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2014-52/2855/en_head.json.gz/18051

Contests Polls MomsEveryday Home Pros Holiday Bash Junior Achievement Teen Summit By: Melissa Warren Email Updated: Tue 6:03 PM, Nov 27, 2012 / Article SKyPAC was full of more than a thousand middle and high school students today for Junior Achievement of South Central Kentucky's 11th annual Teen Summit. The event teaches students about what they can do now to prepare for college, and have success now and in the future. Organizers brought in a speaker who found his own success literally climbing mountains. "The mountains that he's climbed all over the world, and things like that... and how he started out when he was in middle school, and how someone came and spoke to him at an assembly at his school, and how that really motivated him to do something with his life," said Junior Achievement of South Central Kentucky Program Manager Megan Micheli. The event also featured a panel of college and career experts who answered student's questions on how to prepare for life after high school. Students from 15 schools in five counties were at the summit.

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New Pope Francis has keen political sensibility, humility Cardinal Jorge Mario Bergoglio elected pope UPDATED 11:09 AM EDT Mar 20, 2013 VATICAN CITY - Pope Francis is the first ever from the Americas, an austere Jesuit intellectual who modernized Argentina's conservative Catholic church. Known until Wednesday as Jorge Bergoglio, the 76-year-old is known as a humble man who denied himself the luxuries that previous Buenos Aires cardinals enjoyed. He came close to becoming pope last time, reportedly gaining the second-highest vote total in several rounds of voting before he bowed out of the running in the conclave that elected Pope Benedict XVI.View a slideshow of the new pope. Groups of supporters waved Argentine flags in St. Peter's Square as Francis, wearing simple white robes, made his first public appearance as pope. "Ladies and Gentlemen, good evening," he said before making a reference to his roots in Latin America, which accounts for about 40 percent of the world's Roman Catholics . Bergoglio often rode the bus to work, cooked his own meals and regularly visited the slums that ring Argentina's capital. He considers social outreach, rather than doctrinal battles, to be the essential business of the church. He accused fellow church leaders of hypocrisy and forgetting that Jesus Christ bathed lepers and ate with prostitutes. "Jesus teaches us another way: Go out. Go out and share your testimony, go out and interact with your brothers, go out and share, go out and ask. Become the Word in body as well as spirit," Bergoglio told Argentina's priests last year. Bergoglio's legacy as cardinal includes his efforts to repair the reputation of a church that lost many followers by failing to openly challenge Argentina's murderous 1976-83 dictatorship. He also worked to recover the church's traditional political in

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By November 2011, the City and County of San Francisco held digital literacy training for more than 1,600 participants. These workshops were created to boost broadband adoption among low-income families, senior citizens, adults with disabilities, and other socially vulnerable groups. Known as the San Francisco Community Broadband Opportunities Program (SF-CBOP), the City is partnering with 18 nonprofit and educational organizations to provide new computer classes and resources for local residents. For example, The Bayview Hunter’s Point Center for Arts and Technology and Streetside Stories, two non-profit media arts organizations, provide digital media youth programs, which prepare students for careers in website design and content generation. Offered at 13 locations across the city, these programs teach participants website design principles, digital filmmaking, digital storytelling, and content creation techniques. The Community Living Campaign, a non-profit organization dedicated to improving the lives of senior citizens, provides digital literacy classes in more than 50 senior centers. These classes include computer basics, Internet fundamentals, Internet safety, and social media techniques. Additionally, SF-CBOP is using BTOP funds to deploy new workstations in computer centers across the county. As of November 2011, SF-CBOP distributed more than 86 new workstations to the Vietnamese Youth Development Corporation, the Sunset Neighborhood Beacon Center, and the Western Addition Neighborhood Beacon Center. By the end of the BTOP project, SF-CBOP will provide over 300,000 instructor-led training hours in a variety of languages, including English, Spanish, Mandarin, Cantonese, and Russian, to more than 8,000 residents. Visitors to the Mildred Avenue Community Center in Mattapan, Mass., used to navigate the Internet “with the technological equivalent of a horse and buggy mired on a muddy road,” according to the Boston Globe. On August 24, 2010, the Community Center became the first location to benefit from the $1.9 million BTOP grant to the City of Boston. Now, computer users link to the city’s new broadband fiber-optic network with 15 new desktops. Before the project is completed, the city will provide 627 new computers and job training software at 48 locations including 15 community centers, 11 Boston Housing Authority (BHA) sites, and 22 libraries in many of the city’s lowest-income and lowest broadband adoption areas. At the Mildred Avenue Community Center, the new state-of-the-art desktops feature cutting edge software allowing participants to gain basic work skills online, study for the state’s standards-based assessment program, and access multimedia to produce videos and other art. BHA centers will feature similar software as well as programs geared toward health education. Computers at local library branches will provide literacy training and email access. The goal is to complete computer installation across the city by early 2011. When complete, nearly 18,000 people a week – a 40 percent increase – will be able to access broadband Internet as well as software designed for various subject matters, including workforce development, after-school education, and gang intervention-conflict resolution workshops To see local news coverage, please visit here. Last Updated: January 5, 2011 The City of Boston is partnering with OpenAirBoston to help low-income residents acquire the digital literacy skills needed for today’s technology-driven society through the Technology Goes Home (TGH) training program. This school-based family computer distribution and education initiative offers digital literacy training to students and their families across 52 public middle and high schools. Through March 2012, approximately 5,000participants have taken part in the program and earned a free netbook computer, and more than 300 families acquired new broadband subscriptions. Through the TGH program, new users receive 15 hours of classroom training on a variety of topics, including computer basics, resume creation, and job searches. The program also offers classes on financial literacy, helping students and parents understand everything from credit cards to home mortgages. In post-class surveys, 88 percent of adult program participants say they are likely to use online resources for job searches, and 80 percent are more likely to use online resources for banking. Additionally, the city has seen how TGH strengthens parents’ connections to school, each other, and their children. Sixty-four percent of English-speaking parents and 80 percent of non-English-speaking parents indicated that they had never participated in their child’s school before TGH. After completing the program, 98 percent of parents said they planned to become more involved with their children’s school. TGH also makes acquiring digital literacy skills accessible to several underserved populations. For example, TGH provides blind students and their families with new Internet-based tools and applications that help them interact with the world. Additionally, TGH offers classes in eight different languages, including Spanish, Mandarin, Somali, and Haitian Creole. The program helps families integrate into their communities, providing them with a supportive network to help navigate parenting challenges. For example, parents in the Somali refugee community told program trainers that they felt disconnected from their children after coming to the United States. Enrolling in TGH helped them to better understand their children’s experiences and connect with them using technology. City of Chicago (SBA) To spur economic development in five disadvantaged neighborhoods across the city, the City of Chicago’s Smart Communities program created the Business Resource Network (BRN), an initiative designed to help local businesses become sustainable, profitable entities by providing them free access to broadband, business software, and technology workshops. The BRN helps local companies acquire the broadband services, computer applications, and skills needed to succeed in today’s digital economy. Small and medium-sized businesses participating in the BRN first conduct a technology needs assessment, which helps them identify new computer resources and skills. Once needs are identified, these businesses develop an action plan and map out an approach and timeline for acquiring computer equipment and business training. Businesses then participate in workshops and one-on-one consultations on a variety of topics, including software training, business planning, marketing, and website development. Through December 2011, more than 180 businesses completed a technology assessment, 105 developed action plans, and 220 participated in workshops. For example, a local restaurant owner, who participated in the BRN, was able to increase his customer base by developing a marketing plan to promote the restaurant’s newly installed wireless Internet network. Additionally, a local resident received a raise at her job after completing one of the program’s Microsoft® Office classes. BTOP funding has also allowed the City of Chicago to create new jobs, hiring 17 full-time and 29 part-time staff for administration support and training. In addition to providing resources for small businesses, the Smart Communities program also offers resources to help community residents develop digital skills. Residents can participate in digital literacy classes, covering topics such as computer basics, Internet fundamentals, and online banking. Through December 2011, nearly 10,000 Chicagoans participated in the program’s digital literacy classes. As of June 2013, the City of Chicago deployed approximately 2,500 workstations at nearly 150 upgraded and 18 new public computer centers across the city. These centers are part of the SmartChicago Public Computer Centers project, intended to provide Internet access and training with a specific focus on low-income citizens, at-risk youth, senior citizens, people with disabilities, and the unemployed. A large number of city residents lack home broadband access and rely on libraries and other public computer centers for broadband access, and for employment training and educational opportunities. Each week, more than 80,000 Chicagoans visit the centers, which provide a variety of classes covering topics such as introduction to Microsoft Office, graphic design, Internet basics, and computer security. The city’s goal is to help Chicagoans improve their lives through computer resources and educational opportunities. The City of Chicago also developed the Digital Skills Initiative, a series of self-paced, online modules that will teach residents computer and workforce development skills. Chicagoans have free access to more than 300 modules covering topics from computer basics to advanced spreadsheet manipulation. City of El Paso As of June 2013, the City of El Paso, Texas deployed approximately 1,300 computer workstations and 200 laptops in 89 public computer centers across the city. The city and the surrounding area face significant challenges because of poverty, sparse population distribution, and limited access to tools necessary for economic development. The Virtual Village: Digital El Paso’s Pathway to Success project provides much-needed computer access and training to vulnerable populations, particularly at-risk youth, the elderly, the unemployed, and minorities. The city also uses a mobile computer training lab to bring digital literacy programs, workforce development training, and workstations to areas with limited broadband connectivity. As of June 2013, more than 163,000 El Paso citizens participated in classes on topics including Microsoft Office basics, e-government, resume writing and job searches, financial literacy, citizenship, and social media. In addition, approximately 48,000 users per week on average visited the centers during the last quarter to use the computer stations. City of Los Angeles, California A BTOP Grant helped the City of Los Angeles tackle the digital divide in its most at-risk neighborhoods. Through the Los Angeles Computer Access Network (LA CAN) project, the City’s Community Development Department, Department of Parks and Recreation and various libraries developed and upgraded more than 180 public computer center sites throughout Los Angeles. As part of the $7.5 million grant, the City purchased more than 3,400 new computers, in some cases, replacing those that were seven to 10 years old. Through LA CAN, the city worked to increase digital literacy in the most at-risk neighborhoods. LA CAN opened new centers in areas with the highest levels of poverty and unemployment for maximum community impact. LA CAN provided more than 41,000 hours of computer skills instruction, Internet access for research, and job placement assistance to approximately 13,700 residents. The City of Milwaukee’s Connecting Milwaukee Communities project opened a new public computer center and upgraded eight centers across the city. These centers are part of an effort to increase broadband capacity and availability at sites that have historically been unable to adequately serve local residents. These upgraded centers now offer new computers, training, and technology specialists to help patrons develop their digital literacy skills. As of June 2013, the city deployed more than 330 laptops, serving an average of 9,300 users per week. Along with these computers, the centers provide a variety of classes covering topics such as computer basics, Internet fundamentals, word processing and spreadsheet skills, Internet search techniques, and online safety. The centers also offer career building assistance with resume creation, job searches, and interview preparation. City of New York The City of New York’s Connected Communities project is upgrading and expanding computer centers in libraries, public housing facilities, recreation centers, senior centers, and community support organizations across the city. The project provides digital literacy and multimedia training, access to after-school programs, test preparation, and workforce education. Each of the computer centers provides access to computers with software that enhances the experience for users with hearing, vision, and mobility disabilities through assistive technology. These functions include on-screen keyboard, screen magnifier, and text-to-speech applications that read text on the screen and allow or use of text or visual alternatives to sounds. The computer operating platforms also allow customization, such as adjustable keyboard and mouse settings, to accommodate individual needs. Through June 2013, the New York City Connected Communities project has deployed more than 1,780 workstations and provided more than 402,000 training hours. New York City Mayor Michael Bloomberg said that the access provided by the Connected Communities project “is essential for individuals to succeed academically and economically.” College of Menominee Nation Before the College of Menominee Nation opened the Community Technology Center (CTC), the only Internet access available on the reservation was slow dial-up. The reservation is located in one of Wisconsin’s more rural and economically disadvantaged areas and uses the CTC to provide broadband access and workforce training and development for economically vulnerable populations, including people with disabilities, at-risk youth, tribal members, and the unemployed. Through June 2013, the College of Menominee Nation deployed approximately 130 workstations and served an average of 320 users per week. The College of Menominee Nation has also partnered with the University of Wisconsin-Extension to offer tribal members classes to improve computer skills and digital literacy. A mobile lab travels around the community to teach people about broadband, its purposes and benefits, and basic computer literacy skills. Many members of the Menominee Indian Nation are active duty military and deployed around the world. Teaching computer skills, including how to use Skype software through these classes, enables family members to keep in touch with loved ones serving around the country and overseas. University of California, DavisThe University of California, Davis (UC Davis) increased institutional adoption of broadband... more State Broadband Initiative

