with the application of computational technology to structural mechanics including parallel and distributed computing. Professor Topping is the author or editor of over 100 technical publications covering various aspects of engineering computation. He has recently co-authored the book Parallel Finite Element Computations (Sax-Coburg, 1996) and is Co-Editor of the journal Advances in Engineering Software (Elsevier). He is also an Editorial Board member for a number of other leading scientific journals including Engineering Applications of Artificial Intelligence (Elsevier), Engineering Computations (MCB University Press) and Engineering Optimization (Gordon & Breach). In 1990, Professor Topping was awarded a Telford Premium by the Institution of Civil Engineers, London, UK for a paper concerned with structural engineering re-analysis.

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Job announcement Brown University invites applications for the Director of the Center for Language Studies, to begin summer 2014; the position carries a faculty appointment as Senior Lecturer. The CLS serves as a resource for the promotion of excellence in second language education and works with academic departments and others across campus to support faculty at Brown with teaching and research interests in languages and cultures. The Director will be expected to: develop and implement innovative language training programs and initiatives in collaboration with the Sheridan Center for Teaching & Learning and the Language Resource Center; stimulate and coordinate research efforts in innovative pedagogy; organize lectures, workshops, conferences, and other professional development opportunities for language faculty; serve as a resource for students and faculty seeking to learn about foreign languages and cultures; increase the visibility of the CLS on campus and beyond; lead fundraising efforts to secure support for the Center’s activities; partner with other institutions in the Ivy Plus consortium to create learning opportunities for less commonly taught languages; coordinate instruction in languages offered through the CLS; hire and review faculty appointed in the CLS; and teach a pedagogical methods course for graduate students. Initial appointment will be for a three-year term, with potential for longer-term renewal. Competitive salary and benefits. Ph.D. in language and literature or in Applied Linguistics, Second Language Acquisition, Foreign Language Teaching, or related field. Significant (minimum 5 years) experience and demonstrated excellence in language instruction. Professional engagement with curricular innovation and pedagogical methods. Administrative and grant-writing experience desirable. Please submit letter of interest, c.v., and names of 3–5 references. Do not send letters of recommendation at this time. Review of applications will begin on APRIL 1, 2014 and continue until position is filled. http://apply.interfolio.com/24612 Submitted by LMP Editor

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Using Materials Science and Engineering to Save Priceless Artifacts University of Maryland MSE doctoral candidate Amy Marquardt in the lab. University of Maryland graduate student Amy Marquardt (Department of Materials Science and Engineering [MSE]) has received a Committee on Institutional Cooperation (CIC) Smithsonian Institute Fellowship. The highly selective and prestigious awards offer Ph.D. candidates the opportunity to conduct research with the Smithsonian's staff and access its resources and facilities. Fellows receive a research-in-residence appointment, which may be in any field currently pursued by the Institute’s numerous museums and organizations. Marquardt, advised by Professor Ray Phaneuf (MSE), is using her expertise in materials science to help museum conservators analyze, clean and preserve their art and artifacts. For the past several years, she has been part of a team working with conservators from the Walters Art Museum to develop nanometers-thick coatings that protect silver from tarnish. The material is currently being tested on an artifact from the museum’s collection. The project has been reported by Science, highlighted by the American Physical Society and the American Vacuum Society, and was the subject of a National Science Foundation video segment called "Silver Saver," narrated by former CNN chief technology and environment correspondent Miles O’Brien. Marquart has previously worked at the Smithsonian’s Museum Conservation Institute, where she used microscopy, microanalysis, and spectroscopy to determine patina color, mineralogy, and stability of artificial bronze patinas used by conservators to restore appearance and protect an object after it is cleaned. “Amy’s very strong fellowship proposal tied in nicely with the Smithsonian’s mission of ‘Valuing World Cultures,’” says Phaneuf. “The work she will carry out is aimed at developing a safe, visually acceptable and long-lasting conservation treatment for patinated art objects, like the ancient bronzes found in the Smithsonian’s Sackler-Freer Gallery. It will extend the research she’s carried out at Maryland using atomic layer deposition to create protective metal oxide films for silver objects. Her fellowship was one of only six awarded in the entire Big Ten University Conference–an indication of how important her proposal was judged to be.” Marquardt has recently returned from an international research exchange program at the University of Trento, Italy, where she worked with Dr. Massimo Bersani at the Fondazione Bruno Kessler. Her project focused on the development of a kinetics model for the corrosion and tarnishing of cultural heritage metal objects, and she continued her work on the optimization of atomic layer deposited films that can be used to protect them. In addition to research-in-residence, the CIC-Smithsonian fellowship includes a $30,000 stipend, tuition remission and health insurance for the 2014-2015 academic year. The Smithsonian’s Office of Fellowships and Internships offers the awards in partnership with the CIC, the academic counterpart of the Big Ten Conference. Phaneuf Delivers Keynote on Conservation Research Marquardt Wins Dean’s Doctoral Research Award for “Protecting Art with Nanotechnology” Atoms-Thick Coating Ready for First Test on Silver Artifact Marquardt Wins AVS Travel Grant American Vacuum Society Covers Ongoing Efforts to Protect Silver Artifacts See How Materials Scientists and Conservators are "Silver Savers" Materials Scientists, Conservators Join Forces to Preserve Silver Artifacts and Art Museum Conservation Research Wins Top Prizes in International 3-Minute Thesis Competition "Diamond Ranking" for MSE Grad Student Research Vote Now! Materials Grad Student is Finalist in 3 Minute Thesis Competition (VIDEO)

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HomeAcademicsAdding/Withdrawing from Classes; Changing MajorsAttendance and Class Absence SystemCalendarLeaders 101Leaders 111College Support and ResourcesCourse CatalogCourses: Combining, Continuance, Overloads, Repeating and SubstitutionsCSI (Citadel Success Institute)Discharges and ClassificationsExamsExam SchedulesFacultyFAQs and Academic Information for New Cadets and ParentsFurloughsGradesMajors & MinorsParentsPolicies, Procedures and RequirementsStudent ClassificationsStudentsSummer Programs Home Academic Affairs Home Academic Affairs Welcome! The Associate Provost for Academic Affairs is located on the third floor of Bond Hall in room 369 and can be reached at 843.953.5155. In support of its mission to educate and prepare graduates to become principled leaders, The Citadel offers rigorous academic programs through its fourteen academic departments that are organized into five schools. Ninety-four percent of Citadel full-time faculty members hold a doctorate or terminal degree and small class sizes facilitate interaction between faculty and students both inside and outside the classroom. Special programs including the Honors Program, Study Abroad, Internships and Independent Study offer unique opportunities to enrich the academic experience. Small classes, challenging faculty, and a wide array of educational support services provide a strong foundation for students to fulfill their highest academic potential. Please use the menu on the left to learn more about the academic programs offered at The Citadel. Staff Biographies Mark A. Bebensee, Ph.D Associate Provost for Academic Affairs Phone: (843) 953-5155 Fax: (843) 953-5896 This email address is being protected from spambots. You need JavaScript enabled to view it. Mark Bebensee became the Associate Provost for Academic Affairs in 2009, and prior to assuming this administrative position, he was the Associate Dean of the School of Business Administration, a position he held for 8 years. While 30 of his thirty-four years at The Citadel have dealt with some type of administrative duties, he has consistently taught both undergraduate as well as graduate students each semester and is considered an outstanding professor by his colleagues as well as his students. He began his career at The Citadel as an Assistant Professor of Economics in 1977,and quickly moved through the administrative ranks as Assistant to the Dean of Undergraduate Studies as well as Department Head, and then, Associate Dean of the School of Business Administration. In the area of teaching, Mark’s student evaluations are consistently among the highest in the School of Business Administration from both undergraduate as well as MBA students. He has won every teaching award The Citadel has, and he is well into his second generation of students who are as generous with their praise of his teaching as their fathers were when they were here. Mark has a B.A. from Millsaps College and an M.A., Ph.D. from Duke University. LTC Chris Fudge Assistant Provost for Academic Affairs 369 Bond Hall Ph: (843) 953-5705 This email address is being protected from spambots. You need JavaScript enabled to view it. Chris Fudge became the Assistant to the Associate Provost for Academic Affairs in 2009, and joined The Citadel in 2000, first as the Assistant Director and then as the Director of the Citadel Writing and Learning Center. Prior to coming to The Citadel, she worked for 7 years in medical research and private practice, 20 years as a secondary English and French teacher, as well as 7 years as a college-level French and English professor. She coordinates several academic programs: Academic Orientations for students and faculty, Academic Officer Training, as well as the Freshman Orientation Program, Citadel 101 . In addition to teaching Cit 101, she also teaches the Sophomore Leadership course, LDRS 201. Chris serves on several faculty and staff committees and has edited numerous scientific and educational publications. In addition, she co-authored the Writing Exit Exam for secondary schools in Sacramento, California, and published Teaching Guide Supplements for secondary English curriculum in the state of California. She has a BA in English and French from the University of South Carolina and an MA in English Curriculum from the University of California, Davis. Barbara H. Pike Program Assistant 369 Bond Hall Ph: (843) 953-6874Fax: (843) 953-5896 Barbara Pike became the Administrative Specialist/Program Assistant in the Office of the Associate Provost for Academic Affairs in 1994, and prior to assuming this position, she was the Administrative Assistant to the Director of the Self-Study for SACS Accreditation. Barbara not only manages the entire office, but also has primary responsibilities for the Cadet Absence System; academic approval on Special Orders; support in planning and implementing Freshmen Orientation, Academic Officer training, New Faculty Orientation, CIT 101 instructor training, and SCCC commencement; preparation and distribution of Dean’s List and Gold Star awards; as well as preparation of President’s List with certificates. She has a BS in Mathematics from St. Lawrence University and has a New York Teacher Certification in Elementary Education from the State University College of New York, Oneonta. FAQ's for Freshmen Cadets and New Cadet Parents Q: Does The Citadel have a summer program before Matriculation that will help some cadets transition more easily to their freshman year? A: Yes, the College Success Institute (CSI) is a four-week summer transition program offered to students who have been academically accepted and medically cleared to enter The Citadel. The program is designed to introduce participants to college academics, assist them in preparing for the physical requirements of the Corps of Cadets, and help them become acclimated to the campus and its resources. For additional information: http://www.citadel.edu/csi Q: When will new cadets receive their final class schedule? A: Shortly after their arrival, they will receive their class schedules and meet with their Academic Advisors. Q: What courses will new cadets be enrolled in? A: Courses such as freshman English, History, Math (depending on the major course of study), ROTC; Chemistry, Physics or Biology; Physical Education; and Foreign Language (depending on the course of study) are a few of the courses they will take. Q: Are high school Advance Placement courses recognized? A: Yes, as part of the criteria for placement. Q: Are College Board Advance Placement test scores recognized? A: Yes, along with the results obtained from the Citadel's placement tests in Foreign Language and Math. Q: When are Mid-Term Exams given? A: Halfway through the semester, traditionally, the middle of October. Q: When are Final Exams given each semester and what is the schedule? A: Final exams begin the day after the last day of classes, and the Exam Schedule can be found on the Registrar's Web page http://www.citadel.edu/registrar/. Q: If cadets are out-of-state, are concessions made for rescheduling final exams, for travel reasons? A: No, the only time a cadet can reschedule a final exam is with permission from the professor to take the exam with the same class that meets on a different day and/or time. Otherwise, no cadet can sign out for Winter/Summer Furlough before his/her exams are concluded. For this reason, the Academic Calendar is provided early in the academic year. Q: Can new cadets have final grades sent to their parents? A: Final grades can be seen in Banner Self-Service, so cadets can show their parents their final grades. Q: How many hours must a freshman cadet pass in order to return as a sophomore? A: A full-time student (one carrying at least 12 credit hours each semester) must pass 24 semester hours in a 12-month period AFTER initial Matriculation. Q: If cadets have taken courses at another college prior to coming to The Citadel, will those hours count? A: Only courses taken at an accredited institution which are comparable in content and credit hours to specific courses offered at The Citadel and in which grades of "C" or better have been earned will be considered for transfer. Q: What is the difference between core courses and major or elective courses? A: Core courses are mandatory/required courses. Every cadet takes them, and major courses (some required and some chosen) are courses in a specialized area of study (major). Q: When do cadets choose a major? A: Cadets choose their major before they arrive, and if they so desire, can change their major when they meet with their Academic Advisor. Cadets may change their major any time during their academic career but are encouraged to make these decisions quickly as some majors require specific courses that a cadet may not have taken, thus putting a cadet behind in his/her major. Q: What are the minimum academic requirements for graduation from The Citadel? A: A cadet must complete one of the major courses of study outlined in the catalog of record and must achieve a minimum grade-point average of 2.0 based on all quality hours attempted and all quality points earned at The Citadel. In addition, a cadet must achieve a minimum grade-point average of 2.0 based on all quality hours attempted and all quality points earned in their major course of study at The Citadel. However, students majoring in Education or in the teaching track of Health, Exercise and Sports Science (HESS) must achieve a cumulative grade-point average of 2.75 and must have a 2.75 in all courses in their major course of study. Q: How do you compute a grade-point average? A: You multiply the number of hours of the course times a cadet's grade in the course. For example, English is a 3-hour course, and if a cadet earned an "A" which is worth 4 points, then the quality points for English would be 12. Then you divide the total number of quality points earned in a semester by the total number of hours attempted to compute the GPA for that semester. Q: Where do cadets go if they are struggling in a course? A: The Citadel's Academic Support Center offers tutoring in a majority of subjects, so cadets can schedule individual or small-group appointments either by email, in person, or by phone. Supplemental Instruction is also available for several core courses. Q: How do cadets know if they have a learning disability, and what is the process for receiving academic accommodations? A: Many students who struggle academically, for example, having to re-read information multiple times and still experiencing difficulty remembering the information or having difficulty concentrating for long periods of time, may have a learning disability. However, students must identify themselves to the Director of the Academic Support Center and must provide appropriate documentation before receiving accommodations. For more information, please contact the Center at 843.953.1820. Q: What happens during orientation? A: After the freshmen say "good bye" to their families and form up with their Company for the first time, they will meet their Cadre who will begin to train them. The freshmen will begin a long series of events designed to train and prepare them to assume the responsibilities of being a knob (a freshman). During this training period, cadets participate in numerous training activities, get their hair cut, engage in daily physical fitness routines, learn about the history of The Citadel, and become familiar with the requirements of cadet life. Q: What is Cadre? A: This is a group of trained, upper-class cadets from each Company who are responsible for the training of knobs. Q: What is a typical freshman day like? A: They eat breakfast together from 7:10-7:50 a.m. and go to their first class (most freshman cadets have an 8:00 a.m. class); from 12:05-12:45 a.m., they eat lunch; from 1:00-~4:00 p.m., they attend afternoon classes. They eat supper from 5:55-6:30 p.m.; and begin Evening Study Period (ESP) at 8:00 p.m. In addition, many cadets attend meetings, participate in military contract activities, participate in intramurals, and attend club meetings. Between classes, many cadets go to the Library for research or to study. Q. Where do we find calendar dates and events? A: Please visit the following link to view the Academic Calendar, http://www.citadel.edu/root/aa-calendar Adapted from VMI and UMA THE CORPS OF CADETSWhen you commit to the cadet experience, you stand out from the rest. THE GRADUATE COLLEGEEvening programs designed for Charleston's working professional. Now offering 42 graduate degree programs and 24 graduate certificates. EVENING UNDERGRADUATESLearn tonight, lead tomorrow. Degree completion programs for non-traditional students. Earn your bachelor's from The Citadel and set yourself apart. VETERANSYou served our country, now let us serve you. Complete or advance your education in an environment that understands and appreciates military service.

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NDUS Home | News | Campus Happenings Earl Pomeroy to receive honorary degree at UND's spring commencement May 14 Former U.S. Congressman Earl Pomeroy Earl Pomeroy, who served as North Dakota's congressman for 18 years, will receive an honorary Doctor of Letters degree during the University of North Dakota's Spring Commencement at 1:30 p.m. May 14 in the Alerus Center. Pomeroy was nominated for the honor by Mark Jendrysik, chair of the UND Department of Political Science and Public Administration, and Kathryn Rand, UND School of Law dean. Pomeroy will also be the speaker at the UND School of Medicine and Health Sciences commencement Sunday, May 15 at 2:30 p.m. in the Chester Fritz Auditorium. A Valley City, N.D., native and UND alumnus, Pomeroy was first elected to the U.S. House of Representatives in 1992 and served as North Dakota's only congressman until 2010. After the 1997 Grand Forks flood, he helped secure nearly $500 million in disaster relief and was instrumental in securing federal funding for the city's $300 million flood control system. He has helped UND secure federal funding for research. Jendrysik wrote in his letter of nomination that Pomeroy "is an outstanding example of commitment to public service and represents the values of leadership that we seek to teach in our students." In her nomination letter, Rand called Pomeroy "one of our most notable alumni." She added, "Beyond his reputation as a public servant, he has been a staunch supporter of the School of Law and UND, generously offering his time and talent to our students, staff and faculty." In approving Pomeroy's nomination, the University Senate said, "…he used his influence in the agriculture and tax policy areas to shape the most recent farm bill to provide benefits for farmers and ranchers in the state. His work made him one of the nation's most respected advocates for producers and for rural America. He also served as co-chair of the bipartisan Rural Health Care Coalition, where he worked to policies that strengthen rural hospitals."Pomeroy was born in Valley City on Sept. 2, 1952. He attended Valley City State University before transferring to UND where he earned a BA in political science and his law degree in 1979. He practiced law in Valley City for five years before embarking on his political career. Pomeroy was elected to the North Dakota state legislature in 1980. He was elected state insurance commissioner in 1984 and re-elected to that post in 1988. He served as president of the National Association of Insurance Commissioners. During his time in the U.S. House of Representatives, Pomeroy served on the powerful House Ways and Means Committee, which gave him influence over key policy decisions on taxes, trade, Social Security and Medicare. He also sat on the House Agricultural Committee and was one of the few House members allowed to serve on two committees. Pomeroy is currently a counsel in Alston & Bird's Washington, D.C., office, where he focuses his practice on health care, regulatory and legislative matters. He advises clients on health policy and legislative strategies for health care delivery.Useful link:UND Commencement website: http://und.edu/student-affairs/commencement --30--Contact:Patrick Miller, writer/editorUND Office of University [email protected] COPYRIGHT 2016 NDUS

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Mayport Middle School issues warning to parents about luring ATLANTIC BEACH, Fla. - The principal of Mayport Middle School sent home a letter with students about a report of a stranger approaching a student at a bus stop who tried to coax the child into his car to go to his house.The school resource officer was alerted to the incident that occurred before school at a bus stop near Cove Landing Drive. The parent alerted school security and contacted the Jacksonville Sheriff's Office to see if a search for the individual was underway."Needless to say, we are quite concerned about this attempt and are committed to working cooperatively with both our Duval County Public School Police and the Jacksonville Sheriff's Office to contribute to a thorough investigation," Principal Katrina McCray wrote in the letter to parents and guardians.McCray said the school teaches the students about safety and believes that and training learned at home led to the student's response."We applaud you for your role in educating your children about such danger," she wrote.Anyone with any information about Tuesday morning's incident is asked to call the Jacksonville Sheriff's Office at 904-630-0500.

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Legacy of Norwich Norwich University Campus Norwich Events The Guidon (Student Newspaper) Norwich Record (Alumni Newspaper) Colby Symposium Policies, Rules & Regulations President, Cabinet & Trustees I am a … Alumnus & Friend Home > About > Norwich Today > Story Crew from Norwich embraces the sweet agony of the Death Raceby Dirk Van Susteren, correspondent © Oct. 16, 2009, Norwich University Office of Communications photo by Caleb KennaNorwich Cadet Chris Prybella splits wood. It was one of many tests of body and will he underwent during the Death Race endurance contest in June 2009. Searching for a way to describe the Vermont Death Race in Pittsfield, Vt., Peter Bue, 20, a Norwich University cadet, kept it simple. “It was a blast,” he said. The same question put to fellow student Chris Prybella, 22, brought a very different reply: “You have to be insane to do it.” The two cadets were among a half-dozen students and a few alumni from Norwich, the country’s oldest military college, who competed in the third-annual Death Race in June 2009. Long, arduous tests of endurance are nothing new to group members, who have trained, encouraged, traded information about races and commiserated with one another through a number of jaw-dropping events. This ordeal, however, justifiably bills itself as one of the country’s toughest, if not most sadistic, endurance challenges. Most people can’t grasp how difficult this can be. ~ Thomas Worthington, Class of 2009 “It is the hardest thing I have ever done,” said Prybella, of Philadelphia. “It is torture; it is like going to hell and back.” The race this year took members of the informally-organized group up hills, along rocky paths, through streams, under barbed wire, and even along the bottom of a pond. Participants at various times carried buckets of rocks, a tree stump they had dug from the earth and a bicycle frame. Participants are forewarned the race may take 24 hours; that they will sweat, scream and cry and probably wouldn’t finish. For more about the Death Race, including photos, videos and information about participation, visit the Peak Races website. A “blast,” or “insane?” Why not both? The co-winner of this year’s Death Race—which attracted some 60 participants, about a quarter of whom finished—was ’09 Norwich graduate Thomas Worthington, 22, now a U.S. Marine second lieutenant training at Marine Corps Base Quantico in Virginia. He too chose the word “blast” to describe the race, but also said: “Most people can’t grasp how difficult this can be.” Worthington staggered over the finish line after 11 hours and 32 minutes with Richard Lee, a British Royal Marine. The two crossed paths at the top of a hill in the final segment of the race and, in a show of military solidarity, crossed the finish line together. The race trail is only 10 miles, but along the way there are surprise tests of strength, comprehension and resourcefulness. At one station, athletes had to quarter 20 logs using an ax they carried. At another, they had to memorize and recite the first 10 U.S. presidents. Those who messed up had a long run back to relearn the names. At another stop they had to build a fire with a single match, cook an egg and eat it. They clambered from station to station, never knowing how they would be tested next. For Worthington and Prybella, a pond presented the toughest challenge. Participants were instructed to dive for bicycle chains that had been removed from bikes they were carrying. The chains, in plastic bags, were tossed into 10 feet of water still cold from spring snowmelt. “I made nine attempts in 45-degree water, and was on the verge of hypothermia, and was about to give up,” confessed Prybella. In what was to be his final attempt he spotted the chain. “It was like a miracle,” he said. Worthington was so cold his body started seizing up. He had great difficulty putting the chain on his bike. “Man, that was really horrible! I was frustrated; it was such an easy task made so difficult by conditions.” Once chains were on, competitors rode the bikes for just a few moments, then put them in a nearby shed. There would be no coasting downhill. The Norwich competitors, all ultra-marathon athletes, have an unofficial coach and mentor in history Prof. Rowland Brucken, himself an ultra-marathoner. There is a bond among these extreme athletes, and they come to him for advice and inspiration. Brucken said he would consider the Death Race daunting. “This is unlike anything I’ve seen, and I’ve done 50- and 100-mile races,” he said. “I can’t imagine going into this race and not knowing what you will have to do.” Brucken said athletes who compete at this level share four qualities: a high threshold for pain; mental discipline; a sense of adventure and a sense of humor. “You have to know that there certainly are more important things in life and that what you are doing really is silly. ... That helps you deal with the downsides.” Bue resorted to some silliness, singing Jimmy Buffet songs along the route, he said. Cadets said endurance tests like the Death Race have career applications. “A big part of being in the military is being physically fit,” said Worthington. “I am not yet in a leadership position, but when I lead men in combat, I want to be the best Marine I can, and being physically fit is a big part of that.” Brucken, asked how anyone could consider the Death Race “a blast,” added another trait extreme athletes share. “They have short-term memory loss.” [email protected] © by the President and Trustees of Norwich University. Northfield, Vermont