教育

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06 Aug 2008 Imagine The City, The Countryside and The Suburbs - Radio 4 and The Open University join forces for three special editions of Thinking Allowed on BBC Radio 4 Imagination and The City Writers Will Self, Joanna Trollope and Iain Sinclair join host Laurie Taylor for three special editions of Thinking Allowed to discuss how imagination and reality combine to create the environments in which we live. The programmes, co-commissioned by BBC Radio 4 and The Open University, ask searching questions on the nature of our shared living environment and the boundaries of thought and practice. How does an artistic interpretation of the city, the countryside or the suburbs reflect the social realities of that environment? And how much is the lived experience of a place affected by the imagination and the associations it brings? In the first programme, Countryside (tx: Radio 4, Wednesday August 13, 4pm) Laurie is joined by novelist Joanna Trollope, sociologist Howard Newby and rural ethnographer Martin Phillips to discuss the idea and the reality of the ‘rural idyll’. In the second programme, Suburbia (tx: Radio 4, Wednesday August 20, 4pm), Laurie is joined by writer Iain Sinclair, sociologist Paul Barker and cultural theorist Tim Hubble to explore the dream of suburbia and why it is so often portrayed as anything but. The final programme, The City (tx: Radio 4, Wednesday August 27, 4pm), recorded in the BBC Radio Theatre, hears of the fear and excitement, violence and speed that a city creates and the role that imagination plays in producing the hard reality of city demographics. The panel discusses points made by the audience about the nature of modern cities and the role that culture plays in creating them. Thinking Allowed presenter Laurie Taylor said: "I’d take a bet that if sociologists were asked to nominate the one book which had most influenced their thinking, there’d be a clear majority in favour of The Sociological Imagination by C. Wright Mills. "Mills was anxious to show what was special about sociological thought, how it differed from other types of imagination. So naturally, it was Mills who came to mind when we were devising our special summer series of programmes on imagination and place. "We were certainly anxious to hear the views of social scientists on the perils and pleasures of life in the countryside, the suburbs and the town, but we also wanted to complement these with the literary versions of such places which had been developed by novelists like Joanna Trollope, Iain Sinclair and Will Self. The result was revelatory." Sophie Watson, Professor of Sociology with The Open University and academic adviser on the series said: "In the last three programmes of this collaboration between The Open University and Thinking Allowed, themes that have been touched on in the three previous programmes on Berlin, Marseille and New York, will be reflected on in discussions between academics and literary and cultural theorists. "In these three programmes the focus is on the way in which different environments are imagined and lived. Increasingly as global processes touch every corner of the world, the distinctions between local and global and between the city and the country are increasingly difficult to maintain. Nevertheless at the cultural, social and political levels, some differences do remain which will be explored here. "So too at the level of people selecting to live in one area or another, choices are made on the basis of imagined possibilities, fears and understandings of particular places, which are themselves constructed in multifarious ways from the media to hearsay. These discussions will unpack in novel ways the complexity of living in different places from the country to the city and in-between." Editor’s Notes The three ‘Imagination and the…’ programmes are the final three programmes in a series of six co-commissioned with The Open University. The first programme ‘Imagination and The Countryside’ will broadcast at 4pm on Wednesday August 13 and after the midnight news on Sunday August 17. The second programme ‘Imagination and The Suburbs’ will broadcast at 4pm on Wednesday August 20 and after the midnight news on Sunday August 24 and the final programme ‘Imagination and The City’ will broadcast at 4pm on Wednesday August 27 and after the midnight news on Sunday August 31. All programmes will be available on the BBC iPlayer. The Producer for the BBC is Charlie Taylor. The Editor is Sharon Banoff. Executive Producer for The Open University is Emma De’Ath . The Open University Academic Adviser is Professor Sophie Watson. The Broadcast Learning Executive for The Open University is Dr Caroline Ogilvie. The Open University and BBC have been in partnership for more than 30 years, providing educational programming to a mass audience. In recent times this partnership has evolved from late night programming for delivering courses to peak time programmes with a broad appeal to encourage wider participation in learning. All broadcast information is correct at time of issue. ResourcesRelated Courses and programmes from the Open University:- - DD100 Introduction to the Social Sciences- DD205 Living in a Globalised World- DD201 Sociology and Society- DD308 Making Social Worlds- DD304 Understanding Cities Related links Full Series Synopsis Thinking Allowed on Open2.net OU Courses Ref: PR5227 ‹ back to All News stories