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Report from the Niagara Frontier Edgar Z. Friedenberg May 7, 1970 Issue In September, 1969, President Martin L. Meyerson of the State University of New York at Buffalo announced that he was taking a two-thirds leave from the university for the forthcoming academic year, in order to become director of the American Assembly on Goals and Governance of the University—a new task force that had just been established by the American Academy of Arts and Sciences. At the end of the year, Meyerson would resume his full responsibility as president of the university; while during it he would continue to assume responsibility for long-range planning of the university’s development and to reside—as in fact he has done—in Buffalo. Daily operations would, however, be directed by the then Executive Vice President Peter F. Regan, a psychiatrist and former dean of the School of Medicine, who would serve as acting president and locum tenens for the academic year 1969-1970. The announcement of this decision—deferred as it had been till the very beginning of the academic year—gave rise to extensive rumors that President Meyerson was planning to leave permanently. These rumors were promptly and repeatedly denied as they recurred throughout the fall semester. The university community had, in any case, grown accustomed to them, since Mr. Meyerson was reported to be under serious consideration for every major university presidency that had become available, beginning with Columbia. If so, he had accepted none of them; and there were good reasons for thinking—apart from his own statements—that his commitment to SUNY at Buffalo might be deep. As president, his job was difficult. During his first year at Buffalo—the academic year 1966-67—he had been viciously harassed. The Buffalo populace and press had reviled him as a leftist refugee from Berkeley and, after Leslie Fiedler’s celebrated pot-bust in April, 1967, a condoner of immorality and of the corruption of youth. An organization with the inimitable title of MAM, or Mothers Against Meyerson, was formed to campaign for his removal; while the more conservative members of the Buffalo Common Council—the municipal governing board—attacked Meyerson and the university at meeting after meeting of the Council, urging legislative investigation of the university. The strain and hazards of President Meyerson’s position were clearly so great that even the climatic and cultural advantages of life in the Queen City—as Buffalo is called, with no implication of gaiety—could scarcely be expected to compensate. Nevertheless, he had not only remained but was succeeding in making the university an interesting and promising school, with a national reputation for high academic quality and intellectual excitement. The University of Buffalo, during its 120 years as a private institution, had few claims to eminence. It is true that it shares with Princeton and Columbia Universities the otherwise unique distinction of having had as its president a man who also became President of the United States—indeed, at one time the Buffalo president held both offices simultaneously—but Millard Fillmore was hardly comparable to Woodrow Wilson. Vice President Fillmore became President when Zachary Taylor died in 1850, and was not renominated in… —— May 7, 1970 —— On Bombing Bettina Aptheker The Sinister Redhead S.G.F. Brandon Oasis Poetry Denis Donoghue Roman Imperialism R.I. Frank More The Color of Consciousness

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Merriam-Webster's Word of the Day Arts, Literature, Education, Language Courses Build your vocabulary with Merriam-Webster's Word of the Day! Each day a Merriam-Webster editor offers insight into a fascinating new word -- explaining its meaning, current use, and little-known details about its origin. Merriam-Webster's Word of the Day for July 4, 2016 is: Yankee \YANG-kee\ noun 1 a : a native or inhabitant of New England b : a native or inhabitant of the northern United States 2 : a native or inhabitant of the United States Examples: "I am an American. I was born and reared in Hartford, in the State of Connecticut…. So I am a Yankee of the Yankees…." — Mark Twain, A Connecticut Yankee in King Arthur's Court, 1889 "Laura Secord wasn't really Canadian. Secord was born south of the border in Massachusetts, making her a Yankee by birth." — James Culic, Niagara This Week, 23 Mar. 2016 Did you know? Many etymologies have been proposed for Yankee, but its origin is still uncertain. What we do know is that in its earliest recorded use Yankee was a pejorative term for American colonials used by the British military. The first evidence we have is in a letter written in 1758 by British General James Wolfe, who had a very low opinion of the New England troops assigned to him. We also have a report of British troops using the term to abuse citizens of Boston. In 1775, however, after the battles of Lexington and Concord had shown the colonials that they could stand up to British regulars, Yankee became suddenly respectable and the colonials adopted the British pejorative in defiance. Ever since then, a derisive and a respectable use of Yankee have existed side by side.

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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 » Nobel winner from institute is Princeton visiting lecturerNews at PrincetonFriday, Dec. 09, 2016News StoriesFAQsEvents & CalendarsMultimediaFor News MediaShare Your NewsCurrent StoriesFeaturesScience & TechPeopleEmergency AlertsUniversity BulletinArchive Eric Maskin Photo: Cliff Moore Web StoriesTo News Archive|« Previous by Date|Next by Date »Nobel winner from institute is Princeton visiting lecturer Posted October 15, 2007; 09:41 a.m.by StaffTweet e-mail Eric Maskin, one of three economists selected Oct. 15 to receive the Nobel Memorial Prize in Economic Sciences, has a Princeton University connection. His permanent position is as the Albert O. Hirschman Professor of Social Science at the Institute for Advanced Study, which is located in Princeton but is not part of the University. Since 2000, he also has served as a visiting lecturer with the rank of professor in Princeton University's Department of Economics. He is an internationally recognized authority on economic theory whose work has been drawn on extensively by researchers in industrial organization, finance, development and other fields in economics and political science. He works in many areas of economic theory, including game theory, the economics of incentives and social choice theory. "He is part of the intellectual community in economic theory at Princeton," said Bo Honore, chair of the Department of Economics. "He attends the seminars and helps advise graduate students. He has been the adviser of some of our most promising graduate students." Maskin, Leonid Hurwicz of the University of Minnesota and Roger Myerson of the University of Chicago were chosen to share the economics Nobel "for having laid the foundations of mechanism design theory." "It is a thrill of a lifetime to have received such a recognition," Maskin said. "It is particularly thrilling to share it with two such distinguished colleagues. Leo Hurwicz is the father of mechanism design theory and has inspired much of my work, and Roger Myerson is an old friend and collaborator and a tremendous economist." Mechanism design theory addresses situations in which markets do not work efficiently, such as when competition is not completely open, consumers are not fully informed or private interests are at work. "It has helped economists identify efficient trading mechanisms, regulation schemes and voting procedures. Today, mechanism design theory plays a central role in many areas of economics and parts of political science," the Royal Swedish Academy of Sciences noted in the prize announcement. Stephen Morris, the Alexander Stewart 1886 Professor of Economics at Princeton, said, "Eric Maskin is one of the leading economic theorists of his generation, and mechanism design is one of the great success stories of economic theory of the last generation. Eric is a leading figure in the mechanism design revolution, showing how game theoretic ideas can be used to understand institutions small and large. As well as writing many of the seminal papers in this area, he has also been a leading figure in translating these ideas into economic applications." Morris noted the University and the Institute for Advanced Study have played important roles in the history of game theory, which Maskin has continued to advance. "The strong game theory group in Princeton's economics department today benefits from collaboration with Eric," Morris said, adding that Maskin is helping the department organize an academic conference on Princeton's campus next year in honor of the 80th birthday of Princeton Nobel laureate and game theory pioneer John Nash. "Over the last three decades, Eric Maskin has made key contributions to most of the major fields of economic theory including, in particular, mechanism design theory," said Dilip Abreu, the Edward E. Matthews, Class of 1953, Professor of Finance. "The broad concern of this theory is the design of institutions in the presence of economic actors who have private information and incentives to conceal it. The applications of this theory -- many of which Maskin has taken a leading role in developing -- are ubiquitous. "Maskin's presence is a great gift to the department. He plays a central role in the teaching and mentoring of our graduate students and is a powerful intellectual presence at our seminars," Abreu said. Maskin has taught courses during his time at the University, but is not teaching this semester. Kareen Rozen, who completed her Ph.D. in economics from Princeton this spring and is now an assistant professor of economics at Yale University, said she was "privileged" to have Maskin as her main dissertation adviser. "Eric is not only a brilliant researcher with an amazing breadth and depth of understanding, but he is also an incredible resource for students. I am endlessly amazed by his patience, caring and devotion to mentoring students, in spite of his already very busy schedule. Before I went on the academic job market this past year, Eric spent countless hours helping me to polish the presentation of my research papers; and in the years before he always made himself available to speak with me whenever I needed his advice," Rozen said. "He is also a phenomenal lecturer and writer, known for his ability to make the most difficult of topics accessible. Eric's insistence on clarity and rigor has had a formative influence on the way that I think, write and present my own research," she said. Gustav Sigurdsson, who earned his Ph.D. from Princeton in 2006 and is now an assistant professor of finance at the Wharton School of the University of Pennsylvania, said, "I feel incredibly fortunate to have had Eric as my dissertation adviser at Princeton. Through his encouragement, a term paper I wrote for his auction theory class grew into the basis for my entire dissertation. His dedication is extraordinary -- I am still amazed every time I receive his feedback on my work and find detailed line-by-line comments on long mathematical proofs." Media seeking more information on Maskin should contact Christine Ferrara at the institute at (609) 734-8239 or [email protected]. 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教育

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South African Journal of Education S. Afr. j. educ. vol.30 n.4 Pretoria Jan. 2010 ARTICLES The impact of teachers' limited english proficiency on english second language learners in South African schools Norma Nel*; Heléne Müller** ABSTRACT The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL) student teachers and ESL learners. Against the background of major theories in second language (L2) acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners' work) submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers' limited English proficiency on learners' English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance. Keywords: English second language; input; learners; limited English proficiency; student teachers Introduction The transition which English second language (ESL) students need to make when using English as language of learning in higher education is a matter of great concern in the South African higher education sector. Chiwome and Tondlana (1992:248) postulate that non-English speaking students who are African mother-tongue speakers prefer to be taught in English, particularly at university, even though it takes longer to learn in the second language (L2) than in the mother tongue. According to Kapp (2004:260-261), these students are often labelled as at risk or disadvantaged as a result of the linguistic, cognitive and social transition they have to make when entering higher education where most teaching staff are white (although this is changing rapidly) and proficient in English. In particular, this paper focuses on the limited English proficiency of final year student teachers enrolled for the Advanced Certificate in Education (ACE): Inclusive Education at the University of South Africa (Unisa). These students are practising teachers who teach ESL learners and their own language proficiency influences the learners' English language acquisition and academic progress. Emanating from this concern is the alarmingly low pass rate in the ACE: Inclusive Education programme as reflected in recent statistics: a pass rate of 49.58% in 2006; a pass rate of 47.86% in 2007 and a pass rate of 44.39% in 2008 (Directorate Student Assessment Administration, Unisa). The Progress in International Reading Literacy Study (PIRLS) of 2006 is an international study of reading literacy which is conducted every five years and 40 countries participated, including South Africa. Approximately 30,000 Grade 4 and 5 learners were assessed and alarming findings were reported, namely, that South Africa's Grade 4 and 5 learners achieved the lowest mean scores compared to the other participating countries (Pirls 2006). Fleisch (2008:105-112; 130) states that shifting from mother-tongue instruction in reading, writing and numeracy in the first two to three years of schooling to a second language (L2) in Grade 4, where the learner is expected be proficient in reading across the curriculum, is problematic. These learners had a limited vocabulary of about 500 words and could read only simple 3-7 word sentences in the present tense (Fleisch 2008:130). According to Pretorius (2002: 191), at this stage these learners have barely mastered reading comprehension skills in the mother tongue let alone the L2. Other factors contributing to poor L2 acquisition and academic achievement in township schools and rural areas are: lack of access to newspapers, magazines, TV and radio; lack of opportunity to hear or to speak English; lack of English reading material at home and at school; and poor language teaching by teachers whose own English proficiency is limited. Pretorius (2002:172-173; 187) argues that poor matriculation pass rates in South Africa suggest a reading-to-learn barrier to academic performance which results in poorly equipped students entering higher education institutions. Students in higher education institutions are expected to access information from print independently, to construct meaning and to reconstruct new knowledge. Pretorius and Machet (2004:58) refer to the "paradox of the primary school professional", referring to teachers of literacy who are themselves unskilled and do not read due to a strong oral culture and lack of reading materials. Theoretical framework Chomsky (in Mitchell & Myles, 2004:94) explains that the logical problem of language learning is caused by messy and fragmentary input, making abstract concepts based on limited examples of languages. Gass (in Bailey, 2006:65) refers to input as "... the language to which the learner is exposed, either orally or visually ...", in other words, the language which "surrounds learners living in a L2 environment". In the context of this paper, teachers are responsible for an inadequate language input due to their own limited English proficiency. Further, one of the most pertinent theories informing this study is that of Krashen who found that the essential ingredient for L2 acquisition is comprehensible input through teacher talk. The teacher should talk on a learner's level of comprehension, that is, the learner should be able to understand what the teacher is saying (Richards & Lockhart, 1994:184). Transference from one speaker's use of language to another speaker's use of language can be viewed as a contamination factor in the use of the L2. Where teachers' own L2 knowledge is not on an acceptable standard for the use of English as the LoLT, their poor usage and knowledge of the language are transferred to the learners (Stander, 2001:108-110). Marinova-Todd (2003:61; 67; 70) concludes from reviewed studies that the availability and the access to good L2 input and instruction produce the best outcomes in L2 and ensure native-like proficiency. In addition, Mari-nova-Todd (2003) found that the sooner a learner is exposed to the L2 in an environment rich with L2 interaction and input, the more time a learner spends on a task and the longer the learner is resident in a L2-dominated environment are better predictors of L2 acquisition than age. Appropriate circumstances and quality instruction lead to native-like competence in L2 in younger and older learners. In addition, modeling is very effective, for example, using strategies to access meaning when reading. The teacher should model the strategies for which the learners eventually need to take responsibility. Frederickson and Cline (2002:441) explain that through modeling, the learner is provided with a step-by-step demonstration of what is required. According to Ellis (2002:24), social factors affect the L2 proficiency attained by different groups of learners. During submersion L2 learners are taught in a class where L1 speakers are dominant; during immersion L1 learners are taught through the medium of L2 by bilingual teachers in classes where there are only such learners. August and Hakuta (in Lapp, Flood, Moore & Nichols 2005:159) explain that during English immersion English language learners (ELL) are immersed completely into the English contexts without any support in their home language. The aim of immersing learners into English contexts is to develop their English language and literacy skills. The reality is, however, extremely difficult for an ELL to learn a new language while simultaneously acquiring literacy in the L2 and not receiving support in their home language. In South Africa, the tempo and complexity of educational change and the limitations of pre-service education call for intensive in-service training programmes for teachers (Bagwandeen & Louw, 1993:8). Teachers' practical knowledge base is gained when it is grounded in theory and principles and informed by a knowledge base of effective language and content teaching appropriate to the stage of a programme and the teachers' development (Cloud, 2005:279-280). Hence, Unisa (2006) has responded by developing a language policy in line with the language policy for Higher Education (Unisa, 2002). Functional multilingualism is adhered to in order to accommodate linguistic diversity. The policy also recognises that the students have the right to receive their education in the official language of their choice. Where students receive tuition in a language other than their home language, the university undertakes to support first-year students by assisting them in upgrading their cognitive academic language skills. Research methodology The research was guided and supported by the theoretical foundation and the conceptual framework in the literature study. The study necessitated the collection of both qualitative and quantitative data resulting in a mixed model research design. The analysis of student portfolios comprised the qualitative component of the design and a survey the quantitative component. Creswell's (in De Vos, 2002:366) "dominant-less-dominant model" was used, whereby a small component was drawn from the alternative paradigm (qualitative) and included in the dominant paradigm, namely, the quantitative paradigm. In this case, the component from the qualitative paradigm comprised examples of learner and teacher language errors reflected in the teachers' portfolios and which was used as a triangulation method to substantiate the findings in the quantitative component of the study. It also served to answer the "How" part of the research question. The research question How and to what extent does the English language proficiency of teacher training students enrolled for an Advanced Certificate in Education: Inclusive Education at Unisa affect the ESL learners whom they are tutoring, or intend to tutor, on completion of the course? Phase 1 The qualitative component The sample comprised the portfolios of 17 teachers enrolled for the ACE: Inclusive Education course in 2008 at Unisa. Seventeen teachers' portfolios were randomly selected from the first 100 portfolios received from the ACE: Inclusive Education teachers. Data were collected from the 17 portfolios by examining the teachers' portfolios which included learner support lessons and learner evidence. Part of the ACE: Inclusive Education qualification requires practical work in which the teacher needs to identify a group, (2-5), of ESL learners who are in the same grade, (between Grades 3-6), speak the same mother tongue, come from similar home backgrounds and whose English is on approximately the same level. The portfolio assignment required the student teacher to compile the following practical evidence: • Parent and teacher interview questionnaires • Initial assessments of learners' written English language • Error analysis of the written work • Eight learner support lessons based on the error analysis • Examples of learners' written work • Final assessment of learners' written work during the eight support lessons. The researcher examined the contents of the portfolios to identify the teachers' written errors as well as the learners' written errors. These errors were compared and analysed to determine to what extent the teachers' language transference influenced their learners' written language. After the seventeenth portfolio, a general tendency of language errors was noted and a saturation point was reached in the sense that continued probing into the portfolios did not add any additional value to the data already collected. Based on the data collected, the researcher followed the same route as described by Stander (2001:110-111) who identified substantial similarities in portfolios which led to the conclusion that teachers' L2 forms are transferred to their ESL learners' language forms and reflect the teachers' poor English language proficiency. Together with an expert from the Department of English at Unisa, the researcher was able to identify and categorize errors made by the learners and the teachers and to match similarities in errors made by learners and student teachers. The error categories and error comparison between student-teacher and learners are presented in a few examples in Table 1. Findings of the qualitative component Findings of the qualitative analysis indicated that teachers made basic errors such as grammatical errors, incorrect use of tenses, concord and spelling errors. This was generally applicable to all the teachers. The influence of L1 on L2 learning was evident in these examples. 1. Phonological errors occur when L2 learners are taught by L2 teachers, in the sense that incorrect sound, stress and intonation patterns as well as faulty pronunciation are transferred to the L1 (English language). 2. Spelling errors are modelled by L2 teachers and L2 learners learn the incorrect spelling. 3. L1 transfer takes place on a syntactic level (modelled by the teacher), for example, verb tenses in English such as the overuse of the progressive verb tense. 4. Over generalisation as a result of intra lingual transfer (modelled by the teacher) where a rule is applied in L2 where it is unnecessary. 5. Grammatical error (omission error), such as the omission of the infinitive form, occur. For a Sepedi speaker, for example, the use of prepositions is a problem. (In the Sepedi language prepositions do not exist). 6. In the isiZulu language there are no equivalent gender-words for "she" or "he" and this leads to confusion with regard to gender such as he is used in place of she. 7. The teacher does not know the past participle which should be used with the past perfect and present perfect tense and uses the past tense form of the verb instead. For example: One of them has went home. Because the action has taken place, the past tense is used - a typical error made by someone who has not mastered the third person singular that is used for the past; the person could also be confusing the subject of the sentence as being 'them' and not 'one'. The findings of the qualitative component informed the design of a questionnaire in the quantitative component of the research. The questionnaire, which is described in the next section, served to address the question of the extent to which language proficiency of teachers enrolled in the ACE course affected the ESL learners whom they teach or intend to tutor in the future. Phase 2 Quantitative component: the survey Research aims The research methodology was based on the research aims, namely: 1. To explore the influence of teachers' limited English proficiency on their ESL learners (addressed in the qualitative component). 2. To establish to what extent identified factors - which feature in the various sections of the questionnaire - contribute to the teachers' limited English proficiency affecting their learners' acquisition of L2 and their learning (the quantitative component of the research design). 3. To recommend possible intervention strategies to support these teachers in teaching their learners more effectively. Research design Relevant information on student teachers' language proficiency for the study was collected via a questionnaire designed for the purpose. The questionnaire consisted of five sections, including: Section 1 elicited information about the school environment where the student teacher was teaching and ESL learners' daily exposure to English, both within and out of the school context (11 questions); Section 2 elicited information regarding resources at the school (10 questions). Section 3 elicited information about the languages used at the school by both the learners and the teaching staff (9 multiple choice questions); Section 4 elicited information about the student teacher's work environment at school (4 sections of questionnaire items); and Section 5 probed information on the ESL learners in the student teachers' classes (4 closed and 5 open-ended questions). Sampling A total of 800 questionnaires were mailed to 400 student teachers enrolled at Unisa for the ACE: Inclusive Education in 2008 and 400 teachers enrolled for the same course in 2009 (N = 800). Inclusion criteria for the sample were participants in their final year of ACE: Inclusive Education, whose home language was an African language and who were teaching ESL learners. One hundred and ninety-nine completed questionnaires were returned, resulting in a response rate of 24.9%. Sampling was therefore regarded as convenience sampling since all returned questionnaires were included in the sample. Analysis strategy Since the majority of responses data collected proved to be categorical in nature, a non-parametric analysis strategy was followed in which descriptive statistics, such as means and standard deviations, one-way and composite one-way frequency tables were calculated on all questionnaire item responses probed in the five sections of the questionnaire. Two-way frequency tables were also calculated and Pearson's Chi-square tests (and Cochran Armitage trend tests) performed on the frequencies of cross referenced item-responses to investigate the possibility of significant relationships between specific pairs of questionnaire items. The deductions derived from the frequency tables are discussed and associated frequencies presented as percentages of the totals. All statistical analyses were conducted with the statistical software package referred to as SAS, version 9.1 (Statistical Analysis System). Analysis results and interpretation The sampled population The biographical information collected in section 1 of the survey questionnaire gave researchers a general indication of the target learner population that was being taught - and influenced - by the sampled student teacher population. The data revealed that by far the majority of student-teachers (94%) indicated that they were involved in primary phase education up to Grade 7. Eighty percent of the respondents reported that they had a language policy in place at their respective schools. The age bracket of the majority of learners tutored by the respondents (79%) was between 6 and 11 years. The frequencies on age corresponded closely with the frequencies on age-related grades which the student-teachers indicated that they taught. Fifty-eight percent of the respondents indicated that they resided in rural areas. With regard to the school environment, which was also queried in section 1 of the questionnaire, student teachers indicated that the enrolment figures at these schools varied between 50 and 1,999 (with an average of 730 students per school) and the number of learners per class varied between 6 to 99 (with an average of 42 learners per class). In addition, the number of ESL-learners per class varied between 1 and 99, with an average of 29 ESL learners per class. Exploratory statistics indicated that the standard deviations for enrolment, class size and number of ESL learners per class were relatively large, indicating that enrolment numbers, ESL learners and number of learners per class varied considerably. The learner population that was most often taught by the student-teachers in the study can therefore be described as younger learners in rural areas attending government schools where teachers (student-teachers) often had to cope in overcrowded classes. Exposure to the English language and language preferences Section 3 of the questionnaire queried the language status of learners, student-teachers, LoLT, language policy of schools and informal exposure of learners to the English language (section 1). Since South Africa has 11 official languages and student-teachers and learners reflect the whole language spread, all the languages were included as options in the relevant language questions of section 3. The frequency distributions on language indicated that the LoLT in the schools where respondents taught was mainly English (48%), followed by Zulu (21%) and Sepedi (15%). On the other hand, the student-teachers themselves indicated that their preferred language of communication at school and in the classroom was English (65%), followed by Zulu (10%) and Sepedi (9%). In 59% of the cases, student respondents indicated that all teachers at their schools were proficient in English and that 87% of the student teachers regarded themselves as proficient in English. The frequency distribution of languages most often spoken by learners revealed that most learners spoke Zulu (20%), English (15%) and Sepedi (14%). Another eight languages were also indicated by learners. The student teachers themselves indicated that in their everyday life they primarily spoke English, (30%), Zulu (17%) and Sepedi (13%). Fifty-nine percent of respondents indicated that all teachers at their schools were English proficient and 87% regarded themselves as proficient in English. A comparison of language use required by LoLT, student-teacher classroom preference, and, languages spoken by learners and student teachers are depicted in Figure 1. According to Figure 1 it appears that the LoLT does not closely reflect language use in everyday situations. The deduction is substantiated by results related to respondents' daily chores. These items probed respondents' preferred language of communication when interacting with family, friends, colleagues, talking to their pets, shopping, etc. The frequency distribution on language preference under these circumstances indicated that English was mostly used by student-teachers to perform tasks related to work while Zulu and Sepedi were most often used to perform chores at home and in the community. An indication of informal English language support at home for L2 learners was derived from frequency figures on television viewing. Sixty-five percent of the learners indicated that they watched television regularly at home. In contrast the percentage of learners that had English literature at home, and read it, amounted to 28%; while the percentage of learners that spoke English at home was reported to be 8%. The deduction was made that apart from television, exposure to English outside of school was limited. ESL and work environment The frequency distributions of section 4 of the questionnaire probed the ESL work environment of student-teachers and covered areas of perceived knowledge of ESL issues relating to learning and language development, content of learning areas, second language acquisition, cultural and linguistic aspects of learner tutoring, learner support and assessment. Results indicated that 66% of the respondents did not feel that they needed training in L2 use. They did, however, indicate that they often lacked the confidence to teach in English (56%); that they often were not familiar with the learners' mother tongue and traditions (61%); that they seldom arranged meetings with L1 speakers (61%); that they did not readily recognize differences between language barriers and 'content ignorance' (71%); and that they observed that learners mixed L1 and L2 (90%). The frequency distributions on learner assistance indicated that respondents perceived that they assisted learners a lot on numerous ESL issues, which included conversing in English (93%), assistance with pronunciation (98%), listening skills (97%), reading skills (96%), spelling (96%), and learning methods (99%). Respondents perceived that they made provision for ESL learners while assessing their work. In this regard the majority of student teachers (64%) indicated that they did not assess all learners equally and that they assessed listening, reading, writing, and spoken skills individually (96%). Language proficiency was considered in the assessment process as well by 90% of the respondents. Analysis results also indicated that respondents perceived the purpose of assessment as a means of grouping learners according to performance, (indicated by 90% of the respondents); to measure progress and achievement (61%); to guide and improve instruction (99%) and to determine knowledge (91%). The ESL learner in the classroom Section 5 of the questionnaire evaluated ESL learners' position in the classroom and frequency results indicated that student teachers perceived their learners to be eager to learn English (indicated by 78% of the respondents), that they had very limited L2 proficiency (23%) and that they needed support (82%). Most respondents felt the ACE programme course they had enrolled for had assisted them in tutoring L2 students (96%), guiding parents (84%), differentiating their way of instruction (89%) and to collaborating with colleagues on L2 issues (90%). Respondents indicated that they used code switching (54%) and that they encouraged learners to use English by sharing their everyday experiences in English (79%). Most respondents felt that their learners understood instructions given in English (85%) and they gave immediate language feedback (90%). Listening, reading, writing and spelling errors ESL learners make Section 5 of the questionnaire also probed the problems that ESL learners encountered when reading, writing, listening or spelling English. The frequency of encountered problems is reported in Table 2. As indicated in Table 2, the problems most commonly encountered were listening, reading, writing and spelling errors made by learners: 1. Listening: learners did not understand instructions (21%). 2. Speaking: limited vocabulary (21% of learners). 3. Reading: learners were unfamiliar with phonics (19%). 4. Writing: learners had difficulty spelling (23%). Section 5 of the questionnaire lastly probed the difficulties that student teachers experienced within the school environment with regard to ESL support and tutoring. These included limited or no resources (reported by 66% of the respondents), limited funding (55%), and no ESL support (61%) from official channels. The results are reported in Table 3. Discussion The majority of the student-teachers in the sampled population were involved in rural primary school teaching where the learners were between the ages of 6 and 11 years. Statistics on the language issues covered in the questionnaire clearly indicated that the teachers' limited English proficiency affected their learners' acquisition of English as an L2 negatively and, subsequently, their learning. This was especially highlighted in the qualitative component of the research, where the results indicated that various forms of English language errors were transferred to learners. A dark picture regarding teacher and learner English language proficiency emerges if the findings of the qualitative study, in conjunction with those of the quantitative study, are set against the school environment in which student-teachers have to function and transfer knowledge. The quantitative findings indicated that the number of learners per class in the schools included in the study occasionally tallied 99. Lessing and Mahabeer (2007: 139-141) see class size as a grave concern. Class size burdens teachers, who have usually to tutor classes in which the proportion of ESL learner is high. Language acts as the basic communication channel for knowledge transfer and learning from the educator to the learner. If the knowledge communication channel is obscured and hindered by limited English proficiency - both on the side of the learner and of the teacher - knowledge transfer cannot be effective. Language issues that the (often) inexperienced student-teachers have to face include the LoLT of the school, dubious informal exposure of learners to English, student-teachers' perceptions of their own needs and proficiency in English, their perceptions of the level of support that they render to ESL learners, their perceptions regarding differentiated assessment of a diverse learner corps, and limited ESL resources availability. The quantitative research findings indicated that English was most often the LoLT and the language preferred by student-teachers, but findings indicated that the respondents' home language and that of their learners was mostly either Zulu or Sepedi. The figures indicated that the LoLT school policy and social language environment did not correspond. In conjunction with issues of poor knowledge transfer and English language acquisition, an implication of home language and LoLT discrepancy where young learners are involved, is that L1 and L2 are mixed. Fleisch (2008) and Pretorius (2002) feel strongly that shifting from mother-tongue instruction (in the first two to three years of schooling) to English as LoLT compounds the problem of language confusion as the learners have not yet mastered reading in their mother tongue, much less in English. The results of the study also raised a question as to the effectiveness of watching television as an informal exposure to English. In the study it was indicated that a large proportion of learners watched TV at home. It was, however, not indicated whether they watched English programmes or not. Results indicated that a small proportion of learners had English reading matter and that a small proportion spoke English at home. Pretorius (2002) explains that these limitations contribute to the poor English L2 acquisition. The quantitative results also suggest that student teachers' perceptions of their English proficiency, as expressed in the quantitative component of the study, should be revisited. Although the majority of the student-teachers indicated that they were proficient in English, had adequate knowledge of ESL issues and that they did not require ESL teacher training, they indicated that they lacked the confidence to teach in English. Evaluation of the portfolios of the student-teachers in the qualitative component of the study also verified the contradictory findings of the quantitative study: evidence of poor English language proficiency and language error transfer from teacher to learner was indicated. Student-teachers' perceptions (or misperceptions) of the value of their assistance rendered to ESL learners and their perceptions of their success rate in teaching their learners English, as established in the quantitative findings, seem to contradict the qualitative evidence found in the qualitative portfolio assessments. The quantitative findings indicated that respondents perceived that they accommodated ESL learners during assessment (using different assessment methods). This was however contradicted by the evidence found in the students' portfolios. The portfolio assessment revealed ill-defined aims and teaching methods; inconsistent marking of learners' work; complexity level of the work presented to the learners was inappropriate; written English language errors were presented itself and limited use was made of teaching aids. Quantitative findings on differentiated instruction indicated that student-teachers perceived their teaching of English to be successful because they supported the learners through differentiated instructions, collaborative teaching, code switching, immediate and correct feedback to their learners and allowed learners to share their everyday experiences through the medium of English. On the same topic student teachers however indicated learners did not understand instructions, that they had a limited English vocabulary, were unfamiliar with phonics and their spelling was poor. The negative picture which evolved from both the quantitative and qualitative components of the research has to be evaluated against the background of the barriers which the student-teachers indicated that they faced and which represent very real issues: limited ESL resources and support from colleagues, principals and other sources, and a limited time frame. Recommendations Despite the poor situation in which teachers find themselves, Chiwome and Tondlana (1992:248) state that non-English speaking students who have African languages as first language prefer to be taught in English, particularly at university, even though it takes longer to learn in an L2. University entrance offers an escape from the township and the possibility of upward mobility. These students are often labelled as at risk/disadvantaged as they have to make a linguistic, cognitive and social transition when entering a university where the majority of academics are English speaking, making it far more challenging for these students (Kapp, 2004:260-261). Where learners switch to English at an early age and receive poor teaching, they develop basic interpersonal communication skills in English, but cognitive academic language skills are not developed. These skills are required in academic settings where they need to deal with difficult concepts and literacy. Considering the language barriers experienced by the teachers who participated in this study, the language policy of Unisa (2006) should be strictly adhered to by academic and administrative staff. Notwithstanding the idealistic goals of the policy such as functional multilingualism, accommodation of linguistic diversity and the right for students to receive their education in the language of their choice, the throughput rate of students is still alarmingly low. Where the policy makes provision for first-year students to be assisted by upgrading their cognitive academic language skills and by providing tuition through the medium of African languages, implementation of this should be accelerated. By implication, the Department of African Languages should facilitate the translation of course material into selected African languages. Richards (1993:3) says that L2 teacher training programmes usually include a knowledge base which includes linguistics and language learning theory, a practical component (based on language teaching methodology) and teaching practice opportunities. This calls for a re-look into teaching methodologies to determine gaps. Linguistics and L2 acquisition form the theoretical basis for the practical teaching and include "the study of pedagogical grammar, discourse analysis, second language acquisition, classroom-based research, inter-language syntax and phonology, curriculum and syllabus design and language testing". Therefore, lecturers in the School of Education at Unisa, and, in particular, those teaching the ACE, should integrate theory and relevant aspects of language teaching into the practical component to ensure effective language teaching. As Uys et al. (2007:77) conclude, one of the most important factors impacting on the improvement of academic literacy in South Africa is effective training in L2 for content subject teachers. This should also be put into practice by the English Department at Unisa, as suggested in the Unisa language policy (2006). A one-year short accredited course in inclusive education that is not as time-consuming or as rigorous as the ACE: Inclusive Education should be designed and implemented in the near future. Such a course could serve as a bridge into the ACE: Inclusive Education and will be more accessible to teachers in terms of cost, language and requirements. Such a course would have the advantage of offering teachers training in inclusion which includes the teaching of ESL using English as the LoLT. This course would be more comprehensive and systematic than attending short courses on an ad hoc basis. Such a course should also include ways of supporting ESL learners. Teachers could achieve university credits with this course; yet the course would not be on the same level of difficulty as the ACE: Inclusive Education. Ball (2003:212) in her study concluded that the course she designed to facilitate the development of teachers, who were committed to teach culturally and linguistically diverse learners, helped to change their perceptions of literacy and teaching diverse learners. Teachers' meta-cognitive awareness, reflection, introspection and critiques improved and helped them to develop action plans. This author demonstrates in her study how educational plans of teachers are influenced by their ideological stances and through their participation in a teacher education programme, their classroom practices will also change. Therefore it is necessary in the South African context to improve mother-tongue and English as a medium of instruction (EMOI) education (Banda in Fleisch, 2008:107). Teachers who have access to computers should be encouraged to use the My Unisa online facility to communicate with the lecturer and fellow students, to receive feedback about ideas, to obtain answers to queries and to share successes and challenges. The lecturer should create a space on the website where teachers who are registered students can log in. The lecturer should place an introductory letter on the website explaining how to use the facility and to initiate the discussions. Areas of commonality can be detected and students will be able to group themselves according to shared interests and concerns. They will also be able to interact with learning materials and lecturers. A 'one size fits all' approach to the continuous professional development of teachers to equip them for teaching in this kind of environment is not effective. A variety of models, each meeting different needs and circumstances, is required so that professional development for inclusive education, which includes teaching and learning through English as LoLT, can be realised. Rigorous evaluation to ensure a high standard of training interventions and follow-up support are required to ensure the practical application of knowledge, skills and attitudes in classrooms. This calls for an analysis of the needs of the student-teachers by using a language assessment instrument which measures their language proficiency in their L1 and in L2 (in this case English) at entry level as well as their language knowledge and linguistic skills (academic language proficiency) needed to cope with their learning tasks. It will also help to design course materials that will facilitate the transition to English. Thus, South African learners, including those who experience language as a barrier to learning and development, can be assured of quality teaching and learning in their classrooms. Acknowledgement We thank Mrs N Zindela (Department of English Studies, Unisa) for interpreting the language error analysis of learners and student-teachers. References Ball AF 2003. US and South African teachers' developing perspective on language and literacy: changing domestic and international roles of linguistic gate-keepers. In: S Makoni, G Smitherman, AF Ball & AK Spears (eds). Black Linguistics. London: Routledge. [ Links ] Bagwandeen DR & Louw WJ 1993. In-service education and training for teachers in South Africa. Pretoria: JL van Schaik. [ Links ] Bailey KM 2006. Language teacher supervision: a case-based approach. New York: Cambridge University Press. [ Links ] Chiwome E & Thondhlana J 1992. Sociolinguistics and Education: A survey concerning Attitudes on the teaching of Shona through the media of Shona and English. In: Herbert RK (ed.). Language and society in Africa: Theory and practice of sociolinguistics. Johannesburg: Witwatersrand University Press. [ Links ] Cloud N 2005. The dialogic process of capturing and building teacher practical knowledge in dual language programs. In: DJ.Tedick. (ed.). Second language teacher education. London: Lawrence Erlbaum Associates. [ Links ] De Vos AS 2002. Combined quantitative and qualitative approach. In: AS de Vos (ed.). Research at Grass Roots. Pretoria: Van Schaik. [ Links ] Ellis R 2002. The study of Second Language Acquisition. Oxford: Oxford University Press. [ Links ] Fleisch B 2008. Primary education in crisis. Cape Town: Juta. [ Links ] Frederickson N & Cline T 2002. Special educational needs, inclusion and diversity.Buckingham: Open University. [ Links ] Kapp R 2004. "Reading on the line": An analysis of literacy practices in ESL classes in a South African township school. Language and education, 18:246-263. [ Links ] Lapp D, Flood J, Moore K & Nichols M 2005. Teaching literacy in first grade. New York: Guilford. [ Links ] Lessing A & Mahabeer SD 2007. Barriers to acquiring English reading and writing skills by Zulu-speaking Foundation-phase learners. Journal for Language Teaching, 41:139-151. [ Links ] Marinova-Todd SH 2003. Know your grammar: what the knowledge of syntax and morphology in an L2 reveals about the critical period for Second/Foreign languge acquisition. In: M Mayo & M Lecumberri (eds). Age and the acquisition of English as a foreign language. Clevedon: Multilingual Matters Ltd. [ Links ] Pretorius EJ 2002. Reading ability and academic performance in South Africa: Are we fiddling while Rome is burning? Language Matters, 33:179-208. [ Links ] Pretorius EJ & Machet MP 2004. The socio-educational context of literacy accomplishment in disadvantaged schools: Lessons for reading in the early primary school years. Journal of Language Teaching, 38:45-62. [ Links ] Progress in International Literacy Study 2006. Pirls2006 International report. Available at www.pirls.bc.edu/pirls2006intl_rpt.html/ Retrieved 16 March 2009. [ Links ] Richards JC 1993. The dilemma of teacher education in second language teaching. In: JC Richards & D Nunan (eds). Second language teacher education. Australia: Cambridge University Press. [ Links ] Richards JC & Lockhart C 1994. Reflective teaching in second language classrooms. USA: Cambridge University Press. [ Links ] Shin SJ 2008. Preparing non-native English-speaking ESL teachers. Teacher development, 12:57-65. [ Links ] Stander M 2001. Taaloordrag in the onderrig van Afrikaans as tweede taal. Literator, 22:107-122. [ Links ] Unisa language policy 2006. [ Links ] Uys M, Van der Walt J, Van den Berg R & Botha S 2007. English medium of instruction: a situation analysis. South African Journal of Education, 27:69-82. [ Links ] Authors Norma Nel is Senior Lecturer in the Department of Further Teacher Education at the University of South Africa. She has 8 years lecturing experience and her research interests are in inclusive education, barriers to learning, English second language, and learner support. Heléne Müller is Senior Research Support Consultant in the Research Directorate at the University of South Africa. She has extensive experience in the field of research design and analysis, particularly pertaining to further teacher training. * [email protected] ** [email protected] All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License Education Association of South Africa (EASA)Faculty of Education, University of Pretoria, Groenkloof Campus,Lleyds Street, Pretoria, Gauteng, ZA, 0002, Tel: +27 12 420 2337 [email protected]

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District Logos Karina Miranda, Francis Rowe and Randall Dexter with his service dog, Captain. Serving the military and veterans Karina Miranda didn’t hesitate to enroll at San Diego Mesa College after nine years in the Army, including a 15-month tour in Iraq. “Mesa College was my first choice,” said Miranda, who worked as a Blackhawk helicopter mechanic. “The facilities are state-of-the-art, the staff is incredibly helpful, and the campus is so veteran-friendly.” Veterans and active-duty military members at every San Diego Community College District campus share Miranda’s sentiments. San Diego City College houses an on-campus veterans center that provides a welcoming environment for all veterans by offering peer support and mentoring, referrals to both on and off-campus resources, meetings relating to veterans issues, and guest speakers. San Diego Mesa College opened a new Veterans Resource Center in 2014 and recently hired a full-time counselor to support student veterans. San Diego Miramar College, which features a Veterans Affairs office that staffs a full-time Veterans Affairs Specialist, recently received a sizable grant from San Diego Gas & Electric to develop the “Vets 2 Jets” program, which offers various grants to student veterans to cover books, tuition, and living expenses. San Diego Continuing Education offers several free certificate programs that are available for veterans, in addition to services for veterans with disabilities. For its part, the District has created a nationally recognized veterans handbook and a Vets GPS phone app, both of which offer an abundance of information and links to community resources for the 12,697 active-duty military personnel, veterans, and dependents attending classes at all three colleges and Continuing Education. “The San Diego Community College District has a longstanding commitment to our active duty service members, student veterans, and their families. Each college has developed a strong support system to help them navigate the resources available to them both on and off campus,” said Dr. Lynn Neault, the District’s vice chancellor of Student Services. Vice Chancellor Neault notes that San Diego Continuing Education and all three colleges have been designated as a Military Friendly School by Victory Media, publisher of G.I. Jobs, STEM JobsSM, and Military Spouse. Indeed, active-duty military members praise the District’s supportive programs. “One of the best decisions I’ve made was coming to San Diego City College,” said Francis Rowe, who is serving in the Navy and has been stationed at Naval Air Station North Island since April 2013 as an aviation electrician working on helicopter electrical components. “I’ve met some amazing teachers at this school, and anytime any issues came up because of my schedule with the Navy, everyone has been understanding and accommodating.” Rowe, who recently signed up for an additional three years in the Navy and will soon be stationed in Hawaii, was able to earn his associate degree in liberal arts and sciences with an emphasis on mathematics and pre-engineering at the end of the fall semester. He thrived in City College’s Math, Engineering, Science Achievement (MESA) Program, which is an academic support and transfer program for students in math, engineering, and science majors. “When I came to San Diego, I was looking for a place that could provide a good education at an affordable price and help me transfer,” he said. “I have not been disappointed.” Plans call for Rowe to enroll in Arizona State University’s online program once he gets settled in Hawaii. Randall Dexter was a combat medic in the Army for a decade before leaving the service in 2013. During his second tour in Iraq, Dexter served as a combat medic to the Commanding General of the 3rd Infantry Division. He was quickly sold on San Diego Miramar College. “I went to go visit the campus and I just fell in love with it,” Dexter said. “There are a lot of other veterans here, the faculty are dedicated, and the services they offer – such as Disability Support Programs and Services (DSPS), the Career Center, the Transfer Center – are veteran-friendly. And at the Veterans Center, when it comes time to registering, they have a counselor right there to help you without you even having to think about it. It’s not just one thing; it’s a collection of awesomeness.” Added Dexter: “In the military, you get used to a lot of bureaucracy. But at Miramar, things get done quickly and efficiently.” Dexter plans to transfer in the fall to the University of Nevada Las Vegas, to earn a bachelor’s degree in communications with a minor in Spanish. His goal is to return here to study law at the University of San Diego. Karina Miranda plans to transfer to San Diego State University after earning an associate degree in nutrition from Mesa College. Her favorite spot on campus? The Veterans Resource Center, a center staffed with tutors and equipped with computers, printers, a study area, lounge, and library. “Everybody is just willing to help each other out,” Miranda said. “And they make sure that you’re the first in line to get the classes you need, which is very important because you’re limited in how long you get your education benefits through the G.I. Miranda is happy to be among the thousands of students — military and civilians alike — who are reaping the benefits of Mesa College. “It’s easy to navigate the campus, it’s affordable, and it offers a lot of classes that are not available at other community colleges in the area,” she said. “It’s a great place to be.” Featured Video About SDCCDDistrict ProfileContact SDCCD Contact Us | Emergency Info Communications and Public Relations Office Phone (619) 338-6914 • Email: [email protected] 3375 Camino Del Rio South, San Diego, CA 92108 Copyright © 2014 San Diego Community College District Now to Receive District News

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Ball-Chatham, YMCA launch program for low-income students By Maggie MenderskiStaff Writer CHATHAM — The growing Ball-Chatham School District also has seen an increase in its number of academically struggling, low-income students the past three years. Next school year, the district will use a $26,000 grant from the United Way of Central Illinois to partner with the Springfield YMCA for a new after-school program designed to address the problem.Tammi Kuhn, principal of Glenwood Elementary School, said the initiative intends to serve about 60 students with a focus on reinforcing the foundations of reading and mathematics skills. “We’re really looking forward to providing another layer of support for our struggling students,” Kuhn said. Students will be screened for eligibility in the fall, she said, and the program will be open to academically deficient and low-income students from all three elementary schools in the district. Participants from Ball Elementary and Chatham Elementary will be bused to Glenwood Elementary. The program will feature some tutors with educational degrees as well as additional staff members working as assistants. The YMCA is also exploring the possibility of using high school students in need of community service hours or looking for experience working with children.The program is still in the early planning stages, but Lisa Parfitt, youth development director for the YMCA, said she expects to offer it two days per week. Parfitt said it’s not uncommon to think there are no impoverished or homeless students in a community such as Chatham that’s viewed as more affluent. Nearly 17 percent of students districtwide come from low-income families, according to the district’s 2013 state report card. That’s up from 12 percent in 2009. Parfitt noted that those parents with the means to do so may send their children to tutoring, which often gives wealthier kids an unfair advantage. “Our thought is, it doesn’t matter what your ZIP code is, if you’re in need and we can help, we want to do that,” Parfitt said, explaining that low-income children in more affluent schools often feel isolated, which can put a strain on an already academically struggling student. “If the guy sitting next to you in school is in the same boat as you, it’s a lot different than if you’re the only kid in that class who is low-income,” Parfitt said. “It makes a big difference, and we want them all to succeed.” Contact Maggie Menderski: 788-1526, [email protected], Twitter.com/MaggieSJR.