教育

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Reception, Frequencies, & How To Listen Should It Take 2 Or 3 Years To Earn A Law Degree? By Tovia Smith Transcript RENEE MONTAGNE, HOST: Law students are looking for some changes to their education. The American Bar Association plans to issue a report in the next few weeks, recommending a major overhaul of how law schools operate. And students are hoping that a recent comment from President Obama, will boost one reform in particular: cutting law schools down to two years, from three. NPR's Tovia Smith reports. TOVIA SMITH, BYLINE: There is an old joke about law school - that in the first year, they scare you to death, in the second, they work you to death, and in the third, they bore you to death. Apparently, the president has heard that one. PRESIDENT BARACK OBAMA: Law schools would probably be wise to think about being two years instead of three years. SMITH: President Obama, who has been on both sides of the lectern, says after two years, law students would be better off clerking or working in a firm, than spending another $30,000 or $40,000 on more classes. OBAMA: This is probably controversial to say, but what the heck, I'm in my second term so I can say it. (LAUGHTER) SMITH: It's not hard to understand - that as much as students would be thrilled to see their tuition cut by a third, law schools would not appreciate the cut in revenues. SAM ESTREICHER: I'm not very popular at the New York University School of Law. SMITH: NYU law professor Sam Estreicher is one of those pushing hardest for law students to be allowed to finish school and take the bar exam after two years. It's not that he necessarily wants the third year to disappear... ESTREICHER: Part of a strategy here is to light a fire under the law schools. I think once they realize that the third year of revenue is cut off because the state is not going to require it, they will have to redesign that third year to make it more relevant to what these students need. UNIDENTIFIED MAN: So now, escape of ferae naturae cuts off ownership.... SMITH: At Boston College, as elsewhere, first year students spend most their time in core requirements like this property class. UNIDENTIFIED MAN: Mr. Tully, do you... TULLY: Maybe he should have known that wasn't it. SMITH: He knew or should have known... But by their third year, students typically move on to electives like - the so-called law and classes - as in law and literature, women and film, or Catholic social thought. It's time - some say - that would be better spent getting real world practical experience. Northeastern University Law School requires students to work for 12 months over their three years. Professor Roger Abrams says it makes students much more ready to practice than even he was. ROGER ABRAMS: The first time I saw a deposition was the first deposition that I took as lawyer. Whereas, my students will be sitting in on depositions and maybe helping prepare them. SMITH: Students also need a third year to develop some expertise once they've decided whether they want to be, for example, a corporate, or family or trial lawyer, says University of Houston law professor Michael Olivas, and you can't do all that, he says, in two years. MICHAEL OLIVAS: I think that's half-baked. If we can't produce practice-ready lawyers after three years, how are we going to resist them after two years? SMITH: The American Bar Association, that accredits U.S. law schools, has resisted the idea of a two-year program. ABA president Jim Silkenat says lopping off a year just to save money makes no sense. JIM SILKENAT: It's like, you know, buying a suit, you have a better suit if you get both the coat and pants and not just the coat. SMITH: Instead, Silkenat says students, already have the option of cramming three years of courses into two - they pay the same tuition, but they get to start earning sooner. Another idea is to offer a quicker certification to become a kind of limited practitioner - kind of like a nurse practitioner. BC Law School Dean Vincent Rougea agrees reforms are needed, but suddenly slashing to two years, he says, would be dangerous. VINCENT ROUGEA: Is there fat in the system? Yes. There are things that we could change. But, you know, we don't to throw the baby out with bathwater. We don't want to - I mean, you know, you have a lot of things at stake. SMITH: The idea gives even some students pause. BC's Jason Triplett says he'd love law school to be cheaper, but he says that might backfire on students trying to find already scarce legal jobs. JASON TRIPLETT: I worry that making it more affordable will make it more attractive and then, then what do you have, an even more saturated field with no jobs. SMITH: As one lawyer put it, lopping off a year of law school is such a radical idea - those who are making the case for it, are the ones who have the burden of proof. Tovia Smith, NPR News, Boston. Transcript provided by NPR, Copyright NPR.Related Program: Morning Edition on Wyoming Public RadioView the discussion thread. © 2014 Wyoming Public Media. All rights reserved.