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- News & Media Southern University System SU Baton Rouge SU New Orleans SU Shreveport SU Law Center SU Ag Center About Us SU Board Events CalendarPublicationsWatch Live Discussion Panel News & Media << Return Census Round-up with Tom Joyner at SUSLA Southern University at Shreveport and the Shreveport Federal Credit Union will host nationally syndicated radio talk show host Tom Joyner for National Census Day on Thursday, April 1. "The Tom Joyner Morning Show" will broadcast live from the main campus of SUSLA, 3050 Martin Luther King Jr. Drive, 5 a.m. - 9 a.m. The public is invited to come complete and mail-in their census form. Why the Census is important to Shreveport.The 2010 U.S Census helps to ensure that Shreveport receives its fair share of political representation and government funding. Census data directly affects how more than $400 billion per year in federal and state funding is allocated to local, state and tribal governments--that's $4 trillion over a 10-year period. Data about how our community is changing is crucial to many planning decisions--such as neighborhood improvements, emergency preparedness and disaster recovery, public health, education, transportation, senior services and much more, including: - Census data guide planning for new hospitals, roads, job training centers, schools and more. - Census data are used to determine the need for additional social services, block grants and other grant programs essential to many communities. - Census data inform a diverse range of local initiatives, from justifying the need for an after-school program to designating urban revitalization areas. - With only 10 questions, the 2010 Census questionnaire is one of the shortest questionnaires in history and takes just 10 minutes to complete. (First Census was taken in 1790.) Southern University at Shreveport Louisiana, an institution within the Southern University System, seeks to provide a quality education for its students, while being committed to the total community. This institution prepares students for careers in technical and occupational fields; awards certificates and associate degrees as well as offering courses and programs that are transferable to other colleges and universities. Dedicated to excellence in instruction and community service, this open enrollment institution promotes cultural diversity, provides developmental and continuing education, and seeks partnerships with business and industry. Home | Careers | Secure Login | Site Search | About the Southern University at New Orleans | Administration | Human Resources | Campuses | News & Media | SU Board | Contact Us | Legal Notices © Copyright 2016, Southern University System. All rights reserved.

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By Lisa D. Welsh TELEGRAM & GAZETTE STAFF A team of researchers at Worcester Polytechnic Institute will receive $1 million in federal and state grants to advance the development of neuroprosthetics, the next generation of artificial limbs, which could one day be permanently implanted and perform most of the movements and functions of natural limbs.Most of the funding comes through a two-year, $860,000 grant awarded to WPI’s Bioengineering Institute by the U.S. Army’s Military Amputee Research Program of the Telemedicine and Advanced Technology Research Center.“There is a great human need for better, more functional prosthetic devices, especially for our soldiers who have been severely injured in Iraq and Afghanistan,” said W. Grant McGimpsey, professor of chemistry and biochemistry, and director of the BEI.In addition, WPI will receive a $150,000 grant from the John Adams Innovation Institute, the economic development division of the Massachusetts Technology Collaborative.The lab of associate professor Ted Clancy, electrical and computer engineering at WPI, will study the electrical signals that control normal muscle activity. Stephen Lambert, research associate professor with BEI, will direct basic science studies needed for eventually connecting external prosthetic devices with the nervous system. Whether they are controlled by the nervous system or remnant muscle activity, the advanced prosthetics WPI researchers envision will have a permanent connection to the body.Fitchburg State College alumna Melanie Perkins has won a News & Documentary Emmy Award for her 2007 documentary “Have You Seen Andy?”Ms. Perkins, who produced and directed the project, received the award for outstanding investigative journalism — long form, during a ceremony held at Lincoln Center in New York City on Sept. 22 and she exclaimed, “This is for Andy!”“Have You Seen Andy?” is Ms. Perkins’ directorial debut, having worked on films for PBS, The History Channel and ABC News. The film, released in 2007 on HBO , is the story of Ms. Perkins’ childhood friendship that ended abruptly. In August 1976, her friend, 10-year-old Andy Puglisi, was playing at the Higgins Memorial Pool in Lawrence when he suddenly disappeared. Twenty-two years later, Ms. Perkins began her search for answers in the powerful feature-length documentary.Ms. Perkins screened the film last year at Fitchburg State and said her studies there built a foundation for her film career. The communications major continues to be in touch with the communications media department faculty members.Students, faculty and staff of the College of the Holy Cross will participate today in the 10th annual Walk to Cure Cancer, a day of celebration, remembrance and action.The college is a flagship sponsor of the event, which has raised millions of dollars to support cancer research and build the UMass Memorial Cancer Center, a research center in Worcester.Last year, 250 students, faculty and staff from Holy Cross participated in the walk and raised more than $18,000. With more extensive outreach this year, the college hopes to exceed those records.The Walk to Cure Cancer begins and ends at UMass Medical School, 55 North Lake Ave., and follows a five-mile (or optional one-mile) loop around Lake Quinsigamond.Joining 10 other schools in the country, Anna Maria College, Assumption College, Becker College, Clark University, the College of the Holy Cross, Quinsigamond Community College, Worcester Polytechnic Institute and Worcester State College have started using CampusLIVE.com, a Web site directed to college students.The site was created in 2006 as a hobby for University of Massachusetts at Amherst student Jared Stenquist, a self-taught Web developer who worked on it in his dorm room. When advertisers started to contact him, he took a leave of absence from school to develop the business. Customized for each of the 18 colleges that have participated, CampusLIVE is devoted to helping students find campus services and local businesses, from restaurants to television guides using a scalable system with the ability for students to customize their own pages like Facebook, but with the network capabilities of AOL or Yahoo.CampusLIVE was featured earlier this month in BusinessWeek as a finalist in “America’s Top 25 Best Young Entrepreneurs of 2008” recognizing “tomorrow’s moguls today.”Three-time Olympian Tonie Campbell is getting his MBA with a concentration in sport management at Nichols College to help elevate him to an executive position in the sports industry. After an online search for business schools, Mr. Campbell found that the Nichols program is tailored to sports management, as well as to accounting, marketing and management best practices. “I love the program and professors and really enjoy the flexibility of online classes,” he said.“I realized that I love the management side of the sports business. Getting a Nichols MBA will open opportunities outside of coaching and make me a better manager and facilitator.”For six years, Campbell has been head track & field coach at Southwestern College in Chula Vista, Calif., and an adjunct professor in sports theory at its School of Health, Exercise Science and Athletics. In 2005, he expanded his coaching duties and accepted the position of managing director for USA Track & Field’s High Performance Center at the Olympic Training Center in Chula Vista.“Hurdlers learn early on in their careers that they cannot run around hurdles,” he said. “Obstacles must be faced head on. I’m ready to get down to business.”Budget-breaking energy costs, combined with growing student activism, are boosting the appeal of sustainability initiatives on college campuses across the country. The Web site GreenReportCard.org was launched Wednesday and showed that two out of three schools have improved their grades from last year.Of the 300 schools listed, local colleges included Clark University (B+), College of the Holy Cross (C) and Worcester Polytechnic Institute (C-).The GreenReportCard.org lists A- as the highest overall grade earned — only 15 schools reached that level. In contrast, the average grade for all schools was C+, with more than 75 percent of colleges and universities earning sustainability grades in the B and C range.Worcester State College will highlight “green” career opportunities and practices at a Sustainability Fair from 10 a.m. to 2 p.m. Thursday in the Student Center. In addition to a career fair featuring employers with an environmental focus, students will learn how to incorporate environmental sustainability and social justice into their everyday lives. It is estimated that the renewable and efficiency sectors could account for as many as one in four jobs by 2030.Job trends will be highlighted at 10 a.m. in the North/South Auditorium and at 11:30 a.m. Robert Ross, Clark University professor and author of the book “Slaves to Fashion: Poverty and Abuse in the New Sweatshops,” will give a lecture on his book in the Blue Lounge.Throughout the fair, the college’s recently purchased biodiesel processor will be on display in front of the Student Center. The processor allows the conversion of waste cooking oil into usable biodiesel fuel for some WSC campus vehicles. Representatives from New England Biodiesel Equipment and Sales, the processor’s supplier, will be present to explain the process and provide general information.Contact Lisa D. Welsh via e-mail at [email protected].

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Your browser does not support iframes. Read a digital copy of the latest edition of The Lancaster News online. Opinion USCL playes vital role in future of... Some people believe Lancaster’s future is as a college town. One of them is Dr. John Catalano, dean at the University of South Carolina at Lancaster. He’s working to increase the size of USCL, which he believes will help transform Lancaster into a college town. The first step in expanding USCL is an $8 million classroom building, which the college hopes to break ground on within two years. There's no need for mud... We, as a people, are quick to point a finger at other people not realizing that three fingers are pointed back in our own direction. I am a Democrat and I will support a Democrat ticket. I saw the signs on U.S. 521 concerning U.S. Rep. Spratt that said “Sack Spratt.” Everyone has an opinion. But I have a question. What will we be getting if Spratt does not go back into office? Once in office things start to change – sometimes for the better, sometimes for the worse. Enrichment program needs permanent... Mount Calvary Outreach Center Inc. completed its 21st year of the Summer Enrichment Program. The 2010 summer program hosted an average of 90 children, ages 4-16, for four weeks of learning, fellowship and fun. The youth were organized by age into four groups and were led by members of the community in activities that included Bible study, music, educational activities, computer time, swimming and nutrition classes. Monday through Thursday the youth and leaders met at Mount Calvary Outreach Church for group time, fellowship, exercise and announcements. Constant negativity, violence... There are many issues confronting the contemporary African-American community. Many youth in this community face drugs, homelessness, poverty and violence on a daily basis. Plenty to do here Friday and... You can’t say there’s nothing to do around here this weekend. From kayaking to chili tasting; from barbecue to motorcycle ministry; from a reunion with a noted lifeguard instructor to visiting an alpaca farm " you’ve got it all right here and even more. Some of the events include: u The Total Arts Fusion will from 7-10 p.m. Friday at the War Memorial Building, 401 Dearborn St., Great Falls. Music will be provided by Gigi Dover and The Big Love, Kevin Marshall and Jason Switzer. Boyet thanks Sunday alcohol sales... First, I would like to take this opportunity to thank Carolina Gateway and The Lancaster News for their support of the alcohol sales in restaurants on Sundays in Lancaster County. Secondly, a big thank you to the residents of Lancaster County who have come out in the early stages to support this initiative. So many people have stepped up to the plate to assist with posting petitions, posting signs, getting signatures and assisting with the logging in of the petitions, but we still need your help. Crawford makes us proud again Clemson University’s 35-10 season opening win over North Texas most likely won’t go down as the Tigers’ biggest win of the 2010 football season, but what happened that day in Death Valley won’t soon be forgotten. Shawn Crawford, a Van Wyck native and former Indian Land High School star athlete, joined elite Clemson sports company that afternoon as one of eight inductees into the Clemson Athletic Hall of Fame. Mulvaney skirts question about job... In a recent question and answer session with The Herald, Mick Mulvaney revealed a great deal about his agenda and true concerns. When asked “what policies would you propose or support to create jobs in South Carolina?” Mulvaney answered: “The first move must be repealing Obamacare.” First, I don’t like the way Mulvaney terms it “Obamacare.” Spratt is a true friend of our 5th... In 2009, Ben Bernanke, chairman of the Federal Reserve System, was chosen by Time Magazine as Man of the Year. I enjoyed reading the article about Bernanke. It contains interesting information about Bernanke including his childhood in Bennettsville and about monetary policy and the role of the Fed. Sometimes we have to agree to... I am writing in response to an article concerning a rebuttal to the mudslinging among the candidates. Debates as well as signs are all mudslinging to me. Whether we talk or write about someone in the negative it is wrong. Candidates will do what they do best which is either tell the truth or lie. The ones affected by this are we, the people. We grasp on to every word people say or do. God made each one of us different and this is why we don’t always agree. Your belief is your belief. Know difference between right and... It is not about the Republicans or the Democrats, nor about the left vs. the right. It is about right vs. wrong. But who is right? If you or I select what is right then it is subjective and neither of us is actually right. If our definition of right comes from our creator, which is found in the scriptures, then we have an objective truth, which is right. For example, some people in America believe the following: u That former President George W. Bush caused 9/11 u Rosie O’Donnell is a Patriot u The Constitution is a living document Living in Sun City doesn't... With respect to retailers’ tendency to focus on Ballantyne and Sun City, I could not agree with you more (re: IL shoppers welcome new Walmart, ALDI, Sept. 1). Retailers need to realize that there is more to this area than Ballantyne and Sun City. Yes, I’m glad for the jobs they have provided and commend their generous donations to schools, libraries and nonprofit relief organizations. Attack on assistant principal was... I would like to respond to the assault on coach Bill Farrar, Lancaster High School assistant principal, and to the person charged with the assault, Rodney Thompson, and his family. Coach Farrar is a good person, as well as a teacher and coach. I have a son who attends Lancaster High School, as well as two grandchildren. Over the years, I have grown to know coach Farrar on a personal level. Coach Farrar would never attempt an assault on any student at Lancaster High School. Send hugs to men and women in armed... Someone shared the following incident with me. I do not know where the story originated. It tugged at my heartstrings as I’m sure it will yours. A man was waiting in an airport for a flight that was on delay. While he was drinking a cup of coffee and feeling irritable, his attention was drawn to a group of soldiers entering the snack bar. This group was made up of mostly male soldiers with a few female soldiers. They were talking among themselves about Afghanistan, this being the first leg of their journey to that land. Spratt's campaign represents... I read in The Lancaster News that U.S. Rep. John Spratt criticized Mick Mulvaney because Mr. Mulvaney voted against the S.C. Senate in spending money it did not have. I can understand why Mr. Spratt might find this action by Mr. Mulvaney offensive. After all, Mr. Spratt seems to vote for every spending bill Nancy Pelosi puts in front of him whether the U.S. government has the money or not. Maybe Mr. Spratt’s campaign signs truly represent his spending philosophy, spend, spend, spend, whether we have the money or not. Mulvaney. Haley call for return to... Sam Slack’s guest column Sept. 15 might be subtitled “Label it libertarian " that makes it bad.” One might hope ideas would get examined on their merits, not arbitrarily applied labels. For Mr. Slack’s last paragraph, in which he asks how the various social and economic policies espoused by Ms. Haley and Mr. Mulvaney would stand for the good of all people, I would offer the following comments. Most of what Mick Mulvaney and Nikki Haley are saying derives from a few basic principles from which government has seriously strayed. School bells will ring tomorrow It’s hard to believe that summer is nearly over for Lancaster County schoolchildren. While autumn doesn’t officially arrive until next month, Monday morning thousands of local students will say goodbye to the carefree days of summer and return to the classroom. This week, teachers began getting their rooms ready for their new students. Their planning and preparation will pay off as they welcome students back. Many students will be sporting new clothes and shoes and carrying new lunch boxes and backpacks full of new school supplies. Having own sign shop is a good idea Lancaster County Council’s idea to set up its own sign-making shop is a good one. The county is going to have to replace road name signs and traffic signs in the county within the next few years to comply with a federal mandate. The new signs must have more reflective features, which are meant to increase highway safety. The mandate requires all regulatory signs, such as stop, yield and speed limit signs, be updated in the county by January 2015. The county must replace all of its road name signs by January 2018. Lancaster lost a legend in '... My heart is deeply broken with the passing of Anasue Love also known affectionately as “Itoo.” She was a charming, classy wonderful lady, a Lancaster legend and more importantly – my friend. I grew to know her from my days of working across the street from her store, the Dianne Shoppe. She would walk over and lighten up the day with her quick wit, news or beloved dog, Trooper. Connect with our future It is not a novel idea and it doesn’t take a PhD to know that children have a better opportunity to succeed in life when they have someone to support and encourage them. Ideally, that person is the child’s parent. Sometimes, however, that role is filled by a volunteer Guardian ad Litem. The difference? A volunteer Guardian ad Litem is court-appointed to children who have been abused or neglected by their parents or other caregivers. The Department of Social Services has become involved with the family and a family court case has been opened.

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100: Sarah WisePosted: Sarah Allene Wise Occupation: Retired professor, taught medical laboratory science at the universities of Vermont, Utah and Nevada; local historian. Years lived here: About 50 years, total, in the Erie area. What brought you back here? What has kept you here? I've lived on a farm in Canfield, two miles west of the county line and old Erie. I went to high school in Erie. I grew up in the house that I now use as the Wise Homestead Museum office. When I was a child, Mother and I spent many hours helping my grandparents at the homestead home, which was next door. I returned to my childhood home after I retired from the University of Nevada. This is where my roots are, and I plan to remain. What was your family's role Erie area history? They had a store and a flour mill in Canfield. My great-grandfather, O.E. Wise, came from Wisconsin with a sick wife, Ada, and three children — two boys in their late teens and a girl, 11. He was a blacksmith and farmer homesteading land in 1886 and building a house in 1872. One boy, William O., was an editor of the Erie-Canfield paper and a legislator, while the other, J.O.V., was a farmer, cattleman and an active community leader. They also became owners in a coal mine.Advertisement What should the area be like for future generations? In the future, Erie will grow slowly but should retain an element of historical Erie and the "small town" atmosphere. I hope I can help the younger generation learn and appreciate the life and hardships of a family that homesteaded in the late 1800s. This, I think, can be done by maintaining the homestead farm home for tours. It is open by appointment. Come visit!Print Email Font ResizeReturn to Top RELATED

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http://www.timesunion.com/local/article/Tax-free-zones-headed-to-college-4611053.php Tax-free zones headed to college Legislature OKs plan for upstate campuses and expands business tax-credit program By Jimmy Vielkind Published 9:55 pm, Wednesday, June 19, 2013 Goodbye Tax Free NY. Hello Start Up NY. Legislative leaders agreed Wednesday to a tweaked version of the economic development program Gov. Andrew Cuomo has talked up incessantly over the past month that would allow for tax-free zones rooted in upstate university campuses and expand an existing business tax-credit program. Cuomo, a Democrat, spoke of the program in epic terms, likening it in an official bill memo to Gov. Nelson Rockefeller's work establishing SUNY campuses around the state. "This is on a scale that has never been attempted before, it has a simplicity to it," Cuomo boasted during a news conference earlier "It's the best economic thing for Upstate New York that we've had." As originally announced, eligible businesses would be exempted from property, sales, and employee income taxes if they locate in now-vacant corners of SUNY campuses or in up to 200,000 square-feet of private office space less than a mile away. The program would extend to five sites in New York City and as well as Nassau, Suffolk and Westchester counties — suburban communities that form the base for the co-leaders of the state Senate. There, eligible businesses must be in the high-tech sector and locate on campus property. The amount of employees receiving tax breaks under the program was capped at 10,000, in part due to concerns raised by Democrats. Another new provision expressly prohibited campus leaders from sponsoring any project that would compete with a business in the immediate community. The bill also would rebrand the state's quasi-dormant Mandate Relief Council into the Mandate Relief and Regulatory Relief Council, which would now field business complaints and recommend action. It was previously focused on the complaints of municipalities, and its first report resulted in no significant legislative action. Indeed, as Cuomo and his cabinet aides traveled the state touting their program, it was attacked from the right and left. Some fiscal conservatives, including Assembly Republican Leader Brian Kolb, questioned why the state would create a system of "winners and losers" picked by Cuomo and legislative leaders. Labor groups assailed the income tax exemptions, which they said would further inequality in the state and deprive government of needed tax revenues. "Everyone agrees that we need to create more jobs in New York State, but even if Start Up NY succeeds in that regard, the cost will be a diminishment of the already scant equity and progressivity that exists in the current tax code," said AFL-CIO President Mario Cilento. "Individuals granted favored status under the proposal, as well as their families, will consume state services, but unlike other New Yorkers will be exempt from helping to pay for them; that's just not right." But various business leaders around the state and beyond endorsed Cuomo's plan, and backed its latest iteration. Ken Pokalsky, vice president for government affairs at the Business Council, was particularly pleased to see the Excelsior program — which offers up to $50 million a year of tax credits for businesses that expand — opened to smaller operations. While differing versions of the bill were introduced late Tuesday and early Wednesday, an agreed-upon version should be ready for votes on Friday, a Cuomo spokesman said. [email protected] • 518-454-5081 • @JimmyVielkind

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Classes might start early in Amber Trails New school ahead of schedule By: Jared Story Posted: 02/18/2014 1:53 PM | Comments: Tweet Post Reddit ShareThis Print This article was published 18/2/2014 (1025 days ago), so information in it may no longer be current. Amber Trails Community School is set to open earlier than expected.At a presentation on Tue., Feb. 11 at James Nisbet Community School, Seven Oaks School Division superintendent Brian O’Leary said construction on the new birth to Grade 8 school is "almost halfway" completed, with classes slated to begin in January 2015, half a school year ahead of its initial fall 2015 target. SUPPLIED GRAPHICThe new school is located on the north side of Templeton Avenue, west of Pipeline Road. SUPPLIED PHOTOInside the new Amber Trails Community School. Construction is ahead of schedule and classes are slated to begin in January 2015. The 85,000-square-foot school, located on the north side of Templeton Avenue, just west of Pipeline Road, will house approximately 600 kindergarten to Grade 8 students, as well as a child care centre for infant and preschool students.The school will reduce overcrowding at James Nisbet, Arthur E. Wright, Leila North and Constable Edward Finney schools, which O’Leary said are all about 50% over capacity.The division held two other community presentations at Wright and Finney, Jan. 23 and Feb. 4 respectively, and O’Leary said feedback from parents has been very positive."I think people are excited about a new school that is in their neighbourhood that is walking distance, because right now, lots of kids are being bussed to crowded schools," O’Leary said."Also, I think people are excited about the expansion of daycare. There are some concerns regarding transportation and pedestrian issues, those are the things that have come up in questions, but people generally seem quite satisfied with the transition plan that the division is presenting."Since the students will be moving mid-school year, the division will alleviate any disruption by moving whole classes together. That means students, teachers, supplies, basically everything but the furniture.O’Leary said the division will consider individual circumstances before moving students. For example, siblings won’t be separated and Grade 8 students won’t make the move as they will soon be transitioning to high school.O’Leary said Amber Trails Community School is built to a "100 year standard," and will feature radiant heat from the floors, lots of windows and natural light, and a large school grounds, including a soccer/baseball field.Also, the school is strategically located so the existing walking paths in the Amber Trails community will lead to the school."They’re (the students) always in sight of someone’s kitchen window, and there’s no traffic on them (the paths), so it’s a really good opportunity where most kids are walking to school," O’Leary said. "We’re hoping lots of kids are walking and feeling safe walking."That’s good news to Amber Trails residents Julie and Eddie Popke."Our son will be starting school in 2015, so we don’t currently have a child in school, but it’s very exciting for us to know there’s going to be a new K to 8 school that he can walk to in the community," said Julie Popke, noting their son would probably attend Finney otherwise, andwould have to be bussed.Amber Trails resident Raj Brar, who has a daughter starting kindergarten in September, is also impressed with how the new school is shaping up."My first and only concern is the timeliness, if it’s actually going to open in January like they say it’s going to, and just the disruption of switching schools, but other than that, I think everything looks really good," Brar said."I’m pretty pumped for my daughter to start attending school there." Read more by Jared Story.