教育

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Trying to shed the Yale admissions myth By Louise Story In Minot, N.D., a town of 36,567 that hugs the Canadian border, rolling green hills give way to endless miles of flat land. The one-room train station is, on a typical day, packed with expectant friends greeting family back to the township that hosts the annual state fair. High schoolers Becky Lebrun and Laura Rasmusson, both 18, both straight-A high school seniors, plan to stay in Minot all their lives. They looked puzzled when asked if they would leave — even to attend Yale University, one of those prestigious, far-away Ivies. “When we look out to the coast, either one, we see a totally different world,” Lebrun said. “We know that this is a better way to live.” They are not, apparently, alone. For an unknown, unspoken cross section of American high school students Yale is an idea, a story, a myth that some top students like like Lebrun and Rasmusson want no part of. Too expensive. Too competitive. Too far away. The Yale Daily News traveled this summer to the vast stretches that lie between the country’s populous and cosmopolitan coasts, to the places where Yale’s name does not resonate the way it does in New York’s private day schools or Massachusetts’ boarding academies or the public schools of San Francisco’s suburbs. The News interviewed 62 students in these regions of the nation’s heartland, selected by their guidance counselors as the schools’ best students or what some called “Yale prospects.” Yale admissions officials have made a point of luring nontraditional applicants to Yale from around the country, through mass mailings, an elaborate Web site and information sessions nationwide. But despite what Yale calls its best efforts, many top students are not getting the message. “They perceive of places that are highly competitive as being inaccessible. That’s not the message we want to relay to them,” said Dean of Undergraduate Admissions and Financial Aid Richard Shaw. “We’re trying different ways to reach the community that, for lack of a better term, have less access to the kind of guidance and advice that others have.” Today, Yale College boasts students from all 50 states and over 50 foreign countries, and financial aid extends to nearly 40 percent of its students. More than half of the students attended public high school, 28 percent are minorities, 9 percent come from abroad and 49 percent are women. In most cases, Yale had reached the college or guidance counselors. By and large, they hold the University in high regard. But, often, they couldn’t — or didn’t have the time to — get the message across to their students. “If these kids thought: the sky is the limit, then — ” said MelaDee Patterson, a counselor at the public Park Hill South High School in Riverside, Mo. “But they don’t have the confidence to even do the application process. These kids right here are our cream of the crop. And they’re going to Washington University [in St. Louis, Mo.].” Yale’s $36,400 price tag is scary Juniors Wes Cauble, Tyler Wilhite and Emily Hoffman walked into Patterson’s office, decked out in Gap and Abercrombie & Fitch. They are Park Hill South’s top three juniors, and Yale is not on their college lists. It’s too expensive, they said. “We’re affluent in the Midwest. But not compared to Boston,” Cauble said. “[But] just because we have money doesn’t mean we can afford Yale.” To go to Yale, “you have to have money,” Patterson said. “You have to be loaded,” Cauble added. Right now they all know they can go to the University of Missouri for less than $2,000. That’s enticing to them — and, they said pointedly, to their parents. The trio and their counselor said they didn’t understand why Yale didn’t use part of its endowment to lower tuition. Cauble runs cross country and organizes student council activities. Wilhite plays piano and is in the debate club. Hoffman plays basketball and soccer. They’re all top students, and their parents went to state schools. Why wouldn’t Yale want them and want to help pay for them? To them, Yale’s price tag makes the considering the University pointless. Wilhite said confidently that college prestige doesn’t raise salaries later. To them, there’s no aid at Yale, and no point in asking. “Being in Kansas City affects our view towards upper schools. We’re more grounded here. And, we’re kind of intimidated by those schools,” Hoffman said. “We don’t have anything like that here.” How could I get in? Junior Alison Peters plays field hockey, is a strong science student and volunteers in a local center for the deaf. Her mom reads the U.S. News & World Report college reviews to her “like every night” and her dad — a teacher at East High School, in Denver — makes a point of telling her which of the seniors head off to “top” schools each year. Students at East High School and other Denver public schools are open to going away to college, said Carl Flageolle, a guidance counselor at East High. There’s a do-it-yourself and do-what-you-want attitude in Denver, he said. But Peters has been consulting everyone she could think of — her parents, her friends, anyone. As of last spring, her dream colleges were Pomona, Stanford, Columbia, Georgetown and Yale. Many top students said they felt there was no way they would ever get into Yale. They will not be sending off for information or for applications, they said. Some students said they did see a way into Yale: money. “A lot of wealthy people can afford to have their kids educated, and that carries over,” said Lisa Hughes, a student at the public North Allegheny High School in Pennsylvania during her junior English class. Most of their families were fairly well-off, but not well-off enough to easily dole out tuition to Yale. And despite living in an upper-class suburb of Pittsburgh, Pa., none of these students had the big names they believed would get them in. “I know a lot of people who just think about the Bushes,” said Brendan Gillis, one of Hughes’ classmates. “You have to have a big name to get in there.” Stuck up and not diverse George Brian DeJean Jr. was recruited by Harvard for its wrestling team. But when Harvard admitted him last spring, he didn’t consider the offer, he said. Harvard students, like those at all the Ivies, didn’t exude friendliness, said DeJean, who was a senior at the all-boy, parochial Brother Martin High School in New Orleans, La. DeJean said he loved his high school because it had a diverse student body. DeJean, like many Brother Martin students, received financial aid. He and fellow senior Chris Kieffer sat in the library late one afternoon discussing their college choices. The librarians had let them in after hours because they were top, trustworthy students. DeJean, who is also a member of the Reserve Officer Training Corps, is attending Christian Brothers University in Memphis, Tenn., this year. He’d visited Notre Dame University in South Bend, Ind., and disliked the atmosphere. People he met didn’t say “hi” to him on the street, he said. He decided that all Northern schools — including Harvard and Yale — would be stuck up. “Most people would probably think it’d be no fun, all studying,” DeJean said. Kieffer, who will attend the University of Mississippi this year, nudged DeJean, as if prodding him to be candid. DeJean gave a shrug, so Kieffer blurted out, “the Ivy League is stuck up.” It’s an Ivy When asked to characterize Yale, many high schoolers and counselors responded quickly that it is “an Ivy.” For those who have not yet looked at Yale, the University is not the Ivy with strong humanities, lots of student theater and residential colleges. For them, it is just another Ivy. Parents and students seem to be “brand-conscious” now, and any Ivy school will pretty much pass the test, said Kay Frye, a counselor at the public Highland Park High School in St. Paul, Minn. “It’s kind of a choice of a Chevrolet or a Porsche,” Frye said. “How do you want to ride?” But, beyond calling Yale and the other Ivies “top-tier,” Frye had little to say. “[Yale’s] highly competitive, an excellent school,” Frye said. Although the Yale admissions Web site boasts Yale’s recent Rhodes scholars and professional football and baseball draftees, few counselors and students had actually checked the site. Most had not heard of Yale’s $500 million Science Hill expansion, globalization center or residential college renovations. “Sometimes you find yourself saying, ‘Harvard’s brick, and Yale is stone,'” said Jill Apple, a college counselor at the private, plush St. Paul Academy in Minnesota, where Yale is a fairly popular school among graduating seniors. Apple was the dean of admissions at Colgate University in Hamilton, N.Y., and remembers seeing Yale and the other Ivies at college fairs across the country — though not often. “Yale, like many other Ivies, you don’t see them on the road as much at college fairs because they don’t need to be,” Apple said. “They’re a pretty typical Ivy.” When asked about her opinion of financial aid at Yale, Apple laughed. For all the recent improvements that top schools like Yale have made in aid recently, Apple said the news may not be reaching many potential applicants. “Out here, I’m not sure how tuned in people are in the ‘financial aid wars,'” she said. Why come? Still, most students said if they did apply to Yale and get in, they’d almost definitely attend. To them, they said, Yale is a ticket up. One student described a Yale degree as an “escalator,” another as a “key” and another as an “I-can-do-anything certificate.” Scott Vignos, a student at Highland Park in St. Paul, said Yale is “exclusive, very exclusive,” but added that he would join that circle in a minute. “You’d have a huge alumni network that you’d have afterwards,” Vignos said. “It’s comforting knowing you’d be being taught by the best of the best to be the best of the best.” Some will still stay home None of the students’ comments surprised Shaw. As head of the Yale admissions office, he said he’s heard it all before and that most of those students’ perceptions are founded on misinformation. He pointed out that Yale College has a diverse student body. He said the University has doubled its recruiting efforts in the past 10 years and will continue its efforts. Within the next year, the admissions Web site will feature virtual tours of campus. The site was revamped and expanded last year. “They have more access than ever before to the information,” Shaw said. The Undergraduate Admissions Office is worried that more far-away students will shy away from Yale as a result of the Sept. 11 terrorist attacks in New York and Washington. Many students may want to be closer to home, Shaw said. Just as always, though, admissions officials are traveling the world to attract top students, and in the past few weeks they’ve met standing ovations, Shaw said. For all the information and recruiting officials Yale will send out, some top students will not hear the message. Lebrun and Rasmusson said last spring that they’d never seriously considered leaving North Dakota — they had not been deterred by Yale’s cost, rumored snobbery or image as a competitive place. Like many top students, Lebrun and Rasmusson didn’t consider Yale because they didn’t want to leave their homes and families. “I look out my window here and I see the sunset,” Rasmusson. “I wouldn’t want to be somewhere where buildings would block it.”