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THE CHANCELLOR’S DESK: Rational Tuition Policy: A Primer October 12, 2011 | CUNY Matters As any CUNY graduate knows, the setting of tuition at CUNY and SUNY by the state has traditionally been done in a haphazard way. During economic downturns, students might experience very steep tuition increases, while in other years, tuition levels would hold steady. For the better part of a decade I have advocated for a predictable tuition policy, one that allows students and their families, and the University, to plan for the future. The centerpiece of the CUNY Compact model is the establishment of a rational tuition plan, one that builds in modest, predictable increases tied to state funding and protects the neediest students. In June, such a policy came to fruition. The New York State Legislature passed a five-year tuition plan for CUNY and SUNY, after an agreement reached by Gov. Andrew Cuomo, Assembly Speaker Sheldon Silver and Senate Majority Leader Dean Skelos. Chairwoman Deborah Glick and Chairman Kenneth P. LaValle, who lead the higher education committees of the legislature, worked diligently to achieve a new statewide plan. The legislation allows CUNY to raise tuition up to $300 a year in each of the next five years for undergraduates from New York State. Effective this fall, full-time, in-state, undergraduate student tuition at the senior colleges is $5,130 a year. Full-time, in-state tuition at the community colleges is $3,600 a year. The plan also contains a state “maintenance of effort” commitment that the state’s financial support cannot be reduced from prior-year levels (except in cases of financial emergency). Consistent with the CUNY Compact, the legislation also provides an offset for students who receive full aid under the state’s Tuition Assistance Program (TAP), which is now capped at $5,000 a year. Students who receive less than the full TAP allocation will receive partial offsets. The legislation directs CUNY and SUNY to conduct a study and report on the effectiveness of TAP, including recommendations to improve the program to enhance student affordability and success. I should also note that, as a result of the adopted state budget and the recent federal debt ceiling agreement, both TAP and the federal Pell Grant program are funded for this academic year. In the academic year ending in 2010, nearly 167,000 CUNY students received state and federal financial aid. Approximately $716 million in TAP and Pell awards alone went to CUNY students in need. In addition to helping families plan for the costs of higher education and protecting students in need, the state’s rational tuition plan has several other advantages. It allows the University to keep all of the revenue from the new tuition, rather than returning all or a portion of it to the state, as in past years. This important provision ensures that students’ investment in their education stays at the University, supporting academic priorities and student services. Moreover, it enables multiyear planning by the University, which increases our overall efficiency. The plan also encourages philanthropy. It demonstrates to donors that the state is investing in the University’s financial stability and that philanthropic gifts are not substituting for a lack of state support. The five-year plan also helps the University meet the growing needs caused by record student enrollment. This fall, the University’s enrollment of degree-seeking students tops 269,000. Over the last three years, senior college full-time equivalent enrollment increased by 10.7 percent. In the same period, the University’s operating budget sustained reductions of $205 million. This year, an additional $95 million was cut, for a total of $300 million. State base aid at the community colleges has been reduced by more than 20 percent over the last four years, and the 2012 city adopted budget included further reductions. Cuts of this magnitude are unsustainable. Without increased and predictable income, the University simply could not meet students’ needs, whether for sufficient course sections, laboratory equipment, or financial aid staff. We must facilitate our students’ progress and their ability to earn a degree. The longer it takes for students to graduate, the greater the financial burden they and their families face. The state has taken a historic step in approving a rational tuition policy for CUNY and SUNY. Its actions send a strong signal that developing a highly skilled workforce through a vibrant, competitive public higher education system is a priority in New York. That bodes well for all New Yorkers.

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The Archaeology News Network is a non-profit, online open access, pro-community news website bringing together people in related fields with active interests intersecting archaeology. As such we publish all the latest press-releases and news articles relating to the fields of archaeology, anthropology and palaeontology, as well as from several other scientific disciplines, including astronomy and environmental news. Please note that the full copyright of all materials, including photographs, published on this site remain the exclusive property of the authors, photographers and organizations cited as the primary sources found in each post and may not be reproduced without their express permission unless otherwise stated. Don't forget, you can also subscribe to our RSS feed or you can subscribe to receive regular updates of all our new posts via email. We also encourage visitors to leave comments beneath posts. Note, however, that due to the massive number of spam mail we receive, all comments are screened. As a result, it may take up to 24 hours for comments to be published. Please also feel free to contact us via our Contact Page, whether it is to provide feedback on the site or to contribute a news story from your part of the world or even just to say hello. You can also find us on Facebook (where we host a very popular and active Archaeology Group) and Twitter, both of which can be accessed by clicking on the links here (in red) or by clicking on the respective social icons provided on the site's main page. On behalf of The Archaeology News Network Ioannis Georgopoulos [Ed.] Subscribe to:

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Carla Shutrop '09 A majority of elected civic leaders tend to have several years of public service or professional experience under their belts before voters are willing to check the box next to their name on a ballot. That wasn’t the case, however, for Gustavus alumna Carla Shutrop ’09. Just five short months after graduating from Gustavus with a degree in political science, Shutrop was elected to the school board in her hometown of Shakopee, Minn., in November of 2009. She spent her first year on the board as treasurer, moved to vice-chair last year, and was recently elected chair of the board by her peers in early January. “Education has always been really important to me overall,” Shutrop said. “I think if we can get education right even on a local level and then as a state, and a nation, it’s the way to combat larger issues like crime, poverty and drugs. It’s getting at the root of a problem instead of solving a symptom of the problem.” At 25, Shutrop is relatively young to hold such a position of leadership for a fairly large public school district like Shakopee, but those that knew her at Gustavus are not the least bit surprised. “While a student at Gustavus, Carla was committed to working to improve the campus community in ways she thought important and in talking with others about how to respect different perspectives while working together toward shared goals,” Associate Professor of Political Science and Shutrop’s faculty advisor Alisa Rosenthal said. “She is sincerely committed to building and maintaining strong local communities and I think her work on the Shakopee School Board is evidence of that commitment.” As chair of the board, Shutrop is responsible for helping to set the agenda for school board meetings which take place twice a month. Her role also dictates that she will serve as the main spokesperson for the board. Shutrop, who works full-time at the Department of Veterans Affairs, credits her leadership position with the Gustavus College Republicans among other organizations for preparing her for her responsibilities with the school board. “I spent a lot of time and energy getting the College Republicans back on its feet and more engaged on campus,” Shutrop said. “I also was involved in several political campaigns while I was a student at Gustavus and attended activist trainings which gave me an idea of how to go about running for the school board seat.” Still, many people including her opponents probably thought it was a long shot for Shutrop to get elected. “I knew that I had to establish myself as being credible. I showed that I was committed to doing this by caring and being knowledgeable about the issues,” Shutrop said. “I presented myself as having a different perspective and a younger perspective and explained why that was important to have on the board.” The Shakopee School District serves more than 7,000 students from the communities of Shakopee, Savage, Prior Lake, and Jackson, Louisville, and Sand Creek Townships. Shutrop says that the fact that the district is still growing has presented interesting yet exciting challenges for her and her fellow board members during the first two years of her four-year term. “I played a role in the hiring of a new superintendent last year which was a very time-intensive process,” Shutrop said. “We also redrew the elementary attendance boundaries in order to open a new elementary school, while temporarily closing another school so it could reopen as a sixth grade center.” Shutrop said she doesn’t know at this time if she will run for re-election in Nov. of 2013, but she also won’t rule out running for a higher political office someday. “My professors at Gustavus always said they could see me running for office someday and they were always very supportive of that,” she said. Categories: polisci, Uncategorized Bridget Phillips says: February 13, 2012 at 9:07 am Nicely done, Carla! So proud of you, girl! Ryan Love says: February 13, 2012 at 1:34 pm I am simply blown away at the tremendous job Carla has done so far and in such a short amount of time. I look forward to seeing what she will accomplish in her next two years.

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Publication of NEA Guide to Community-Engaged Research in the Arts and HealthDecember 8, 2016Washington, DC —In recognition of a growing movement to integrate the arts with health in community-based programs, the National Endowment for the Arts is publishing a free, online guide for researchers and practitioners. The National Endowment for the Arts Guide to Community-... How to Do Creative PlacemakingDecember 1, 2016Washington, DC —In its ongoing commitment to producing resources for community engagement with the arts, the National Endowment for the Arts has published How to Do Creative Placemaking: An Action-Oriented Guide to Arts in Community Development . The book features 28 essays from... Artists and Creative Thinkers Convene to Examine Creativity in SocietyNovember 17, 2016UPDATE as of November 17, 2016: In Pursuit of the Creative Life: The Future of Arts and Creativity in America will not be live streamed. Stay tuned for a video compilation of the day’s various sessions in the coming weeks. Washington, DC —The National Endowment for the Arts will... See All Announcements

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Books and Monographs Studies in Intelligence Index of Declassified Articles How to Submit Articles How to Obtain Publications HomeLibraryCenter for the Study of IntelligenceCSI PublicationsStudies in Intelligencestudiesvol48no2Fixing Intelligence: For a More Secure America Fixing Intelligence: For a More Secure America Intelligence in Recent Public Literature By Lt. Gen. William E. Odom, US Army, Ret. New Haven, CT: Yale University Press, 2002. 230 pages. Reviewed by Hayden B. Peake When a spy is caught by the FBI, or a CIA covert action fails, or an important international event is not predicted, the mantras of "FBI incompetence," "abolish the CIA," "reorganize the Intelligence Community," and "create an intelligence tsar," emerge from the halls of Congress and in the press. Executive Branch commissions are formed to study the issue, and congressional investigations soon follow. The result? Sometimes a new organization is formed or an existing one modified. More often, only procedural adjustments are made, though that may be enough. But the surprises have continued, and a growing number of academics and former intelligence officers have joined the chorus for reform. With the Intelligence Community facing the threat of terrorism and experiencing a digital revolution, they suggest that more far-reaching change is necessary now than has previously occurred. Former CIA officer Arthur Hulnick, in his book Fixing the Spy Machine, concludes that the fix required is more in the nature of a tune-up than a major overhaul.1 Gregory Treverton, onetime deputy director of the National Intelligence Council, takes a more critical view in his book, Reshaping National Intelligence for an Age of Information.2 He recommends substantial modifications that would separate the Director of Central Intelligence (DCI) from day-to-day management of the clandestine services; revise the way analysts function; and make greater use of open sources. In Fixing Intelligence, Lt. Gen. William Odom, former director of the National Security Agency (NSA), writing after the terrorist attacks of 11 September 2001, takes an even more radical position. Fixing Intelligence is not bedside reading. In fact, those unfamiliar with Intelligence Community history might do well to read the final chapter first. Titled "Conclusions-What It All Means," the chapter is more of a summary of thoughts presented earlier than a listing of logical consequences following from evidence discussed. As such, it provides an overview that, in conjunction with the proposed new-organization chart on page 125, succinctly clarifies what the book is about. The somewhat arcane supporting details and rationale can be found in the earlier chapters. The basic assumption of the book is that fundamental structural reform of intelligence is needed, especially after the 11 September 2001 attacks. A second assumption is that the proposals made will serve to provoke discussion. The book will certainly accomplish the second expectation, but the arguments made for the first will not be as easily accepted by those tasked with doing the work. Odom's position is spelled out in Chapters 2-8, wherein he develops his proposed "principles, concepts and doctrine" for the Intelligence Community. Chapter 2 ("Essential Dogma and Useful Buzzwords") stresses that "the major problem confronting all discussion about reform . . . [is] the absence of a commonly understood and accepted doctrine—a single set of terms, rules, and practices—for intelligence organization, operations, and management."3 Without ever making clear why this should be so, he goes on to assert that, without these attributes, the "dysfunctional behavior" of the Intelligence Community will continue.4 Odom attempts to provide a doctrine based on "the army's basic pattern emerging from WW II" and commonalities "with news operations—the press and television."5 For the management of resources, he draws on general organizational theory and models from the business and nonprofit worlds. But, despite pages of commentary, there is no simple declarative statement of doctrine and concepts, while principles are mentioned for some topics but not for others. In fact, most of the chapter is devoted to proposed organizational changes, obscuring the doctrine. A healthy dose of bumper sticker simplicity is needed. Thus, even the astute reader may be left unpersuaded of the need for a doctrine or confused about the specifics of the one proposed. This is important because, in the succeeding chapters, Odom refers frequently to the "concepts and principles" developed earlier. The most important reform mentioned in Chapter 2 concerns the duties of the DCI, which are amplified in later chapters dealing with resource management, military intelligence, SIGINT, IMINT, HUMINT and counterintelligence (CI). Odom makes a strong, though not necessarily compelling, case for separating the currently "double-hatted position" of Director of Central Intelligence and the so-called "director of the CIA."6 The new DCI would be responsible for the entire Intelligence Community. The Community itself would be reorganized functionally, with a new national clandestine service (which would include the military services' HUMINT elements) and a new national counterintelligence service (which would combine the CI elements of the current FBI and the military services, with elements of the CIA's Directorate of Science and Technology attached). What is now the CIA's Directorate of Intelligence would go under the National Intelligence Council. NSA and the National Geospatial-Intelligence Agency would remain largely unchanged, although some executive responsibilities would be added. Gen. Odom acknowledges that this magnitude of change could create some tensions. With one possible exception, the problems that Odom intends to correct are operational. He is particularly hard on "the miserable record of US counterintelligence," citing the numerous cases of KGB penetrations as evidence.7 But he does not show how restructuring would fix the operational problems that were, for the most part, due to poor performance all around, not the organizational structure in the units involved. Put another way, many of the functions singled out as needing reform—HUMINT, analysis, collection planning, counterintelligence, and budget considerations, to name a few—are dependent on human beings. Odom states that looking for improvements as a function of "better management and leadership [is] unconvincing," but no evidence in support of alternatives is forthcoming.8 And while the need for training is underscored, the value of increased managerial authority coupled with good people unhampered by unnecessary bureaucratic details functioning under the current system is not mentioned. Consequently, it is clear that he rejects the time-tested working-level notion that organizational changes do not fix operational problems. The possible exception is the new authority that Gen. Odom advocates for the DCI position. Give the DCI the authority he needs, Odom says. Vigorous implementation of this proposal combined with good management and leadership could help prevent the kinds of problems already mentioned—including the 9/11 terrorist attacks—without the monumental disruption of operations and lives that the other changes would cause. Of course, this assumes that, as a rule, with good people, the organization is not critical, an alternative not addressed in Fixing Intelligence. Odom argues that his changes are necessary because of the new world situation and the advances of technology—businesses and nonprofit organizations have restructured and the Intelligence Community must do so too. If this were true, one might well ask why Congress has not restructured itself in the last 200-plus years. It has, of course, adapted to technology, hired better people, formed new committees, and revised committee names when necessary. But its basic organization remains the same. Perhaps Arthur Hulnick is correct: fine-tuning, real authority, and better performance are all that is necessary. 1. Arthur S. Hulnick, Fixing the Spy Machine: Preparing American Intelligence for the Twenty-first Century (Westport, CT: Praeger, 1999), 222 pages. 2. Gregory Treverton, Reshaping National Intelligence for an Age of Information (New York: Cambridge University Press, 2001), 266 pages. 3. Odom, 8. 4. Ibid., 11. 6. Technically, there is no statutory position of Director of the CIA; the DCI has that responsibility but not the title. 7. Odom, 167. 8. Ibid., 107. Hayden B. Peake manages the CIA's Historical Intelligence Collection. This article is unclassified in its entirety. Historical Document Last Updated: Jun 27, 2008 06:53 AM

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> Bryn Mawr College Bryn Mawr College, United States Education and Teaching 3 Creative Arts & Design 2 101 N Merion Ave, Bryn Mawr, PA 19010 About Bryn Mawr College For more than 130 years, smart, strong women have come to Bryn Mawr College to seek an unparalleled education and meaningful opportunities to contribute to the world. That tradition continues and grows today. Bryn Mawr offers a university of academic opportunities in an intimate setting; a close, connected community that fosters lifelong connections; and the preparation women need to lead. When Bryn Mawr College opened its doors in 1885, it offered women a more ambitious academic program than any previously available to them in the United States. A Quaker Legacy The founding of Bryn Mawr carried out the will of Joseph W. Taylor, a physician who wanted to establish a college “for the advanced education of females.” Taylor originally envisioned an institution that would inculcate in its students the beliefs of the Society of Friends (popularly known as Quakers), but by 1893 his trustees had broadened the College’s mission by deciding that Bryn Mawr would be non-denominational. Bryn Mawr’s first administrators had determined that excellence in scholarship was more important than religious faith in appointing the faculty, although the College remained committed to Quaker values such as freedom of conscience. The College’s mission was to offer women rigorous intellectual training and the chance to do to original research, a European-style program that was then available only at a few elite institutions for men. That was a formidable challenge, especially in light of the resistance of society at large, at the end of the 19th century, to the notion that women could be the intellectual peers of men. M. Carey Thomas' Academic Ideal Fortunately, at its inception, the College was adopted as a moral cause and a life’s work by a woman of immense tenacity, M. Carey Thomas. Thomas, Bryn Mawr’s first dean and second president, had been so intent upon undertaking advanced study that when American universities denied her the opportunity to enter a Ph.D. program on an equal footing with male students, she went to Europe to pursue her degree. When Thomas learned of the plans to establish a college for women just outside Philadelphia, she brought to the project the same determination she had applied to her own quest for higher education. Thomas’ ambition—for herself and for all women of intellect and imagination—was the engine that drove Bryn Mawr to achievement after achievement. The College established undergraduate and graduate programs that were widely viewed as models of academic excellence in both the humanities and the sciences, programs that elevated standards for higher education nationwide. Under the leadership of Thomas and James E. Rhoads, who served the College as president from 1885 to 1894, Bryn Mawr repeatedly broke new ground. It was, for example, the first institution in the United States to offer fellowships for graduate study to women; its self-government association, the first in the country at its founding in 1892, was unique in the United States in granting to students the right not only to enforce but to make all of the rules governing their conduct; its faculty, alumnae and students engaged in research that expanded human knowledge. Engaging the World In 1912, the bequest of an alumna founded the Graduate Department of Social Economy and Social Research, which made Bryn Mawr the first institution in the country to offer a Ph.D. in social work. In 1970, the department became the Graduate School of Social Work and Social Research. In 1921, Bryn Mawr intensified its engagement with the world around it by opening its Summer School for Women Workers in Industry, which offered scholarships for broad-based programs in political economy, science, and literature to factory workers until 1938. During the presidency of Marion Edwards Park, from 1922 to 1942, the College began to work toward cooperative programs with nearby institutions — Haverford College, Swarthmore College and the University of Pennsylvania — that would later greatly expand the academic and social range of Bryn Mawr students. In 1931 the Graduate School of Arts and Sciences began to accept male students. During the decades of the Nazi rise to power in Europe and World War II, Bryn Mawr became home to many distinguished European scholars who were refugees from Nazi persecution. A Tradition of Freedom From 1942 to 1970 Katharine Elizabeth McBride presided over the College in a time of change and growth. During McBride’s tenure, the College twice faced challenges to its Quaker heritage of free inquiry and freedom of conscience. During the McCarthy era, Congress required students applying for loans to sign a loyalty oath to the United States and an affidavit regarding membership in the Communist party. Later, at the height of student protest against the Vietnam War, institutions of higher education were required to report student protesters as a condition of eligibility for government scholarship support. On both occasions, Bryn Mawr emerged as a leader among colleges and universities in protecting its students’ rights. It was the first college to decline aid under the McCarthy-era legislation and the only institution in Pennsylvania to decline aid rather than take on the role of informer during the Vietnam War. Bryn Mawr faculty and alumnae raised funds to replace much of the lost aid, and a court eventually found the Vietnam-era law unconstitutional and ordered restitution of the scholarship funds. Cooperation and Growth During the 1960s, Bryn Mawr strengthened its ties to Haverford, Swarthmore, and Penn when it instituted mutual cross-registration for all undergraduate courses. In 1969, it augmented its special relationship with Haverford by establishing a residential exchange program that opened certain dormitories at each college to students of the other college. During the presidency of Harris L. Wofford, from 1970 to 1978, Bryn Mawr intensified its already-strong commitment to international scholarship. Wofford worked hard to involve alumnae overseas in recruiting students and raising money for their support and for the support of Bryn Mawr’s extensive overseas programs. Wofford, who later became a U.S. senator, also initiated closer oversight of the College’s financial investments and their ramifications in the world. Mary Patterson McPherson led the College from 1978 to 1997, a period of tremendous growth in number and diversity of students — now nearly 1,300 undergraduates, nearly a quarter of whom are women of color. During McPherson’s tenure, Bryn Mawr undertook a thorough re-examination of the women-only status of its undergraduate college and concluded that providing the benefits of single-sex education for women — in cultivating leadership, self-confidence and academic excellence — remained essential to the College’s mission. McPherson, a philosopher, now directs the American Philosophical Society. Nancy J. Vickers, Bryn Mawr’s president from 1997 to 2008, began her tenure by leading the College community to a clear understanding of its priorities and the challenges it would face in the next century through the adoption of the Plan for a New Century. When she retired in June 2008, she left the College with a 40 percent increase in undergraduate applications, a completed fund-raising campaign that tripled the goal of the previous campaign and an endowment that has nearly doubled since she took office. Beyond attaining a sound financial footing for the College, Vickers oversaw dramatic changes in the academic program, in outreach and in infrastructure, while remaining true to the College’s historic mission. Those changes include refining undergraduate-recruiting messages and practices, initiating new interdisciplinary programs and faculty positions, improving student life, embracing cross-cultural communication, upgrading the campus’ use of technology, renovating many buildings, and achieving worldwide visibility through the Katharine Houghton Hepburn Center. Embracing the Global Century Under Jane McAuliffe’s leadership (2008-2013), the College committed itself anew to liberal arts for the twenty-first century. It initiated the innovative 360° Program, through which students investigate an issue or theme from multiple disciplinary perspectives, and became a national leader among liberal arts colleges in combining the strengths of online and classroom teaching — blended learning — in its liberal arts curriculum. Student interest and the need to prepare students to be global citizens led to the creation of a new major in International Studies and a Tri-Co minor in Environmental Studies. McAuliffe spearheaded strategic partnerships with several universities and colleges across the globe and played a critical role in the founding of the Women in Public Service Project with the U.S. Department of State. Addressing global needs in science, technology, engineering, and math (STEM), Bryn Mawr continued to be a leader in preparing students for careers in these fields and recruited its first STEM Posse cohort of students. The Plan for Bryn Mawr, a strategic vision for the College generated during McAuliffe's tenure, sets priorities for Bryn Mawr in the coming years. A member of the faculty since 1993, Kimberly Wright Cassidy became the ninth president of Bryn Mawr College in February 2014. A Professor of Psychology, she served as the College's Provost from 2007-2013 and as Interim President from July 2013 to February 2014. During her tenure as Provost and Interim President, Dr. Cassidy was instrumental in leading curricular renewal in collaboration with faculty leaders, the development of the College’s new interdisciplinary 360° courses, the introduction of new academic programs, and the advancement of digital initiatives within the classroom. Central to all these initiatives has been her unwavering support of the scholar/teacher model in which faculty research and the instruction of students are inextricably bound. Dr. Cassidy believes strongly in the important role academic partnerships play for small liberal arts colleges like Bryn Mawr. In addition to her support of Bryn Mawr’s collaborative relationships with Haverford, Penn, and Swarthmore, she played a key role in establishing Bryn Mawr’s first-ever partnership with two area community colleges, and has also led efforts to create new 4+1 dual degree opportunities for students, such as AB/ ME program with Penn’s School of Engineering and Applied Science. A developmental psychologist with a focus on cognition and education, Dr. Cassidy has won research grants from the National Institutes of Health and the Guggenheim Foundation, among others, and her research has been published in numerous major journals. She earned her M.A. and Ph.D. in psychology from the University of Pennsylvania and her bachelor’s degree with distinction in psychology from Swarthmore College. Campus facilities include: Blanca Noel Taft Memorial Garden Erdman Hall Dormitory M. Carey Thomas Library Rhys Carpenter Art and Archaeology Library It is named after the town of Bryn Mawr, in which the campus is located, which had been renamed by a representative of the Pennsylvania Railroad. First year students, transfer students, and guest students should fill out a New Student Housing Form no later than June 1. This form is available on the Welcome page.Your housing and roommate assignment will be mailed to your Bryn Mawr College email address in the first week of August.