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School Library Funding Print Contacts: Larra Clark, ALA Denine Torr, Dollar General Staci Maiers, NEA June 26, 2006 Gulf Coast school libraries receive nearly $250,000 for rebuilding from Beyond Words: the Dollar General School Library Relief Fund 32 schools in three states receive grants NEW ORLEANS – Discount retailer Dollar General, the American Association of School Librarians (AASL), a division of the American Library Association (ALA), and the National Education Association (NEA) today announced the first grant recipients of Beyond Words: the Dollar General School Library Relief Fund. Thirty-two schools in Louisiana, Mississippi and Texas serving more than 22,000 students received grants totaling $230,000. Beyond Words: the Dollar General School Library Relief Fund provides grants to rebuild and expand public school library media programs affected by disasters – including those that have opened their doors to significant numbers of students displaced by last year’s hurricanes. Individual school grants ranging from $5,000 to $15,000 each will be used to purchase books, media, and library equipment that support learning in a school library environment. The $800,000 program is funded by Dollar General and administered by AASL, with support from the NEA. “Reading the grant applications both breaks your heart and fills you with pride for the work school library media specialists and other educators are doing in the wake of such personal and institutional devastation,” said AASL President J. Linda Williams. “America’s school libraries are places of collaboration, innovation and exploration. If we are serious about student achievement, we must be serious about funding and restoring our school library media centers.” Grant recipient Benjamin Franklin High School hosted the announcement and received a grant for $10,000 to begin rebuilding its library collection and resources, most of which was lost after sitting in two feet of water for three weeks. The collection used to number more than 13,000 items. Due to high humidity and temperature, the library is still losing books and equipment to mold and mildew. Library service continued on the school’s second floor in the spring term, but the cramped temporary space has hindered basic services. “Our school community has worked hard to not only survive, but to succeed,” said school library media specialist Idella Washington. “The library has always been a center of learning and achievement for our students, and I am committed to restoring our services. These funds are vital for fully bringing my library back for our 600+ students in the next school term.” Almost 200 public schools were damaged or destroyed in Louisiana, and dozens were affected in Mississippi. And across the region many schools took in many displaced students and stretched to provide the books and multimedia resources needed to support teaching and learning. M.E. Norman Elementary School in Morgan City, La., absorbed a 32 percent increase in student enrollment and anticipates additional growth for the fall term after new temporary housing from FEMA was established in the school district. “How do we create normalcy and foster lifelong learning without the necessary tools?” asks President-Elect Leslie Burger. “For many children, the school library is their first experience with a library and the help that a librarian can give them. I’m grateful to Dollar General for their support of our school libraries, and honored to be a part of this national effort.” First priority for the grants has been given to school libraries impacted by hurricanes Katrina, Rita and Wilma – either through direct loss or through an increase in enrollment due to displaced/evacuee students. A certified school librarian at the campus, district or regional level may be involved in the selection of materials/equipment to be purchased. “Our members are deeply committed to children and public education, and we know it will cost millions to replace books, magazines and media centers in our public schools,” said NEA Executive Committee member Michael Marks. “Beyond Words: the Dollar General School Library Relief Fund is a stellar example of how businesses can work with educators to make public schools great.” Nationally, students make 1.5 billion visits to school library media centers during the school year – to conduct research, check out books for leisure reading, use electronic resources and receive instruction on how to find, evaluate and use information from a variety of sources. "Beyond Words: The Dollar General School Library Relief Program is a natural extension of Dollar General’s daily efforts to promote literacy and education,” said David Perdue, Dollar General’s chairman and CEO. “Following recent disasters in our country, we recognized the need for support of school libraries impacted by these tragedies. Through this program, we want to ensure that children whose schools have been impacted by a disaster have the opportunity to learn and grow through reading. This is particularly important when many children only have access to books at their school library.” Dollar General has more than 8,000 neighborhood stores in 34 states – including 2,411 in Texas, Florida and the Gulf Coast states. A second phase of the disaster relief effort is to increase the capability of school library media specialists to prepare for a disaster. As a result, school library media specialists will be better able to raise awareness among teachers and parents about disaster preparedness. Grant funding is still available for school libraries affected by disaster, and the grant review committee will review applications monthly. To learn more about this program and sponsors, please visit the AASL Web site at www.ala.org/aasl/disasterrelief.

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OneStop myU HOME PROGRAMS RESEARCH TOPICS Needed for 2012: A Steady Hand at the Wheel By Doug Chapin on January 5, 2012 [Image courtesy of Books for Boys] Early indications are that the 2012 presidential election will match or surpass 2008 for the kind of challenges facing election administrators. New laws and aging technology demand attention, and the spike in turnout that always accompanies a presidential vote will test the system's limits. In this environment, states and localities need someone in charge of elections who can improvise, adapt and overcome whatever an election cycle brings their way. Sailing into the rough seas of 2012, two neighboring states seem to be in very different places with regard to who's at the wheel. Last week's news from Kentucky that the State Board of Elections had removed state election director Sarah Ball Johnson - who had worked for the board for 17 years including 8 years as Director under Secretaries Trey Grayson and Elaine Walker - was disappointing to those of us who have worked with her and have come to admire her skill and expertise. The move appeared to come as part of the handover of the board to its new chair, incoming Secretary of State Alison Lundergan Grimes. I'll admit that the notion of election administrators as partisan appointees makes me nervous - especially when it raises the possibility of political professionals skilled at winning elections being tapped to oversee the process of running elections, which is very different. But it's really hard to be too critical of the change when Secretary Grimes' choice to run elections is Mary Sue Helm, a 23-year veteran of Kentucky election administration who is so well-respected that she was former Secretary Grayson's choice to take his place when he resigned in early 2011 to take a job at Harvard's Kennedy School of Government. In other words, while the role of partisanship in election administration is disconcerting, at least Kentucky's partisans appear to have a deep and talented bench of non-partisan administrators from whom to choose. There's no such luck in Indiana, where a messy situation has left the state with the prospect of having one of the following individuals at the wheel in 2012: GOP incumbent Charlie White, who is under indictment for voter fraud stemming from allegations he illegally used his ex-wife's address for voting purposes; and Democrat Vop Osili, who lost the 2010 election to White by 300,000 votes. After a year of litigation that has raged through the State Recount Commission and the courts, a judge recently ruled that White is ineligible to serve as Secretary because of the residency issue and ordered that Osili - who, by state law, is the candidate with the next highest number of votes - should take the seat. Yesterday, however, that same judge ruled that White can keep his office until the state Supreme Court can hear his appeal - which hasn't yet been filed, and once filed will likely take months to resolve. White could be out sooner, however, if he is convicted on any of the felony counts against him. That trial begins January 30. Indiana's situation is admittedly extreme, but whatever the reason it's pretty easy to say that Kentucky's in a much better place as it sails into 2012. About this site About the Author

教育

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Patricia Curd, The Legacy of Parmenides. Eleatic Monism and Later Presocratic Thought. Las Vegas: Parmenides Publishing (distributed by the University of Chicago Press), 2004. Pp. xxix, 280. ISBN 1-930972-15-6. $22.00. Reviewed by Marina N. Volf, Institute of Philosophy and Law, Novosibirsk, Russia ([email protected]) This book by Patricia Curd (C. hereafter), professor of Purdue University (Indiana, USA), was published for the first time in 1998 (by Princeton University Press). The present paperback version of the book contains a few small changes in the main text and is prefaced by a new detailed introduction, in which C. answers criticism and clarifies her present position. The book is supplied with detailed indexes, bibliography and abundant footnotes. This introduction allows the reader to understand the C.'s intentions and the nature of her interest in Parmenidean doctrine. The introduction also maps the book: it refers to the parts of the book where the reader can find a detailed exposition of C.'s particular claims. The hardback edition (1998) was reviewed by Monte Ransome Johnson, University of Toronto (BMCR 1999.06.21), and that review is still relevant, since C. notes that "this is not a revised or second edition" (xvii). The most valuable feature of the work is undoubtedly its strong analytical style and logical approach combined with strict argumentation of all the claims. In spite of the fact that the book is aimed towards analysis of the legacy of Parmenides, a good half of it is devoted to Parmenides' own doctrines. Therefore, the title is slightly misleading: the book should rather be entitled "Parmenides and his Legacy", not just "the Legacy of Parmenides". Furthermore, not all aspects of Parmenides' teaching and legacy are covered equally well, and some of them are omitted entirely, as the author admits on p. 8 of the Introduction and elsewhere. The doctrine of Parmenides is explored in the first three chapters. The remaining three chapters are devoted to the pluralists (Empedocles and Anaxagoras), the atomists (Leucippus, Democritus), and Melissus and, finally, the doctrines of Philolaus of Croton, Diogenes of Apollonia, and Plato as "the last Presocratic". Professor Curd says that her main intention is to argue "against both the prevailing interpretation of Parmenides' monism and the usual explanation of the 'is' in Parmenides." Instead, she claims that "Parmenides' subject is what it is to be the genuine nature of something, thus linking Parmenides with the inquiries into nature of his philosophical predecessors." She, therefore, accepts that Parmenides is a monist, but denies that he is a numerical monist (Introduction, p. 4). The standard interpretation of Parmenides in English-language accounts (Owen, Barnes, Stokes, Furley) is examined in the Introduction (3-23). According to these authors, the term esti must be understood in an existential sense: "what can be thought or spoken of can exist and indeed must exist" and "only one such thing can and must exist" (9). C. notices that this reading leads to the conclusion that later Presocratic philosophers had shown a serious misunderstanding of Parmenides; moreover, they simply ignored his arguments in constructing their own cosmologies. If accepted, the argument would be a serious justification for revision of the traditional approach to Parmenides. C. denies the independence of Parmenides' doctrine from early cosmological theories and maintains that Parmenides does not reject studying nature but rather "seeks to make it legitimate, by proposing criteria that a successful theory of what there is must meet, and showing that such a theory must be grounded in principles that are metaphysically and epistemologically justified" (27). Researchers used to ask two questions: "What subject is to be supplied for the subjectless esti in B2" and "What is the sense of the verb 'to be' at work in Parmenides' assertions about what-is" (34). C. dwells for some time on an analysis of 'what-is' in its connection with thinking and understanding faculties and the basic characteristics of the Parmenidean poem in general. C. believes that the Parmenidean "is" seems to be "the natural home of noos, to which noos travels if it takes the proper route of inquiry, hodos dizesios, and is more than an existential 'is' ..." It is predicative in a certain fundamental sense: "what we know in knowing what-is is the real or genuine character of a thing; thus it is what we know when we know just what something genuinely is, or what it is to be that thing" (39). The most important constituent of the book and the base for C.'s arguments is the distinction of three types of monism, which are first specified in the introduction to this edition (xviii-xxi) and then examined in detail in Chapter II, "Parmenides' monism and the arguments of B8" (65-75). Two kinds of monism are traditionally distinguished: material and numerical. The first asserts that there is a single material stuff underlying all things that form the kosmos. Monism of such type allows many things to exist in the world, each being a modification of the first material substance (like the monism of Thales or Anaximenes). The second type allows the existence of only one thing -- "Being". The later type of monism has traditionally been attributed to Parmenides and Melissus. It is normally thought that Parmenides insists on the existence of the only one thing, namely "the One" or "Being"; Aristotle, Theophrastus, and all doxographies from them seem to support this assumption. A preconception that the arguments of Parmenides are crucial for all subsequent Presocratic thought, which is represented as a series of answers to these arguments, is also commonplace. All these philosophers, according to C., did not try to justify pluralism, recognizing it as a given, without any argument challenging the understanding of the doctrine of Parmenides as monism (64). For the purpose of clarification of this matter, C. explores the critical fragment B8 DK. C. develops her position very carefully and, before consideration of Parmenidean proofs in B8, gives a new interpretation of the whole sequence of the fragments. Fr. B4 is a preliminary allusion to the internal unity of what-is. Then, "the connection between authentic and what-is, expressed in B3, guarantees that genuine thought about what-is will be true; but that guarantee of truth holds only if what-is itself is something that holds together" (68). Parmenides examines criteria to establish what genuinely exists in B8.6-49. As a prologue to the arguments, Parmenides points out four signs of what-is: it is ungenerated and indestructible, indivisible, immobile, and complete or perfect. Fr. B8.4 sets the what-is (to eon) as mounogenes, "of a single kind", complete by nature. Liddell-Scott (LSJ) and others offer the translation "unique", thus supporting numerical monism. Mourelatos and Burnes translate mounogenes as deriving from genos ("kind" or "genus") rather than from gignesthai ("to come to be"). Then mounogenes can be understood as "the belonging to only one kind" that guarantees the internal monogeneity of what-is, "and this is precisely predicational monism" (71). Following Mourelatos and Austin, C. specifies unity of thought in B8.5-6, offering the following reading: "all together one", where hen means the cohesiveness (suneches) of what-is. "The assertion that to eon is hen reads much more naturally as a claim about the internal or predicational unity of what-is (only what is one can be) rather than as an assertion of numerical monism (only one thing can be)" (73). According to C., Parmenides has chosen a correct method, asserting that what-is could not come from what-is-not and that nothing in what-is-not could be the cause of what-is. C. envisages here a remarkable Parmenidean answer to the question of the beginning and his rejection of the concept of the apeiron (77). In the context of this polemic the question about the impossibility of generation and corruption is discussed: "if the nature of things itself is the subject of change, the scientific knowledge of things is impossible" (78). Finally, C. criticizes the last possibility for numerical monism, to wit: if there are a plurality of entities, each of which satisfies the criteria for what-is, they must be different from each other (94). The signs of what-is, according C., are a "powerful weapon against earlier metaphysical theories; moreover, he [Parmenides] was able to formulate criteria that future metaphysical and cosmological theories must meet" (95). Now we turn to the following chapters of the book, although space restrictions do not allow us to examine them in the detail they undoubtedly deserve. In Chapter III (Doxa and Deception), C. argues that the Doxa of Parmenides' poem must also be reinterpreted in a new light. In her own words, "the Doxa would yield a rationally grounded cosmology if the basic entities of such a theory met the criteria of B8 for what-is", and "Parmenides' model cosmology, based on a set of basic realities that mix and separate, was just as influential on those Presocratics who came after him as were his arguments about what-is" (6). The relationship between the two main parts of the poem, the Aletheia and the Doxa, is discussed at some length, and five basic puzzles in interpreting them are formulated on pp. 100-104. The second section of the chapter discusses the opposite forms (first of all, Light-Night, interpreted as a dualism of oppositions). It becomes clear that the dualism of the Doxa, if it is interpreted simply as a plurality of theoretically fundamental entities, is thus not in principle incompatible with the argument of the Aletheia (105-106). The opposites are interpreted in (rather exotic) terms of enantiomorphism (= mirror images) or incongruent counterparts (107). There is no part of the cosmos that is neither light nor night and thus not infected with enantiomorphic oppositions. Therefore, according to C.'s interpretation, ultimate principles of mortal cosmology have enantiomorphic natures, being an illegitimate mix of what-is and what-is-not (108). In the rest of the chapter C. defends her claim that Parmenides has built a rational cosmology which could serve as a model for later cosmological theories, including Empedocles and the Atomists. This helps us understand the importance of the second part of the poem: "the Aletheia and the Doxa work together, with the Aletheia providing criteria for what counts as the genuine nature of an entity that plays a fundamental role in a cosmology, and the Doxa offering a model of a cosmology" (126). Chapter IV is devoted to the Parmenidean influence on the metaphysical foundations of pluralism. It specifically focuses on the nature of things (chremata) in Anaxagoras, the four roots in Empedocles, and Zeno's arguments concerning division. Parmenides influenced the pluralists' theories in two fundamental aspects: in their conceptions of the fundamental entities and in form. C. argues that both Anaxagoras and Empedocles meet two conditions for a rational cosmology imposed by Parmenides: cosmology must be based on entities that meet criteria for what-is, and it must find the way for those entities to account for and explain the world of the senses. Establishing the chronology, C. stresses that "Anaxagoras wrote earlier than Empedocles and that Melissus was perhaps rather later than both" (128 n.1). Generally speaking, the first part of the book, dedicated to Parmenides, is cemented by a strict schema and logic of argumentation, while what follows looks less structured, perhaps inevitably. This is particularly true, to my mind, of the long section on Anaxagoras (131-154), where C. identifies various and 'multifaceted' (154) influences of Parmenides on Anaxagoras, leaving the reader in doubt of the nature of these influences. The Parmenidean influence on Empedocles looks even more doubtful, which C. freely admits (155), but she believes she has proven his debt to Parmenides, since the roots of Empedocles are conceived as Parmenidean unities, each of which satisfies the criteria of B8 (171). But why are Love and Strife basic ontological entities, as C. maintains? The claim is not supported by the extant sources, and it seems more appropriate to understand them in terms of the archai rather than entities. Moreover, they appear to be acting archai, which allows for distinguishing, after Anaxagoras, between the properties of archai and those of entities. A shorter section on Zeno is more coherent. We have three pictures of Zeno: Zeno the Sophist; Zeno the "pure dialectician, caring little for truth, but only for the force of paradoxical argument" (178); and Zeno as "a serious philosopher, who will follow an argument where it leads, and this means that he may well have discovered and raised difficulties about Parmenides' views that Parmenides himself had not yet seen" (179). The analysis ends with the suggestion that Eleatism was not a monolithic philosophical view but one that allows for differences of shade and even doctrine (179). The problem of the nature of void and other relevant matters are examined in Chapter V, on Leucippus and Democritus. It is argued at the outset that the Atomists conceived of both atoms and void as entities that have unchanging and knowable characters or natures of their own, thus satisfying the Parmenidean criteria for what-is. Despite serious differences, C. concludes that the claims of Leucippus and Democritus are "an answer to Eleatic arguments and an attempt to work within an Eleatic framework, rather than mere retort" (206). The later Presocratics accept the argument that change is merely apparent and not real but that nevertheless the phenomenal world can be the subject of rational explanation, except for Melissus, the last of the Eleatics, who goes beyond Parmenides in arguing that pluralism itself is incompatible with the correct account of what-is and that, in any case, pluralistic theories cannot successfully account for the world reported to us by our senses. Melissus develops his variant of monism, described by C. as both numerical and predicational monism. Working in a post-Parmenidean intellectual context, Melissus criticizes the Atomists. And, in turn, "Atomism developed as a response to a cluster of Eleatic problems, including Parmenides' account of the nature of what-is, Zeno's arguments about division, and Melissus's concerns to deny the empty and to challenge Pluralist theories of mixture. There is a sense in which it is not surprising that the Atomists should give such an answer to Melissus's argument" (215). Charter VI ('Final Remarks') contains a brief discussion of Philolaus and Diogenes of Apollonia and a more detailed account of the influence of Parmenides' monism on Plato. An analysis of numbers and harmonia as genuine basic entities would be interesting in this context, but C. passes the matter by. Indeed, it would be relevant not only in the context of the question whether Philolaus' epistemological principles satisfy the Parmenidean criteria of what-is but also in view of the Pythagorean background of Parmenides. C. identifies Eleatic influence on Plato's views in both early and later dialogues. Thus, she concludes that the Platonic system too is a part of the legacy of Parmenides. C. explores the Beautiful itself in the Symposium (228-233) in some detail and also touches upon other dialogues (the Phaedo, the Parmenides, the Euthyphro, etc.). C. wonders why Plato made Parmenides, in the dialogue named after him, an advocate of the numerical monism (in Pythagorean style). She suggests that one should not perceive the person portrayed therein as a historical figure, bearing in mind that "the purpose of the dialogue is to explore and to criticize certain aspects of Plato's Theory of Forms, especially the relation of participation, and the conception of Forms at work in the theory" (240). To sum up, the book offers a very detailed and intelligent analysis of Parmenides and the later Presocratics. The fragments, rendered in English by C., leave a favorable impression, since in general the translations are clear and free of unnecessary conceptual complexities. C. has managed to cover a huge area of study (from the first philosophers to Plato) in a remarkably systematic way. Surely some of her claims cannot be accepted as they stand, partly because they highly complicate our perception of the early philosophical tradition. But C.'s approach, focused upon actual problems of the Presocratics, allows a fresh look at the history of early Greek philosophy. The book is very well produced; I noticed no typographical errors. It is a must for any serious researcher of early Greek philosophy and is highly recommended to graduate students working in the field, although probably too complicated for the undergraduates and certainly not suitable for class use.