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Higher education in Scotland benefits as part of UK says Carmichael Scotland Office and The Rt Hon Alistair Carmichael Scottish independence referendum Scottish Secretary delivers speech on higher education. Scotland can access UK higher education research funding only because we are part of the United Kingdom, Scottish Secretary Alistair Carmichael will say in a speech today. Speaking to a higher education audience in Edinburgh, Mr Carmichael will say the Scottish Government need to accept that leaving the UK means leaving UK institutions such as UK Research Councils and the funding they provide. He will argue that the evidence is stacked up against the Scottish Government’s claims that they could keep UK-wide research funding pointing out that there is no international precedent for sharing research funding on the scale of the UK across international borders. Mr Carmichael will describe the Scottish Government’s independence plans as a ‘mirage’ saying it is not realistic to leave the UK and then seek a common research area, a common currency area, a common border area and common regulations for business. Speaking at the ESRC in Edinburgh, Alistair Carmichael will say: Our academic history here in Scotland stretches back over the centuries. We have some of the oldest universities in the land. With history and tradition running through the corridors and halls. But it is to the future that we must look – a bright future if our current world rankings are anything to go by. Five Scottish Universities rank in the latest top 200, including both of my own alma maters: Glasgow and Aberdeen. The UK as a whole excels in academic excellence. We are ranked second only to the United States in terms of world-class research. The UK’s share of the world’s top 1 per cent most cited publications is on an upward trend. And in 2013 the UK was ranked third in the world for innovation. There are many reasons for this success – but one that is absolutely fundamental is the highly integrated research environment that our universities and higher education institutions can operate within. This integration ensures a coherent and strategic approach to research activity in a common research area. It allows funding, ideas and people to flow unhindered across the UK in pursuit of research excellence. And that is of benefit to us all. A benefit that comes from being part of a United Kingdom. As part of the UK we are able to share the costs and risks of research, funding it from a large and diverse tax base to make research more affordable. As we set out in that paper, in 2010 the UK Government allocated £1.9 billion for science and research capital for the period 2011-15. And since then we’ve allocated an additional £1.5 billion funding for science and innovation capital. We’ve got a network of seven Research Councils operating across the UK providing a clear strategic overview of all research disciplines. This network minimises duplication and overlap in institutions, maximising our ability to make new and innovative discoveries, and to go on to turn these discoveries into the next miracle cures of the future. A shared set of policy guidelines, rules and regulatory arrangements provide a consistent grounding for research excellence and a shared framework on which research collaborations can be built. In 2012-13, Scotland secured £257 million of research grant funding from the UK Research Councils. This amounts to 13% of the funding available, all for a country which has 8.4% of the UK population. Higher Education Research and Development figures for 2011 show that Scottish HEIs spent £953 million. This is the equivalent to approximately £180 per head of population in Scotland compared with £112 across the UK as a whole. Mr Carmichael will continue: We don’t get access to this despite being part of the UK, we get it because we are part of the UK. So the questions we need to ask ourselves are: Could an independent Scottish state maintain the level of research quality excellence currently enjoyed by Scottish Higher Education Institutions as part of the UK? What evidence is there that independence would improve the performance of our institutions? It’s not just me asking these questions. We’ve seen academics specialising in subjects as diverse as bacteriology to space engineering, veterinary science to the food industry. Highlighting the risks, not only to research but to the whole higher education sector in Scotland. All the Scottish Government did in their White Paper was to draw attention to everything that is already good about higher education in Scotland. At the same time they singularly failed to examine what we stand to lose by breaking up the UK-wide networks that we have. According to the Scottish Government we’ll have a common research area between an independent Scotland and the continuing UK. Sounds a lot like what we have right now doesn’t it? Except of course for one vital distinction. National Governments fund national research. There is no international precedent for sharing or replicating a system on the scale of the current UK funding streams across international borders. And that’s what a vote for independence this September would mean. It would mean creating a new separate Scottish state; and at the same time creating a new international border with England, Wales and Northern Ireland – the continuing UK. You have to ask yourselves why would a state that we had just chosen to leave, want to carry on sharing institutions, funding, expertise in the same way that we do now because we are part of it? An independent Scottish state might wish to share arrangements and facilities but we do not share our Research Council funding – or have a common research framework, the very life-blood of research and innovation in the UK – with other states. Why should Scotland expect to be treated differently? The White Paper states that the Scottish Government would seek to continue the current arrangements for a common research area. Much as they seem to seek a common currency area; common border area; common regulations for business. I have said elsewhere that while the Scottish Government want people to believe they have a vision, in fact what they proffer is a mirage. And like all mirages, the closer you get, the less real it becomes. In research – as in so many other areas – there can be no guarantees. If we vote in September to create a new separate state, we also vote to leave the United Kingdom. Becoming a new state means setting up new institutions. And it means leaving the institutions we have in the UK, like the UK Research Councils. The Rt Hon Alistair Carmichael

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« Back to News Print This Line in the Sand Kent State professors consider a strike over plan to change their health benefits. By Scott Jaschik July 25, 2005 Comments Professors at Kent State University aren't thrilled about the offers the institution has put on the table with regard to salary increases over the next few years -- increases that wouldn't top 3 percent in any year.But the issue that has faculty members angry -- perhaps angry enough to go on strike -- isn't salaries, but health insurance. The faculty union, an affiliate of the American Association of University Professors, is currently conducting a mail ballot of its members to seek the authority to strike, possibly as 36,000 students arrive next month for the fall semester.Michael Lee, a professor of physics and chair of the union's committee in charge of planning a possible strike, said the health insurance issue is what could prompt a strike. He said that the administration's proposals -- which follow many months of negotiations -- include "one feature that is undesirable and one feature that is unacceptable."The undesirable feature is that premiums paid by professors would increase and fewer options would be available. But the unacceptable feature, he said, is one that would require faculty members to share half of the costs of any increases in health care costs the university faces, in excess of 10 percent. That proposal, he said, has the potential to be expensive and also to make it impossible for them to count on economic security under a contract.Ohio labor regulations bar unions from negotiating in the press, so Lee stressed that he was summarizing past, public statements by professors, and said he couldn't comment on any new ideas the union has put forward."What this really comes down to is the vulnerability we feel with the health care plan," he said. Professors should be able to have a contract on which they know what their health contributions will be, he added. Kent State's union agreed to put the proposal before its members last month, and they overwhelmingly rejected it.Lee said that he expected any change in professors' benefits to soon spread to other employees.Scott Rainone, a spokesman for Kent State, said that the university faces "staggering costs" in health insurance, just as other employers do, with spending up 45 percent since 2001. He said that he hoped the union would discuss the university's ideas or other concepts for dealing with those increases. But he said that tight state budgets made it impossible for the university not to consider changes in health benefits.The university has "every intention" of starting classes for the fall semester, he said, adding that with students and families making final decisions on where to enroll in the fall, "this is a really bad time" for the professors to be threatening to strike. Read more by

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/ College of Architecture + Design. Koehn wins LTU's architecture alumni award Bryan Koehn (second from right) accepts the 2013 Distinguished Architecture Alumni Award from Dean Glen LeRoy of LTU’s College of Architecture and Design; Ellen Rotter, co-chair of the Architecture and Design Cabinet of the LTU Alumni Association; and LTU President Virinder Moudgil. Grand Rapids architect Bryan Koehn, BSAr’86, MAr’89, is this year’s recipient of the Distinguished Architecture Alumni Award presented annually by the Architecture and Design Cabinet of the Lawrence Technological University Alumni Association.An architect with the firm progressive ae since 2004, Koehn serves as principal, director of design, and a member of the board of directors. Previously he worked with Arthur F. Smith Architects and founded his own firm, Architects Asylum.“Bryan exhibits the highest level of consideration, care, and passion for his clients, co-workers, and community. His mastery of design … is exemplary. … He directs the process much like a conductor does a symphony: setting the mood, controlling the dynamic, and drawing the absolute best out of every participant,” one of his nominators wrote.Koehn’s recent projects include the Bissell Tree House at the John Ball Zoo in Grand Rapids; Steelcase’s Worklab in Kentwood; the Michigan Electric Transmission Company facility in Gains Township; and the Gold LEED®-certified Rapid Wealthy Operations Center in Grand Rapids. Among his interior architecture projects are the West Michigan Center for Arts and Technology and Mirador, both in Grand Rapids.Since 2006, Koehn has served on the advisory board member of Design West Michigan, an organization that explores design as an economic building block for the region and works to promote a design-centric business and cultural environment. He is a member of the American Institute of Architects and has also served on AIA committees and as a juror and a presenter.Koehn also has been a juror and adjunct faculty member in LTU’s College of Architecture and Design since 1997, teaching on campus and in the University’s satellite studios. He also sits on the advisory board of the Kendall School of Art and Design’s Master of Architecture program.Koehn has been recognized many times for his work, beginning with the Minoru Yamasaki Award in 1986. He was named Young Architect of the Year by AIA Detroit in 1999 and AIA Michigan in 2001 and has earned over 30 AIA Honor Awards.The Lawrence Technological University Distinguished Architectural Alumni Award is given annually in recognition of the recipient’s professional, academic, and personal achievements. These achievements include local, national, and international status; charitable, volunteer, and community service; academic achievements; and support of LTU’s College of Architecture and Design.

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What is population density? Population density is the number of people living in a particular amount of space, such as a square mile or square kilometer. It is determined by dividing the population of an area by its land area. What is the population density of England? What are some examples of population density? Is the Philippines overpopulated? Population density can apply to any size area, from a building to a nation. If an area is densely populated, that means a larger number of people live in a smaller amount of space. If an area is sparsely populated, however, a smaller number of people live in a larger land area. Though population density often refers to people, it can also refer to animals or any living organisms residing in a particular space. Learn more about Population & Demography geography.about.com What is arithmetic density of population? Arithmetic density of population is the number of all people that live in a "per unit area" throughout a country, and it can be referred to as the "crude d... What is the formula for calculating population density? The formula for calculating population density requires dividing the area occupied, typically in square miles or square kilometers, by the number of people... What are some interesting facts about Middle River, Maryland? Some interesting facts about Middle River, Maryland, are that it is classified as a Census Designated Place and has a population of 25,274 as of 2015, with... What are some differences between people living in the city and in the country? Rural areas have a greater number of older people, with almost 19 percent of the population over age 64 compared to just 12 percent of the population in th... What is the population of Barcelona? What is the current Bengal tiger population? What is the difference between the J and S curve in relation to population growth? What percentage of Americans are black? What is the "When Will I Die" quiz? What are the leading causes of death in the United States? Define Population Density Dictionary Definition of Population Density Population Density Map Population Density World Calculating Population Density Examples of Population Density Population Density Formula Population Density Country What percentage of the population is twins? How many people graduate college? Why are communities important? What is per capita consumption?

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University of La Laguna 501-600th World University Rankings 2016 Pabellón de Gobierno CMolinos de Agua38200 La Laguna Santa Cruz de TenerifeSpain See all universities in Spain + Explore these featured universities Monash University Video Explore University of New South Wales Video Explore More about University of La Laguna The University of La Laguna (Universidad de La Laguna, or ULL) is one of the leading public higher education institutions in Spain. Located in Tenerife, it is the oldest university on the Canary Islands, and is mainly located in the third largest city part of the San Cristóbal de La Laguna archipelago. La Laguna was declared World Heritage Site by UNESCO in 1999, The history of ULL dates back to 1701 when Augustinians, members of a Catholic religious order, built the first educational centre in the town of La Laguna. After more than century of uncertainty and closures, Fernando VII of Spain issued an order for its official launch demanding rights of education for the local community. The newly established university welcomed its first students in January 1817, but was mpt given an official accreditation by the Ministry of Education, Culture and Sport until 1927. Today the college operates on six different campuses spread across the La Laguna municipality and the capital of the Canary Islands, Santa Cruz de Tenerife, which is home to university’s headquarters. The college focuses its efforts into providing courses in traditional areas of study including humanities and social sciences. More recently, the university has launched various short courses in technical subjects. In 2010, ULL joined with the Universitiy of Las Palmas de Gran Canaria, also in the Canary Islands, to launch the "Campus Atlántico Tricontinental" project (the Tri-continental Atlantic Campus), which was recognised by the Spanish Ministry of Education. It is designed to grow the reputation of the universities in South America, North Africa and Europe, with a particular focus on astrophysics, alternative energies and sea studies. Famous alumni of the university include Spanish politician Alejandro Lerrox y Garcia, the architect Cesar Manrique and Canarian filmmaker Manuel Mora Morales. Key Statistics Key Statistics: 21,497Students 14.6Student:Staff Ratio 6%International Students 58 : 42Female:Male Ratio Subjects offered at University of La Laguna Business & Economics Accounting & Finance Business & Management Life sciences Agriculture & Forestry Biological Sciences Arts & humanities Architecture Art, Performing Arts & Design History, Philosophy & Theology Languages, Literatures and Linguistics Physical sciences Chemistry Geology, Environmental, Earth & Marine Sciences Mathematics & Statistics Engineering & technology Civil Engineering Electrical & Electronic Engineering General Engineering Mechanical & Aerospace Engineering Social sciences Education Geography Law Psychology Sociology Clinical, pre-clinical & health Medicine & Dentistry Other Health Where We Are Address Pabellón de Gobierno CMolinos de Agua38200 La Laguna Santa Cruz de TenerifeSpain World University Rankings Video Explore In the news Too few UK students are studying overseas, and it’s a problem The Global University Employability Ranking 2016 IE University's window on the classroom of the future Grant winners – 13 October 2016 World University Rankings 2016-2017 by subject: results announced Contact Us

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The Alliance for Access to Computing Careers Including Students with Disabilities in Computing Education for the 21st Century Menu Professional development and accessible tools for K-12 computing educators Increasing the participation of people with disabilities in computing fields Increasing the participation of people with disabilities in computing fields Whom should I contact in my state if I have a question about assistive technology? Each state has a state Assistive Technology Act (AT Act) Center. These centers have been funded by the National Institute on Disability and Rehabilitation Research (NIDRR) as part of the Assistive Technology Act of 1998. To locate an AT Act Center in your state, consult the State Tech ACT Projects. The Association of Assistive Technology Act Programs (ATAP) includes most of the projects, but membership is voluntary. The mission of ATAP is "to set the national direction and advocate for AT Act programs. ATAP will promote and support quality performance of the State AT programs." Another resource is The Alliance for Technology Access (ATA). ATA is a network of community-based resource centers, product developers and distributors, and associations devoted to providing information and support services to people with disabilities and increasing the awareness and use of assistive technology. © 2016 University of Washington (UW). These materials are provided under a Creative Commons License and in accordance with UW's privacy policy and terms of use. The AccessComputing project is funded by the National Science Foundation (grant #CNS-0540615, CNS-0837508, CNS-1042260, and CNS-1539179).

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History students who conducted research in China (2015). Photo: Professor Paul Pickowicz Dance students performing in “New Directions,” (2016). Photo: Manuel Rotenberg Participants in the 2016 Summer Program for Women in Philosophy. Photo: Courtesy, Department of Philosophy Percussion students keep the beat at the Conrad Prebys Music Center. Photo: Erik Jepsen UC San Diego theatre students, past, present and future (?), at La Jolla Playhouse. Photo: Jim Carmody We imagine the future. We make tomorrow’s culture. Foundational. Transferable. Enduring. We teach students to think critically, express creatively and communicate clearly—skills favored by employers. We are listed among the top 23 in subject area rankings (U.S. News & World Report Global University Rankings). We help students make sense of the world and imagine the future. UC San Diego Arts & Humanities Outreach Video from Balestra Entertainment on Vimeo. Check out some of the ways that arts and humanities majors can transfer their education to successful careers: Common jobs for art majors Common jobs for humanities majors See our current recruitment for eight (8) tenure track and tenured professors: A New Initiative in Practical Ethics. Meet Undergraduate Angela Monique More News | More Events UC San Diego Music Professor and Composer Lei Liang appears in the New York Times Composer and UC San Diego Music Professor Lei Liang appears in the New York Times for his innovative use of technology in music. Mark Hanna Receives John Ben Snow Book Prize IAH Associate Director, Mark Hanna, recently received the prestigious John Ben Snow Book Prize for best book on British Studies before 1800 from North American Conference on British Studies for his book Pirate Nests and the Rise of the British Empire, 1570-1740 (UNC Press, 2015). Division of Arts and Humanities Helps Students the "Write" Way UC San Diego’s Division of Arts and Humanities is devoted to developing students’ skills of critical thinking and analytic expression. Dean of the Division of Arts and Humanities Cristina Della Coletta said that in less than one year, a team of instructors for the Basic Writing Program was put together who, under Karen Gocsik's leadership, are propelling a program of innovation and excellence. UC San Diego Division of Arts and Humanities Rises in Global University Rankings The US News and World Report Global University Rankings just came out and UC San Diego has moved up in the rankings from no. 19 to no. 15. Not only has the university as a whole moved up in the rankings, but we are proud to announce that the Division of Arts and Humanities has moved up 10 spots from 33 to 23! This is a tremendous achievement! La Jolla Light : Yolande Snaith Starts the 2016-17 IDEAS Series The 2016-17 IDEAS Series began Oct. 20 with a multimedia dance collaboration helmed by Yolande Snaith, head of UCSD’s Undergraduate Dance Program. “Measuring the Dream” is based on the poetry and life of Sor Juana Ines de la Cruz, a 17th-century nun in colonial Mexico who was a self-taught scholar and poet, known in her lifetime as “The Tenth Muse.” Division of Arts and Humanities Wins Its Largest Foundation Grant The Division of Arts and Humanities took a leading role to secure a $2.59 million grant award from the Andrew W. Mellon Foundation. The award supports a joint program with the San Diego Community College District (SDCCD) that helps humanities transfer students transition to UC San Diego—a top 10 public university. According to Dean Cristina Della Coletta, it is the largest foundation award the division has received in support of the humanities. Composer Roger Reynolds Soars With Science & Technology Composer Roger Reynolds’ “FLiGHT,” which premieres Oct. 30-31 at the Park Avenue Armory in New York City, is the latest landmark in a career distinguished by a quest for new modes of making music. Roger Reynolds Named Recipient of 2016 Revelle Medal Congratulations to Pulitzer Prize winner, composer and Music Professor Roger Reynolds for being named one of the recipients of the 2016 Revelle Medal!

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Educated wives can mean a longer life for men: study Tue Oct 6, 2009 6:02pm EDT Email This Article | Share This Article NEW YORK (Reuters Life!) - Men wanting to enjoy a long life should marry a well educated woman, according to a Swedish study. Researchers from the Swedish Institute for Social Research in Stockholm found that a woman's education was a stronger factor in her husband's risk of dying over the next decade or so than the man's own level of education. But a husband's social class based on his occupation had a greater influence on a woman's survival than her own occupational class, according to researchers Robert Erikson and Jenny Torssander. "Women traditionally take more responsibility for the home than men do, and, as a consequence, women's education might be more important for the family's lifestyle -- for example, in terms of food habits -- than men's education," said the researchers. "We can assume that more highly educated women have better possibilities to find the important health messages that are around ... There are lots of health messages in the media and I think some of them are important and some are just misleading." Erikson told Reuters Health that living with a partner is known to reduce a person's risk of dying early and the current study suggests that one's choice of life partner may be an important part of the equation. He said the effect of a partner's social status is multi-dimensional, with education, income, occupation and status each having an independent effect. Erikson and Torssander's study, published in the Journal of Epidemiology and Community Health, looked at 1990 census data on more than 1.5 million employed men and women, aged 30 to 59, who were living with a partner, along with cause of death data for the period 1991 to 2003. As expected, for both men and women mortality was higher for less educated people and for those who made less money, while lower social status and working in a lower-level occupation were also tied to a greater risk of death. Men who hadn't reached high school were 1.1 times more likely to die during follow-up than men who'd finished college.