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President Paxson opens 249th academic year Chancellor Tisch, Chancellor Emeritus Joukowsky, Provost Schlissel, trustees and fellows, senior officers, deans, faculty, staff, students, alumni and friends of Brown: As the nineteenth president of Brown University, it is my great pleasure to declare the two-hundred-and-forty-ninth academic year of Brown University open. To the one thousand, five hundred and forty-one members of Brown’s greatest-ever Class of 2016 … To the six hundred and twenty graduate students who are beginning their studies here … To the newest one hundred and twenty students in the Warren Alpert Medical School … To the 64 newly arrived students who had the great good sense to transfer to Brown this year … And to my 56 new colleagues who are beginning professional academic life at Brown … … Welcome to an extraordinary university at an extraordinary time in our almost 250-year history. I am so happy to be sharing my inaugural year with you. Who exactly are the new students we welcome today? Already, we know a great deal about you. You are not a random gathering of people. Indeed, you are a community standing for the ideals that we hold sacred: that the pursuit of education is noble; that the right to learn should not be limited by the ability to pay; that diversity is far more than a legal concept, or a mathematical equation – but a profoundly ethical belief that our differences enlighten and enhance us. The Class of 2016 — the largest group here today — is nothing if not different, in the very best sense of the word. You are a walking, talking, Googling cross-section of humanity. Let me be more specific. There are 1,541 of you – 840 women, and 701 men. You come from 49 out of 50 states. (Sorry, Nebraska.) You represent 57 nations, from Albania to Yemen. All of the major racial and ethnic groups are represented, including 111 who fall into the interesting category, “unknown.” Forty-six percent of you — nearly half — receive some form of financial aid. Those of you who begin your association with Brown at a point beyond the freshman year —graduate students, medical students, transfers, and four resumed undergraduate education students — you bring an even deeper diversity to the campus community. From twenty-somethings to married with children, your presence and your work in our classrooms, laboratories, and affiliated hospitals will energize and enrich intellectual life at Brown — as Brown unquestionably will enrich yours. Even though I have only been here a few months, Brown has found a special place in my heart, for its people, its history, and its values. I love Brown’s distinctive approach to learning and to life — not a cookie-cutter philosophy of sameness, but rather, something opposite: a constructive irreverence that makes every day interesting. Today I’d like to talk about that constructive irreverence: where it comes from, and how it enlightens us. The book the entering undergraduates read this summer, Sons of Providence, helped me appreciate how deeply Brown’s origins have shaped the University we see today. Those origins may seem remote, but they still guide us, just as we move within a physical campus designed by Brown’s founders and their successors. In those early days, nearly 250 years ago, it was a tiny college with large ambitions. The first president, James Manning, came to you, as I did, from the wilds of New Jersey. For a time, he constituted the entire faculty, while the student body consisted of a single student, William Rogers, who was all of 14 years old. And we think the 9-to-1 student-teacher ratio we have now is good! As you might expect, tuition did not cover many of the college’s expenses, especially since tuition was only $12 in these early years and another $5 for room and board. But the small institution persevered and prospered. By the time Brown was founded, Rhode Island had already established itself as a place of ill repute, at least as far as the bluenoses of Boston were concerned. Cotton Mather scornfully referred to Rhode Island as the “latrina” of New England. You don’t have to concentrate in Classics to know what that means. But the main reason the Boston Puritans disliked Rhode Island is something we actually celebrate to this day. Rhode Island’s colonial charter permitted a “lively experiment” to flourish, and demanded that no person be punished for his or her religious views. Rhode Island soon became a very congenial haven for iconoclasts. If anything defined Rhode Island at all, it was simply that everyone had the same right to constructive irreverence … or, as some called it, heresy. In many ways, Brown’s freedom descends from these early ideals. The Baptists behind Brown’s creation were hostile to hierarchies, and they sought to create a different kind of college. When it came time to write Brown’s charter, the University’s founders defined it as a “liberal and catholic institution,” with no tests of religious or political correctness, and insisted that “all the Members … shall forever enjoy full, free, Absolute, and uninterrupted Liberty of Conscience.” Of course, as Sons of Providence makes clear, that liberty was not universal: At the time of Brown’s founding, America was just beginning to question the morality of the slave trade. African Americans, as well as women and members of many other groups, were not welcome as students. But the principles that were set in place early on paved the way for the more complete understanding of freedom that would come in time. The arguments over slavery that took place within halls of government, the popular press, and families — or, in Brown’s case, within all three. The brothers Moses and John Brown were often at odds over this issue. Each achieved his own form of irreverence: John toward British authority at the time of the American Revolution, and Moses toward John and the institution of slavery. Moses, by taking that brave stand, called into question some of the most ingrained social norms that prevailed at the time. As the book illustrates, the debate was often bitter. The wrangling over legislation on the slave trade was riddled with back-door deals and politicking. Vitriolic and personal attacks, written by people on both sides of the issue, were published anonymously in Providence newspapers. If you put aside the fact that the debates were conducted in person and in print — and not broadcast over the world via tweets and blogs — it was not too different from current disagreements over hot-button social issues. But — and this is what I think is important — the part of the debate that focused on facts, ideas, and a serious consideration of moral principles did have a slow but steady effect on society. The ability of men and women to think independently and with open minds was integral to the spread of the abolition movement that changed the world for the better. This lesson is as relevant today as it has ever been. A few days ago, when I welcomed the members of the Class of 2016 and their families, I spoke about the important roles that freedom and responsibility play in a Brown education. We give our undergraduates unparalleled independence. But we do not confuse liberty with license; we expect you to use this freedom in a thoughtful and responsible manner. Our belief is that a combination of freedom and responsibility will let you cultivate the habits of mind that lead to a lifetime of intellectual development and social engagement. Freedom isn’t just about studying the subjects that interest you the most. It is also about looking at the world with fresh eyes and challenging existing norms and points of view. And responsibility doesn’t just mean taking your subjects seriously. It also means giving the ideas and people you encounter in your life — even the ones you decide to challenge — the respect they are entitled to. Being irreverent without being respectful — challenging ideas without understanding them — will obstruct your ability to learn and ultimately limit your ability to effect change in the world. More immediately, it is certain to annoy your classmates and professors! I learned an early but valuable lesson in constructive irreverence when I was a freshman in college. It was a small story, as many are, but it was one that stuck with me. I was taking an introductory course in religious studies, and the class was given the assignment of writing a paper on St. Anselm’s ontological proof of the existence of God. After one superficial read through the proof, I decided that it was simply preposterous: How could the existence of God be proved simply as a matter of pure logic? I planned to write a scathing attack that would reveal every single flaw of this purported “proof.” But I quickly discovered that it was much easier to say that the proof was ridiculous than to carefully explain why it was ridiculous. After writing an opening paragraph, I was stuck. I asked a senior I knew — a philosophy major by the name of Dan Schwartz — for ideas. He gave me some of the best advice I ever received as a student. In a kind way, he said, “Chris, you could do a better job criticizing the proof if you actually understood it.” That hurt, a little. But he went on to suggest that I write a defense of the proof instead of an attack. What he was asking me to do, in essence, was to approach the work of an 11th century cleric with the respect that it deserved. By taking the proof on its own terms, I could understand why it had been studied for more than 800 years, and how it fit into the development of a line of philosophical reasoning that continued through to modern times. After writing my defense, I still didn’t think the proof was correct, but at least if I had wanted to write a second paper, I would have been able to explain why. I hope that you approach your studies at Brown through your own form of constructive irreverence. That means constantly asking yourself if theories are, in fact, logical, and if evidence in support of those theories is watertight. And it means putting forward new ideas that challenge the accepted wisdom of the day, while listening with an open mind to the ideas of others. I encourage you to bring the same independent thought to your engagements outside of the classroom. In assembling a Brown class, we purposefully select students who come from a wide range of backgrounds and have very different ways of looking at the world. If you choose to engage with others with whom you do not agree, in an open-minded manner, your education will be greatly enriched. If you choose to associate only with people who share your opinions, you will have squandered a tremendous opportunity for personal development. Universities need constructive irreverence, too. We have to challenge ourselves to embrace changing times and new technologies and to address society’s concerns about the value and future of higher education. I expect that Brown University, as an institution, will take on these issues with the same creativity, openness and thoughtfulness that we demand of our students. Over the coming year, I look forward to working with faculty, administrators, students, and alumni to plan for Brown’s future. Together, we will develop innovative approaches to education and research, while remaining true to our core values of independent and rigorous inquiry, and to our commitment to serve the community, the nation and the world. Finally, the world needs constructive irreverence, and it specifically needs you. The Van Wickle Gates will open again for you on the day you graduate — I hope with better weather than we have had today — and you will walk back down this hill, out into the world. On that day, I hope you will be prepared to change a world that too often resists change, and too often tolerates the intolerable. To apply this constructive irreverence to the world and all that lies beyond those gates is your challenge, and I hope, your destiny. I have focused my remarks on Brown’s history, but want to conclude with a piece of recent news. Only a few weeks ago, a highly sophisticated rover called Curiosity landed on the surface of Mars, ready to begin years of exploration. Curiosity was designed with no small input from the scientists of Brown University, whose research centered with great precision on a small spot on Mars that the rover would not reach until it had traveled 350 million miles and survived what the scientists called “seven minutes of terror” in the final approach. In other words, it was a lot like the college application process. Even after landing, it was important for Curiosity to stay put just for a little while, while the scientists checked everything to make sure it was intact. But inevitably, a vehicle named Curiosity was going to start exploring — as one of the lead scientists said, “unless the rover roves, we really haven’t accomplished anything.” In a similar spirit, I am giving you your official invitation to rove. Explore the terra incognita of a University that is 248 years old, but is always brand new on a day like today. Develop new ideas. Build something better than what went before. Enjoy your classes, and each other. More than anything, cultivate the constructive irreverence that brought you this far and will continue to propel you through your years at Brown — and into the world that lies just outside those gates. Letters, Speeches & Reports Select News Items Presidential Hosts Office Hours and Contact Information Photos and VideoOfficial Portraits 2012: Inauguration Video 2012: Invitational Lecture in the Humanities 1 Prospect Street [email protected] About Brown Brown's Mission Statement Brown and the World Facts about Brown History of Brown