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Energy Express program ends Local News Apr 7, 2013 MIDDLEBOURNE – Director of Federal Programs and Student Services for Tyler County Schools Duane Dober has announced that Energy Express will not be available to families as it has been for the past several years. Events and issues on both the local and national levels have resulted in the decision to end the program after more than a decade of successful operations. The most difficult obstacle to operating the program is determining a reliable funding source that can be used at both ends of Tyler County. The program was initially funded in the first year with money allocated to the school district through Title I, Part A funds from the federal government. That source of funding has been pared down almost annually and has been eliminated as a source of funding because of recurring reductions in allocations from the federal government. In addition, funding assistance from the Ruth Stealey Green Foundation coupled with funds received from grants provided by other local philanthropic organizations has enabled the district to continue to operate the program despite the elimination of federal funds as a source of support. However, those local organizations also support other community initiatives, making funding for the Energy Express program unpredictable at best. “When the district began the Energy Express program, Federal funding was more than adequate to operate a first-class program. That is no longer the case”, Dober said. “Furthermore, local dollars are stretched ever tighter to meet the needs of other organizations in our local communities”, he continued. “The Energy Express program has been a great program over the years under the leadership of so many of our college students who worked as mentors and as Community Service Coordinators. Many of those are now teachers in Tyler County. We have also enjoyed fabulous support from community volunteers and have had top-notch leadership directing the programs at both Boreman and Sistersville Elementary School for so many years. Fortunately, all is not lost for our elementary-aged students.” “There is some good news in all of this,” Dober said. Funding has been made available for Tyler County Schools to operate a summer school program for select students at the elementary grade levels to help them master essential skills by extending their learning opportunities into the summer to prevent regression of skills and learning. Therefore, the district is in the process of planning a summer school program and will be making announcements soon about eligibility criteria and other plans for summer school. Susan Boyles, executive director of curriculum and instruction for Tyler County Schools, reported administrators have been working on a plan for summer school for months now and expect to release more information about that program for elementary-aged students within the next two or three weeks. When plans are finalized, students will be given a note to bring home to their parents and guardians about summer school plans, who will qualify to attend, and what school officials to contact if parents and guardians have any questions.

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Dorm program connects students and faculty Amanda Michaels | Friday, April 16, 2004 For visiting assistant professor of anthropology Kimbra Smith, interaction between the students and faculty is an essential part of the college experience – which would explain why, at 6 p.m., she is in Welsh Family’s social space, surrounded by girls, bowls and raw fish. “It’s so great, just spending time with students, making sushi,” she said while she gently corrects one girl’s rice-spreading technique.Such a scene, whether it be sushi around a table or discussion over a pizza, is not uncommon these days in the seven dorms participating in the Hall Fellows Program. Started in January by the Student Senate’s Committee on Student-Faculty Interaction and supported by the Office of the Provost and the Office of Student Activities, the program aims to expose students to discussion in a more relaxed setting and to develop the professors’ awareness of student residence life.”In my experience, there weren’t a lot of ways to start a strong student/faculty relationship,” said Lauren Williams, academic commissioner for Welsh Family and chair of the Committee on Student-Faculty Interaction. “A lot of professors have never even walked into a dorm, so there’s a gap that needs to be bridged.”Academic commissioners from Lyons, Dillon, Keough, O’Neill, Breen-Phillips, Cavanaugh, Howard, Keenan and Welsh Family chose from a list of approximately 50 professors who earlier in the year expressed their interest in becoming Hall Fellows. “Exactly what each Hall Fellow does depends on the direction that each HallFellow and academic commissioner decides to do,” explained Williams. “The events can center around or be off-shoots of the expertise of the professor or simply ideas that interest both the professor and the students.”Welsh Family rector Candace Carson cites the enthusiasm that both the students and the professors seem to have for the program as an indication of its success.”There’s such great involvement from everyone,” Carson said. “Everyone is excited, because how many times do professors actually get to come talk to you where you are?”Williams plans to continue the program next year, and hopes that starting in September instead of January will encourage more dorms to participate.Though the position is unpaid, Smith – one of Welsh Family’s two Hall Fellows – considers it invaluable for both the students and the faculty.”One of the problems with college is that most students are stuck with people within a four-year age range. When I was in college I liked interacting with different age groups, and I really appreciated those professors who spent time outside of the classroom getting to know students,” Smith said. “Now it’s my turn.” Faculty, students consider academic initiatives Although faculty and students may express diverging opinions on the extent to which students... Faculty vote to decide fate of Core program Students debate faculty hiring policy College celebrates students, faculty at Honors Convocation

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The Rashbam Rabbi Shmuel ben Meir (1085-1174), more commonly known by the acronym RaSHBaM, was the grandson of Rashi, and was a biblical commentator and Talmudist. Rashbam was born in France, in the vicinity of Troyes. He learned from his grandfather (Rashi) and from the Riva. He was the teacher of his brother, Rabbeinu Tam. Known for his piety, he defended Jewish beliefs in public disputes arranged by church leaders to demonstrate the inferiority of Judaism. His commentary on the Torah stresses the plain meaning (p'shat) of the text, and this approach often led him to state views that were somewhat controversial (thus resulting in the omission of his commentary on the first chapters of Genesis in many earlier editions of the Pentateuch). Parts of his commentary on the Talmud have been preserved, and they appear on the pages of most of tractate Bava Batra (where no commentary by Rashi is available) as well as the last chapter of tractate Pesachim. Rashbam was a sheep farmer. He earned a living by tending livestock and growing grapes, following in his family tradition. The Works of the Rashbam One of the Rashbam's earliest writings is his commentary on Shir HaShirim (Song of Songs), which he regards as a dialogue between God and the Jewish people, and as a description of the condition of Israel in times of misery and of happiness. But in his other Biblical commentaries, he opposes all aggadic interpretation. Rashbam explains his aim in Biblical exegesis thus: "Those who love pure reason should always remember that the sages have said a Biblical passage must not be deprived of its original meaning. Yet as a consequence of the opinion expressed by them, that the constant study of the Talmud is one of the most laudable pursuits, commentators have been unable, by reason of such study, to expound individual verses according to their obvious meaning. Even my grandfather Solomon was an adherent of this school; and I had an argument with him on that account, in which he admitted that he would revise his commentaries if he had time to do so." It is subsequently related that Rashbam so thoroughly convinced his grandfather that the latter burned his own works. Rashbam had the following aims in his exegesis: to harmonize his comments with the progress made by the exegesis of his time; to simplify exegesis and investigate the inner meaning of the Scriptural text; to preserve the traditional interpretation when it agrees with the literal sense; to show the connection of disconnected passages of the Bible; and to defend Judaism from attacks by the Church. His style is to advance, adopt, or reject explanations, with a brief and pointed statement of his reasons. The following passage on Gen. 34:25 provides an example of the simplicity of Rashbam's exegesis: " 'They [Simeon and Levi] came upon the city [Shechem].' This certainly means that they came upon the city when it felt itself secure, since the Hebrew word 'betah' can be applied only to an object at rest." This explanation is at the same time a criticism of Rashi, who first refers "betah" to the inhabitants and not to the city, and then interprets the passage aggadically. Rashbam was himself attacked by Ibn Ezra in "Iggeret Shabbat" because in his interpretation of Gen. 1:5 he tries to prove that the Jewish day, even the Sabbath, begins at dawn and not at evening. In his comment on Ex. 2:14, Rashbam shows his mastery in determining the most evident meaning. The names of God are explained as verb-forms, the first one, , as placing in the mouth of God Himself the declaration of eternal existence, , and the second, , as placing in the mouth of man the same declaration. Similarly, he finds a connection between the Feast of Tabernacles and the festival of ingathering (Lev. 23:43), basing it on the sentiment of humility and gratitude; the humble hut being occupied during the most beautiful outdoor festival of the year, and being a reminder at the same time of the ancient tent life. He explains the threefold repetition of the word in Num. 40:39 by saying that a notable play on words underlies its third occurrence. The obscure use of in Deut. 26:17-18, he explains, as no commentator before him had done, by the passages Num. 40:41 and Ex. 14:6. The most radical of Rashbam's commentaries is that on Ecclesiastes. For instance: He declares that the words "vanity of vanities" were not spoken by the preacher, but were prefixed by the editor who arranged the book in its present form. He draws a distinction between practical wisdom, which is not speculative (Eccl. 2:3), and theoretical wisdom, which must not be confounded with it. In opposition to all the earlier commentators — unless the comments of this nature were added by a later editor — he explains according to their natural literal meaning all the sentences of the preacher relating to doubts and to pessimism (Eccl. 3:21, 7). Rashbam's attitude toward science may be considered from two points of view, (1) the theological, and (2) the secular. In regard to theology he clings to the doctrine of the spirituality and omniscience of God, holding that neither the former nor the latter is in any way circumscribed. In his views on angels, prophecy, and the miracles mentioned in the Bible he falls short of the religious philosophers both of his own and of a later epoch. Nor does he rise superior to the superstitions of his time and country, explaining many Biblical passages according to the prevailing ideas. He bases the Biblical laws not only on ethical but also on other grounds. Occasionally he offers to his reader extraneous ideas suggested by some occurrence or train of thought. As regards his secular attainments, he gives evidence of being conversant with Old French. He knew Latin also, and could read the Vulgate. Some correct geographical notes show that Rashbam was conversant also with the geography of Palestine. In his knowledge of Hebrew grammar and lexicography not only was he the equal of his contemporaries, but he even surpassed Menahem and Dunash in point of general scholarship, although he could not make use of Saadia's works, as he did not know Arabic. Among Rashbam's Talmudical works are the following commentaries: (1) Baba Batra (29a to the end). (2) Pesachim (99b to the end). (3) Avodah Zarah. (4) Niddah. (5) Additions to Alfasi. (6) Additions to Rashi's commentary. (7) "Teshuvot," in R. Eliezer b. Nathan's "Eben ha-'Ezer". (8) Abot; also the work "Ba'al ha-Ma'or", and the conclusions of the commentaries on the Talmud left incomplete by Rashi. Rashbam is, however, much weaker than Rashi in his Talmudic commentaries, and he occasionally becomes prolix in attempting detailed explanations. The simplicity of Rashi is at once evident by comparison. As a tosafist, Rashbam is quoted in B. K. 6b, 10a, and in B. M. 96b, while additions of his Pirke Avot are found also in the "Migdal 'Oz". Few details of Rashbam's life are known. He is said to have been so modest that he always walked with downcast eyes; and Mordecai b. Hillel says ('Erubin, end) that he was so absent-minded that once, while traveling, he climbed into a wagon loaded with cattle. ReformJudaism Rashi Rashbam Nachmanides Malbim TransliteratedSiddur SynagogueMusic SynagogueSurvival Kit

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CHAPTER 13 THE RENAISSANCE IN ITALY. Describe the characteristics of the Renaissance and understand why it began in Italy. Identify Renaissance artists. Published byKayleigh Feimster Presentation on theme: "CHAPTER 13 THE RENAISSANCE IN ITALY. Describe the characteristics of the Renaissance and understand why it began in Italy. Identify Renaissance artists."— Presentation transcript: CHAPTER 13 THE RENAISSANCE IN ITALY 2 Describe the characteristics of the Renaissance and understand why it began in Italy. Identify Renaissance artists and explain how new ideas affected the arts of the period. Understand how writers of the time addressed Renaissance themes. Objectives 3 Terms and People humanism – the Renaissance intellectual movement that studied classical cultures to increase understanding of their own times humanities – subjects such as grammar, poetry, rhetoric, and history Petrarch – Florentine humanist, poet, and scholar who assembled a library of Greek and Roman manuscripts to encourage learning Florence – an Italian city-state that produced many gifted artists, scholars, scientists, and architects 4 Terms and People (continued) patron – person who provides financial support for the arts perspective – the artistic technique that allows an artist to portray depth and three-dimensional qualities by making distant objects smaller Leonardo – artist, scientist, and inventor best known for the Mona Lisa and The Last Supper and sketches of inventions such as flying machines Michelangelo – artist; created sculpture of David and painted the ceiling of the Sistine Chapel 5 Terms and People (continued) Raphael – painter; blended Christian and classical styles; famous works include The School of Athens and his portrayals of the Madonna Baldassare Castiglione – wrote the Book of the Courtier describing the manners and qualities aristocratic men and women should display Niccolò Machiavelli – wrote The Prince, describing how to rule in an age of ruthless power politics 6 What were the ideals of the Renaissance, and how did Italian artists and writers reflect these ideals? A new age dawned in Western Europe, given expression by remarkable artists and thinkers. This age is called the Renaissance, meaning “rebirth.” It began in the 1300s and reached its peak around The Renaissance marked the transition from medieval times to the early modern world. 7 The Renaissance ideal was a person with interests and talents in many fields. The Renaissance began in Italy in the 1300s. Renaissance thinkers: sought to bring Europe out of disorder and disunity. placed greater emphasis on individual achievement. tried to understand the world with more accuracy. revived interest in classical Greek and Roman learning. 8 Trade assumed greater importance than before. Navigators sailed across the oceans. Scientists viewed the universe in new ways. Writers and artists experimented with new techniques. During the Renaissance there was a new spirit of adventure and curiosity. 9 Europe in 1500 Italy’s central location helped make it a center for the trade of goods and ideas. 10 Banking, manufacturing, and a merchant network provided the wealth that fueled the Renaissance. Trade routes carried new ideas from Asia and from Muslim scholars who had preserved Greek and Latin learning. The Italian city-states dominated trade and provided a link between Asia and Europe. 11 The heart of the Italian Renaissance was humanism. Although most Renaissance humanists were devoutly religious, they focused on worldly issues rather than religion. They believed education should stimulate creativity. They emphasized study of the humanities, such as grammar, rhetoric, poetry, and history. Humanists studied the works of Greece and Rome to learn about their own culture. 12 Each city was dominated by a wealthy and powerful merchant family. Italy’s city-states played an important role in the Renaissance. These families brought trade and wealth, and provided leadership. They were interested in art and emphasized personal achievement. They were patrons of the arts and supported artists, writers, and scholars. 13 The Medici family of merchants and bankers controlled Florence after Lorenzo de' Medici invited poets, philosophers, and artists to the city. Florence became a leader, with numerous gifted artists, poets, architects, and scientists. Ordinary people began to appreciate art outside of the Church. 14 Donatello created a life-size soldier on horseback, the first sculpture of this size since ancient times. In The School of Athens, Raphael painted a gathering of Greek and Roman scholars that included the faces of Michelangelo, Leonardo, and himself. Artists continued to portray religious themes, but they did so against classic Greek and Roman backgrounds. 15 They returned from the stylized forms of the medieval period to the realism of classic Greece and Rome. They used new techniques to represent both humans and landscapes. Renaissance artists used new techniques, leading to greater realism. 16 One new technique was perspective, credited to Filippo Brunelleschi. Distant objects appeared smaller. Perspective allowed for more realistic art. 17 Objects were portrayed in a three-dimensional fashion. Painters studied human anatomy and drew from observing models, resulting in more accuracy. Artists also used new oil paints that reflected light, and used shading techniques to make objects look more real. 18 Leonardo da Vinci was an artist and inventor. He studied botany, optics, anatomy, architecture, and engineering. His sketchbooks are full of ideas for inventions, such as flying machines and submarines. The mysterious smile of the woman in his painting Mona Lisa has intrigued viewers for centuries. 19 Michelangelo Buonarroti was a sculptor, engineer, painter, architect, and poet. He is best known for sculptures such as David and for painting the ceiling of the Sistine Chapel. He also designed the dome for St. Peter’s Cathedral in Rome. 20 Writers were also humanists. Some described how to succeed in the Renaissance world. Men played music and knew literature and history but were not arrogant. Women were kind, graceful, and lively, and possessed outward beauty. Baldassare Castiglione’s Book of the Courtier described the manners and behavior of the ideal aristocratic man and woman. 21 Niccolò Machiavelli’s The Prince was a guide for rulers to gain and maintain power. Rather than discuss high ideals, he stressed that the ends justify the means. The term Machiavellian has come to refer to the use of deceit in politics. Critics saw Machiavelli as cynical, but others said he was simply providing a realistic look at politics. 22 SECTION 2: THE RENAISSANCE IN NORTHERN EUROPE 23 Explain how the printing revolution shaped European society. Describe the themes that northern European artists and writers explored. Analyze the ideas of northern humanist thinkers. Objectives 24 Terms and People Johann Gutenberg – printer who invented a printing press with movable type Flanders – a prosperous region of cities in the present-day Netherlands, France, and Belgium, where the northern Renaissance began Albrecht Dürer – German artist who spread Renaissance ideas in northern Europe engraving – a technique in which an artist etches a design on a metal plate using acid; the plate is then used to make prints 25 Terms and People (continued) vernacular – the everyday spoken language of the common people Erasmus – Dutch religious scholar who called for the translation of the Bible into the vernacular Thomas More – English humanist who described an ideal society in Utopia utopian – idealistic or visionary; usually used to describe a perfect society Shakespeare – the leading English language poet and playwright of the Renaissance 26 How did the Renaissance develop in northern Europe? As the Renaissance began to flower in Italy, northern Europe was still recovering from the ravages of the Black Death. But by the 1400s, the cities of the north began to enjoy economic growth and the wealth needed to develop their own Renaissance. 27 In 1455 Johann Gutenberg printed a complete edition of the Bible using a printing press with movable type. The printing revolution transformed Europe. Printed books were far easier to produce than hand-copied books. More people had access to a broad range of learning. By 1500, the number of books in Europe had risen from a few thousand to between 15 and 20 million. 28 The Northern Renaissance began in the prosperous cities of Flanders. Many painters focused on the common people, creating scenes of everyday life. Many writers also focused on the common people. From Flanders, ideas spread to Spain, France, and England. 29 Northern Renaissance painters focused on realism in their art. New oil paints were made using oils from linseed, walnuts, or poppies. More realistic colors reflected light, adding depth and glow. In the 1400s, the paintings of Van Eyck were filled with rich and realistic detail. Pieter Bruegel used vibrant colors to portray scenes of peasant life. 30 Albrecht Dürer applied Renaissance painting techniques to engraving. A humanist of the 1600s, Rubens used themes from classical history and mythology. Dürer is called “the Leonardo of the North” because of his varied interests and his role in spreading Renaissance ideas in the late 1400s. Peter Paul Rubens blended the realistic tradition of Flemish painters with classical themes. 31 Northern humanist scholars stressed education and classical learning. They hoped to bring about religious and moral reform. Some began writing in the vernacular, the everyday language of ordinary people. This appealed to the new middle class that was arising in northern towns and cities. 32 The Dutch priest Desiderius Erasmus was one of the major religious scholars of the age. Born in 1466, Erasmus helped spread humanist ideas to a wider public. Erasmus called for translation of the Bible into the vernacular. He believed a person’s chief duties were to be open-minded and show good will to others. He also sought reform in the Church. 33 In Gargantua and Pantagruel, two giants on a comic adventure offer opinions on religion and education. In Utopia, he described an ideal society where all are educated and people live in harmony. The book gave us the word utopian. Francois Rabelais was a French humanist who used comedy. Sir Thomas More was an English humanist who pushed for social reforms. 34 The towering figure of northern Renaissance literature was the English playwright and poet William Shakespeare. Between 1590 and 1613, he wrote 37 plays which are still performed today, including: Romeo and Juliet Hamlet A Midsummer Night’s Dream 35 Shakespeare explored Renaissance ideals such as the complexity of the individual. Well-known quotes from Shakespeare include “Neither a borrower nor a lender be” and “A rose by any other name would smell as sweet.” He used common language understood by all and added 1,700 words to the English language. 36 SECTION 3: THE PROTESTANT REFORMATION BEGINS 37 Summarize the factors that encouraged the Protestant Reformation. Analyze Martin Luther’s role in shaping the Protestant Reformation. Explain the teachings and impact of John Calvin. Objectives 38 Terms and People indulgences – in the Roman Catholic Church, pardons for sins committed during a person’s life Martin Luther –the German monk who triggered the revolt against the Roman Catholic church in 1517 Wittenberg – city in northern Germany where Luther drew up his 95 Theses Charles V – the Holy Roman emperor who ordered Luther to recant his 95 Theses 39 Terms and People (continued) diet – assembly or legislature John Calvin – a reformer who preached predestination and living a saintly life predestination – the idea that God had predetermined who would gain salvation Geneva – the Swiss city where Calvin was asked to establish a Christian community theocracy – a government run by religious leaders 40 How did revolts against the Roman Catholic Church affect northern European society? In the 1500s, the Renaissance in northern Europe sparked a religious upheaval. Northern European calls for church reform eventually unleashed forces that would shatter Christian unity. This movement is known as the Protestant Reformation. 41 The early 1500s were uncertain times in northern Europe. Disparities in wealth, a new market economy, and religious discontent all bred uncertainty. Humanist ideas for social reform grew in popularity. More people began to question the central force in their lives—the Church. The printing press spread knowledge and new ideas quickly. 42 Increasingly, the church had become involved in worldly politics. Popes competed with Italian princes for political power. They fought wars to protect the Papal States. They plotted against powerful monarchs who sought to control papal lands. They lived in luxury, supported the arts, and hired artists to beautify churches. 43 An indulgence lessened the time one spent in purgatory before going to heaven. In the Middle Ages, they were often granted for doing good deeds. Many Christians, including Erasmus, objected to their sale. To finance their lifestyles, church officials charged fees for services such as baptisms and marriages. Some clergy also sold indulgences. Only the rich could afford to buy them. 44 Jan Hus led a similar protest against the Church in what is today the Czech Republic. He was executed for heresy in As early as the 1300s, John Wycliff had begun protests against the Church in England. Christian humanists called for a less worldly church, one based more on Bible study. 45 Angered by the sale of indulgences, Luther drew up his 95 Theses and nailed them to a church door in Wittenberg, Germany. He argued that indulgences had no place in the Bible, and Christians could only be saved by faith. Rather than recant, Luther rejected the authority of Rome. The German monk Martin Luther sparked a revolt in 1517. 46 But many agreed with Luther and became his followers. Overnight, copies of Luther’s 95 Theses spread and sparked debate across Europe. In 1521, Pope Leo X excommunicated Luther. The Holy Roman emperor, Charles V, declared Luther an outlaw and ordered his books to be burned. 47 He believed that all Christians had equal access to God and did not need a priest to intervene. He wanted ordinary people to study the Bible. He banned the granting of indulgences, prayers to saints, pilgrimages, and confession. Luther’s teachings differed from those of the Roman Catholic Church. 48 His followers took on the name “Protestants” because they were in protest against papal authority. Luther simplified the mass, emphasizing the sermon. Ministers used their sermons to attack corruption in the Roman Catholic Church. He permitted the clergy to marry. The printing press quickly spread Luther’s writings throughout Germany and Scandinavia. 49 Some German princes saw Lutheranism as a chance to throw off the rule of both the Church and the Holy Roman emperor. Some saw an opportunity to seize Church property in their territories. Others embraced the new church out of nationalistic loyalty. Many were tired of paying to support clergy in Italy. 50 Luther denounced the violence, favoring respect for political authority. With his support, the nobles suppressed the uprising. Thousands died as a result. The people demanded an end to serfdom. In 1524, a peasants’ revolt erupted across Germany. 51 Charles V tried to force the German princes to return to the Catholic Church. Most in the north chose Lutheranism; most in the south chose Catholicism. Under this treaty, each prince chose a religion for his realm—either Catholic or Lutheran. In 1555, after several brief wars, Charles and the princes signed the Peace of Augsburg. 52 Reformers in Switzerland also challenged the authority of the Catholic Church. Ulrich Zwingli, an admirer of Erasmus, also stressed the importance of the Bible and rejected elaborate Church rituals. The city council in Zurich adopted his ideas. John Calvin, a French-born priest and lawyer, was strongly influenced by these Reformation ideas. 53 Calvinists attempted to live saintly lives to demonstrate that they were among those God had selected. Calvin accepted most Lutheran beliefs but added his own belief in predestination. He preached that God had long ago determined who would or would not gain eternal salvation. There were two kinds of people, saints and sinners. Only the saved could live a truly Christian life. 54 In 1541, the people of Geneva, Switzerland, invited Calvin to lead their community. He established a theocracy. Religious leaders felt entrusted by God to build a Christian society based on hard work, discipline, thrift, and honesty. Offenses such as swearing, laughing in church, and fighting resulted in fines or worse. Many Protestants saw Geneva as a perfect Christian community. 55 By the late 1500s, Calvinism had spread throughout northern Europe. In Germany, Lutherans and Catholics fought Calvinists. In France, Calvinists battled Catholics. In Scotland, Calvinist preacher John Knox helped overthrow a Catholic queen. To escape persecution in England, groups of Calvinists sailed for America in the early 1600s. Challenges to the Catholic Church set off a series of religious wars. 56 SECTION 4: THE REFORMATION SPREADS 57 Describe the new ideas that Protestant sects embraced. Understand why England formed a new church. Analyze how the Catholic Church reformed itself. Explain why many groups faced persecution during the Reformation. Objectives 58 Terms and People sect – a subgroup of a major religious group Henry VIII – king of England; caused England to break away from the Catholic Church Mary Tudor – daughter of Henry and Catherine of Aragon; as queen, she tried to restore Catholicism in England Thomas Cranmer – first archbishop of the Church of England, wrote The Book of Common Prayer 59 Terms and People (continued) Elizabeth I – daughter of Henry VIII; queen for 45 years; brought compromise between Catholics and Protestants canonize – to recognize someone as a saint compromise – an acceptable middle ground Council of Trent – appointed by the pope in 1545; over 20 years, advised about reforms to answer the Protestant challenge 60 Terms and People (continued) Ignatius of Loyola – the Spanish knight who founded the Society of Jesus, or Jesuits Teresa of Avila – began an order of nuns, reformed Spanish convents and monasteries ghetto – a separate section of a city where members of a minority group are forced to live 61 How did the Reformation bring about two different religious paths in Europe? Throughout Europe, Catholic monarchs and the Catholic Church fought back against the Protestant challenge. They took steps to reform the Church and to restore its spiritual leadership of the Christian world. Still, Protestant ideas continued to spread. 62 As the Reformation continued, hundreds of new Protestant sects appeared. Some broke away from the mainline churches. Many followed the teachings of Luther, Calvin, or Zwingli, but some were more radical. 63 One new sect was the Anabaptists. Anabaptists rejected the baptism of infants. Some radical Anabaptists favored the abolition of private property and sought to speed up God’s judgment day. Most Anabaptists were peaceful, calling for religious tolerance and separation of church and state. Today’s Baptists, Mennonites, and Amish all have Anabaptist origins. 64 When the pope refused to annul the marriage, the king took over the English Church. He wished to marry a young noblewoman, Anne Boleyn. He hoped she would bear him a male heir. The English Reformation was not due to reformers, but rather to a king—Henry VIII. In 1527, Henry sought to annul his marriage to wife Catherine, who had only borne a daughter, Mary Tudor. 65 Archbishop Cranmer annulled the marriage. Henry married Anne Boleyn. They had a daughter, Elizabeth. Catholics who opposed Henry were executed. One of those beheaded was Sir Thomas More, whom the Catholic Church later canonized. Parliament placed the Church of England under Henry VIII’s control. Thomas Cranmer was appointed archbishop. 66 In 1547, Henry was succeeded by his nine-year- old son, Edward. Edward favored the Protestant religion. Henry had Catholic property confiscated and distributed to nobles to gain their support. 67 Parliament passed several laws to make the English or “Anglican” Church more Protestant. Mary tried to restore Catholicism and had many Protestants burned at the stake for heresy. Thomas Cranmer drew up The Book of Common Prayer, which became required reading at all Anglican services. While still in his teens, young Edward died and was succeeded by Mary Tudor. 68 In 1558, the daughter of Henry VIII and Anne Boleyn took the throne as Queen Elizabeth I. She compromised between Catholics and Protestants. She did not allow herself to be put at the head of the Anglican Church. The Anglican Church retained many Catholic practices. The church service was translated from Latin to English. 69 The “Elizabethan Age” lasted until Elizabeth’s rule united England and avoided future religious wars. Under Elizabeth, England enjoyed a Golden Age of literature and arts. 70 Major European Religions About 1600 71 From 1530 to 1540, Pope Paul III led a movement to reform the Catholic Church. In 1545 Pope Paul called the Council of Trent to end corruption and worldliness in the Church and settle issues of doctrine. The Council declared that salvation comes through both faith and good works. This effort was also called the Counter-Reformation. 72 Pope Paul III also strengthened the Inquisition to fight against Protestantism. The Inquisition was a special court set up during the Middle Ages. The Inquisition used secret testimony, torture, and executions to root out Protestant heresy. It prepared a list of immoral or irreligious books Catholics could not use, including the writings of Calvin and Luther. 73 Ignatius of Loyola, a Spanish knight, founded the order as “soldiers of God.” Jesuits followed strict moral and spiritual rules. Their rigorous training included complete obedience to the Church. They ran schools and traveled to distant lands as missionaries. In 1540, the Pope recognized a new religious order, the Society of Jesus, or Jesuits. 74 Her order lived in isolation, eating and sleeping little. They dedicated themselves to prayer and meditation. After her death, Teresa was canonized. Teresa of Avila established an order of nuns. During the Counter- Reformation, many Catholics felt renewed feelings of intense faith. 75 By 1600, a majority of Europeans remained Catholic, but Protestantism had a major foothold on the continent. The Catholic Reformation succeeded in bringing back many Protestants and in reforming the Church. Religious conflict influenced political debate, which erupted into war throughout much of Europe. 76 Heightened passions about religion also resulted in intolerance and persecution. Between 1450 and 1750, tens of thousands were killed as witches, especially in the German states, Switzerland, and France. Most were women. Belief in witchcraft represented twin beliefs in Christianity and magic. Witches were seen as agents of the devil and thus anti-Christian. 77 In the late 1500s, many Jews migrated to the Ottoman empire or to the Netherlands. They were expelled from Spain in In 1516, Venice ordered Jews to live in a separate part of the city called a ghetto. Luther called for their expulsion from the north. In the 1550s, the Pope added new restrictions. Jews faced increasing persecution and restrictions during the Reformation. 78 SECTION 5: THE SCIENTIFIC REVOLUTION 79 Explain how new discoveries in astronomy changed the way people viewed the universe. Understand the new scientific method and how it developed. Analyze the contributions that Newton and other scientists made to the Scientific Revolution. Objectives 80 Terms and People Nicolaus Copernicus – Polish astronomer who proposed a heliocentric model of the universe heliocentric –idea that the sun, not the Earth, was at the center of the universe Tycho Brahe – Danish astronomer who collected data to prove that Copernicus was correct Johannes Kepler – mathematician who plotted the orbits of planets and discovered they are elliptical Galileo – scientist who proved that the Earth moves around the sun; in 1633, the Inquisition forced him to recant his heliocentric views 81 Terms and People (continued) Francis Bacon – English thinker who, with Descartes, rejected the assumptions of Aristotle; stressed experimentation and observation René Descartes – French philosopher and mathematician who proposed the need to search for provable knowledge scientific method – a step-by-step process of discovery requiring the collection of accurately measured data hypothesis – a logical or possible explanation to a problem to be tested using the scientific method 82 Terms and People (continued) Robert Boyle – scientist who explained all matter as being composed of tiny particles that behave in knowable ways; proposed laws governing gases Isaac Newton – scientist who argued that there were uniform laws of nature and that all motions could be measured mathematically gravity – force that keeps planets in orbit; proposed by Newton calculus – a branch of mathematics partially developed by Newton 83 How did discoveries in science lead to a new way of thinking for Europeans? In the mid-1500s, a profound shift in scientific thinking brought the final break with Europe’s medieval past. At the heart of this Scientific Revolution was the assumption that mathematical laws governed nature and the universe. Therefore, people could know, manage, and shape the physical world. 84 Until the mid-1500s, Europeans accepted the idea that the Earth was the center of the universe. This geocentric view was developed in ancient times by Aristotle and Ptolemy. By the Renaissance, it had become official Church doctrine. 85 Polish astronomer Nicolaus Copernicus challenged this view. In 1543, he proposed a heliocentric, or sun-centered, model of the solar system. The Earth and other planets revolved around the sun. This 1660 diagram shows a heliocentric solar system 86 Copernicus’s revolutionary theory was rejected. If the classic scholars were questioned, then all knowledge might be called into question. Johannes Kepler used Brahe’s data to calculate the orbits of the planets. Kepler found that the planets don’t move in perfect circles as earlier believed. But careful observations by Tycho Brahe supported Copernicus. 87 In Italy, Galileo Galilei built a telescope and observed several moons in orbit around Jupiter. Galileo was tried for heresy and forced to recant his theories before the Inquisition. This contradicted Church doctrine that the Earth was the center of the universe. He said these movements were the same as those of the planets around the sun. 88 Scientists rediscovered Greek philosopher Plato, who saw mathematics as the key to learning about the universe. Francis Bacon and René Descartes challenged medieval scholarship that sought only to make the world fit into the teachings of the Church. Despite opposition from the Church, a new approach to science emerged during the early 1600s. 89 Bacon and Descartes argued that truth is not known at the beginning of the inquiry, but rather at the end. Bacon stressed observation and experimentation. He wanted science to improve people’s lives by developing practical technologies. 90 Descartes emphasized human reasoning as the best road to understanding. In his Discourse on Method (1637), he discarded all traditional authorities to search for knowledge that was provable. The only thing he could not question was doubt. Since he could doubt, he had to exist as a rational being. “I think, therefore I am.” —Descartes 91 Over time, scientists developed a step-by-step scientific method. It required the collection of accurate data and the proposal of a logical hypothesis to be tested. 92 There were dramatic advances in medical knowledge in the 1500s and 1600s. In 1543, Andreas Vesalius published On the Structure of the Human Body, the first accurate and detailed study of human anatomy. In the early 1540s, Ambroise Paré developed new surgical techniques and tools, artificial limbs, and ointments to prevent infection. 93 William Harvey described the circulation of blood, showing that the heart was a pump. Anton van Leeuwenhoek perfected the microscope and became the first person to see cells and microorganisms. There were dramatic advances in medical knowledge in the 1500s and 1600s. 94 Defined the difference between individual elements and compounds Explained the effect of temperature and pressure on gases Explained that all matter is composed of tiny particles that behave in knowable ways In the 1600s, English chemist Robert Boyle: Medieval chemists, called alchemists, had believed that any substance could be turned into any other and tried to transform ordinary metals into gold. 95 He believed that all motion in the universe can be measured and described mathematically. He contributed to the development of calculus, a branch of mathematics, to help explain his laws. Newton theorized that gravity was the force that controls the movements of the planets. Isaac Newton linked science and mathematics. Download ppt "CHAPTER 13 THE RENAISSANCE IN ITALY. Describe the characteristics of the Renaissance and understand why it began in Italy. Identify Renaissance artists." Similar presentations Renaissance/Reformation Chapter 13. Renaissance Renaissance means –Rebirth It was a time of change in Politics, Social Structure, Economics, and Culture. The Reformation and Scientific Revolution Rethinking Our Place in the Universe. The Renaissance AKS 38 Ch. 17. EQ What is the Renaissance and what brought about this change? What were the impacts of the Renaissance and how does it. The Renaissance and Reformation (1300–1650) Chapter 14. World History Junior Blitz. Day 1 Agenda Welcome Expectations Review of the Renaissance. THE TRANSFORMATION OF THE WEST TWO RENAISSANCES Italian Renaissance Italian Renaissance Renaissance, or rebirth of art and learning, GHSGT Review – World Hist. The Reniassance Rensissance. TODAYS OBJECTIVES: Analyze the historical forces and religious issues that sparked the Reformation. Trace Martin Luthers role in the religious movement. Social Studies Gateway Review Packet Content Related material. Introduction to Ch 19 The Renaissance and the Reformation. Protestant Reformation and the Catholic Counter -Reformation. The Renaissance – means rebirth; in Europe was the rebirth of ideas and culture connected with ancient Greece and Rome. Mainly in urban centers. Florence. Renaissance and Reformation Section 3 Essential Questions What was the state of Catholicism in the 1400s? How did Martin Luther challenge the Catholic. The Transformation of Europe The Fragmentation of Europe Lets Revisit: The Christian church had previously split between Rome and Byzantium. Renaissance and Reformation Section 1. Renaissance and Reformation Section 1 Preview Starting Points Map: Europe Main Idea / Reading Focus The Beginning. Renaissance & Reformation (14-17 th Century) Unit 3. Europe in the Middle Ages STANDARD WHI.12a The student will demonstrate knowledge of social, economic, and political changes and cultural achievements. Splash Screen Section 1-7 The New Agriculture The number of people almost doubled in Europe between 1000 and 1300, from 38 to 74 million people. Click. World History 1500 to Present Unit 1 Vocabulary: World Empires and Religions circa 1500 AD; Renaissance, Reformation and Scientific Revolution Intro SOLs: A New Civilization Emerges in Western Europe. Postclassical/ Middle Ages Period of great faith-Islam and Christianity Christian missionaries spread message. European Renaissance and Reformation, 1300–1600 QUIT Chapter Overview Time Line Visual Summary SECTION Italy: Birthplace of the Renaissance 1 SECTION The. The Transformation of Europe Religious Conflict in Europe. World History Overview 1500-Present McEachern High School GHGST Saturday Tutoring. Chapter 11 The Age of Reformation Chapter 11 The Age of Reformation Copyright © 2010 Pearson Education, Inc., Upper Saddle River, NJ All rights.

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Browse Story Topics Press Releases, Research, Electrical Engineering and Computer Science, Innovative Computing Laboratory, REDDnet Two UT Researchers Win Fifth Annual IDEA Awards KNOXVILLE — Two University of Tennessee, Knoxville, researchers have been awarded the 2010 Internet2 Driving Exemplary Applications (IDEA) Award for their work in developing a network storage infrastructure that will aid the nation’s researchers and educators in transferring large amounts of data and research quickly and easily for collaboration. Micah Beck, an electrical engineering and computer science professor, and Terry Moore, associate director of the Innovative Computing Laboratory (ICL), developed the Education Data Depot network (REDDnet) Data Logistics Toolkit which is a model for storage facilities supporting data‐intensive collaboration. Beck and Moore collaborated on the project with Paul Sheldon, professor of physics and director of the Vanderbilt Advanced Computing Center for Research and Education at Vanderbilt University; Martin Swany, professor of computer science and information sciences at the University of Delaware; and P.R. Blackwell, director of the Columbia Regional Geospatial Service Center at Stephen F. Austin State University. Faculty, students and research staff at UT Knoxville also have been developing REDDnet for the past decade. REDDnet is a National Science Foundation‐funded infrastructure project that provides a large storage facility for data‐intensive collaboration among the nation’s researchers and educators in a wide variety of application areas including high‐energy physics. In essence, it provides a platform in which institutions can create bridges for data sharing and collaboration on large-scale projects such as the Large Hadron Collider, the particle accelerator in Switzerland. “The REDDnet model provides ‘working storage’ to help manage the logistical factors in moving and staging large amounts of data across the wide area network — not just fast transport, but enormous data volumes, globally distributed data, asynchronous data access and data preprocessing,” Beck said. The researchers are among four Internet2 IDEA Award winners. The IDEA Awards program recognizes innovative advanced network applications that have had the most positive impact within the research and education community. Each application was nominated by a member of the Internet2 community and judged by a member-based committee. Internet2 is the foremost U.S. advanced networking consortium. By bringing research and academia together with technology leaders from industry, government and the international community, Internet2 promotes collaboration and innovation that has a fundamental impact on the future of the Internet. ICL is part of the electrical engineering and computer science department in the College of Engineering at UT Knoxville and serves as the cornerstone laboratory of the Center for Information Technology Research (CITR), one of UT’s nine Centers of Excellence. C O N T A C T : Whitney Holmes (865-974-5460, [email protected])

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Home>Discover>Academic Schools>Science, Engineering and Technology>Division of Natural and Built Environment>Women in Engineering>Rebecca Wade Dr Rebecca Wade - Senior Lecturer, Environmental Science With a PhD in erosion prediction and 20 years of research experience on both sides of the Atlantic, Dr Rebecca Wade has internationally recognised expertise in the fields of landscape processes, river restoration, urban water management and urban ecosystem services. She has been working in the Urban Water Technology Centre at Abertay since 2002 and is active in the campaign to improve gender equality in STEM. What inspired you to pursue a career in engineering? Actually I came to it by accident! I am trained as a Physical Geographer. When I began lecturing environmental science at Abertay I found myself surrounded by civil and environmental engineers. I soon realised how my background could complement the engineering expertise already at Abertay. We work closely together to develop programmes with a strong thread of environmental engineering, sustainability and environmental management. Who do you consider to be inspirational women in engineering? A British civil engineer called Molly Isolen Fergusson. She studied engineering in Edinburgh and became the first female fellow of the Institution of Civil Engineers. She was also the first female senior partner in a UK civil engineering firm. She worked largely on bridges and other infrastructure projects in Scotland and received an OBE in 1979 for her work with the Women’s Engineering Society. What is your career highlight to date? I worked in Brazil on a project to improve urban environments in rapidly expanding cities to deliver flood reduction, biodiversity benefits and social benefits to the communities living there. Working across disciplines, across languages and across cultures is certainly a challenge – but that’s also what makes it so exciting and rewarding. Are there any barriers still to be addressed for women in your field? Girls are still not seeing engineering as a career pathway – they are not being encouraged to choose it either! This is more of a problem in the UK than in other countries so we need to figure out what we can do differently. There are several new initiatives aimed at raising the profile of women in science, technology and engineering. That is part of the reason we are marking National Women in Engineering Day (#NWED2016) with an event at Abertay to create a focus on the amazing career opportunities available to women in this exciting industry. Women make great engineers and engineering as a profession is better with their involvement. What is your favourite feat of engineering? There are lots of amazing examples to choose from but I’ll stick to my passion – rivers. Every year I take our Civil Engineering students on a hydrology field trip around the Tay catchment. We go to the Tay road and rail bridges, Perth city Flood defences and Pitlochry hydro but for me the highlight is the Dunkeld bridge over the Tay. It was designed by Tomas Telford and has been standing for more than 200 years. When it was constructed in the early 1800s, an arc rather than a hump-back bridge was an innovative new design. During construction the engineers faced serious challenges. The Tay River had to be 'moved' to allow the construction of parts of the pillars and the engineers had to construct the arch supports on rafts of spruce and larch timber. It was a unique engineering solution at the time and the cost of construction was far in excess of the original estimate. That’s why there was a toll on the bridge for many years. GET IN TOUCH

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SIS News SIS Newsletter SIS In The Media SIS Events Triple Alumna Honored for Outstanding Service at SIS Award Ceremony By Sonja Patterson Triple alumna Fruzsina Harsanyi gives her honoree remarks. Also pictured: His Excellency Béla Szombati, Hungarian Ambassador; Louis Goodman, SIS Dean; Tamar Gutner, Director of the SIS International Politics Program. The School of International Service honored Fruzsina Harsanyi, SIS/BA ’64, SIS/MA’67, SPA/PhD ’72, as SIS Alumna of the Year on April 29, 2010 at its 52nd Anniversary celebration hosted by the Hungarian Embassy in Washington, D.C. “Thank you for letting me flaunt my Hungarian heritage,” Harsanyi told the crowd at the embassy. She made good on her promise to cite her roots after the former Hungarian Ambassador chided her for never mentioning her background at previous speaking engagements. “Paprika courses through my veins,” she said, echoing a line she heard recently from a fellow Hungarian, former N.Y. Governor George Pataki. Harsanyi said she was quite surprised when SIS Dean Lou Goodman told her she had been selected for the award, but also very excited. "I didn’t think that I had done anything so remarkable… other than what I was trained for and what was expected of me." Harsanyi, Senior Advisor to the Public Affairs Council, mentioned two people who’ve had the greatest impact on her life. ”One who sent me to SIS, my father, and the one who sent me away from SIS, my former advisor Professor Sam Sharp.” She was a Freshman English major at the University of Pennsylvania when her father came home from a work meeting in D.C. with a brochure from the School of International Service. “The brochure said, ‘Program D: Business Diplomacy’–the classes sounded exotic. World politics and international law sounded much more interesting than dissecting Shakespeare and Chaucer,” she said. By September of her sophomore year, she was enrolled at AU. “I applied, did the interviews, and came down to D.C. It all happened so fast.” She loved SIS so much that she stayed for 11 years straight, long enough to obtain three degrees.“I was a student with tenure,” she says. Her dream was to be a college professor, but she chose a different path instead. “My advisor, Professor Sharp, knew me better than I knew myself. He said, ‘If you really want to be a good teacher, you’ve got to get out and do something else. You have to leave SIS. You must leave this wonderful womb.’ So I left campus, I left my friends, went downtown, and got a real job.” Her career took off and for 30 years she managed the public affairs for several multinational corporations, including the Continental Group, Combustion Engineering, ABB Inc., and Tyco International. SIS, she says, gave her an international perspective when the United States was in the Cold War, as well as a commitment to service, and a set of values of that guided her professional life. “It made me comfortable maneuvering in the global society that we have become.” Among the many values she names, all have a common denominator of seeking the truth both outward and inward, because “you better know who you are and where you stand.” She says, “If you don’t have Integrity, you don’t have trust, and if you don’t have trust, you don’t have relationships. And if you can’t build relationships, you’re nothing here [in D.C.] Many friends, family, colleagues, and fellow alumni were there to celebrate her honor for outstanding service. SIS Dean Goodman said, “I have been a big admirer of Fruszi since I first heard of her distinguished business career and I’m honored she joined the Dean’s Advisory Council.” The Hungarian Ambassador, His Excellency Béla Szombati, called Harsanyi “a wonderful specimen of the combination of these two countries.” “Hungary gave a bright young student to American University,” then, in turn, “AU gave a great public affairs consultant and teacher to the world based on the raw materials that Hungary gave,” he said. This fall, Harsanyi will return to AU to teach a class on International Global Public Affairs at SIS. She will also teach at Georgetown University and the Australian Center for Public Affairs. “I hope to replicate the learning partnership that I experienced while a student at AU,” she said. She wants her students “not to be linear thinkers; to be curious and inquisitive; to be citizens of the world; to embrace diversity; to be comfortable with their roots because their very soul depends on that; to be proud Americans without being arrogant.” “I want to guide the next generation of business managers so they don’t just look at the bottom line, but the larger context on which they operate. I will forever be an advocate for an activist - and an action - orientated civil society; for people who say the good doesn’t happen by itself, and the good doesn’t stay good unless somebody intervenes. I think if we take this view, we have a chance of controlling the damage that may happen, averting the bad things that may happen, and just possibly making things a little better.” The No-Joke Olivia Pope

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