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Email:[email protected] Unit:ManagementPosition:Adjunct Professor of The School of BusinessPhone:703-993-4164Office Location:Enterprise Hall 206 Office Hours:By Appointment Research Interests: BBA - Business Administration, College of William and Mary Profile:Robert Gaudian is a media professional who has been a pioneer in the development of web-based systems for the worldwide distribution and licensing of digital multimedia. A leader in the field of digital asset management and media rights management, he launched ground-breaking online systems for licensing and distributing video, audio and images via the Internet for a number of companies, including: UPI, Clear Channel Communications and Granada Television in the UK. Gaudian has also been involved in the design, analysis and implementation of new content distribution technologies for major industry players, including National Public Radio, the Associated Press, Telcordia (formerly Bellcore), AVID/iNews, the Department of Health and Human Services, the FCC (participated in testing new digital delivery technologies for the Emergency Broadcast System) and a host of other networks and companies. Over the past twenty years Gaudian has acquired significant experience and success in the broadcast media building IT, telecom and satellite networks for syndication and content distribution. He started his broadcast career in public broadcasting with NPR where he was instrumental in the launch of one of the first shared use satellite sales initiatives in the industry. The program became a successful commercial enterprise for NPR and still operates for the company today. Gaudian has syndicated time-sensitive news video to stations and networks worldwide along with weekly franchised entertainment and technology features. He has also produced and syndicated radio features to commercial and non-commercial radio stations, done voice-over work for a number of radio and corporate video projects, and produced PSAs for government and non-profit organizations. Gaudian has worked for large media companies as well as the small start-up and is well connected in public broadcasting, the commercial media, IT and numerous other industries. He has founded companies and is well versed in the promotion of new products and services on limited budgets by developing successful marketing and public relations campaigns using a variety of media, trade shows, strategic partners, and the press. Gaudian is a driven entrepreneur who has excelled at creating, branding and launching new services and initiatives for large and small companies. He has a proven ability to work at the senior management level to secure funding, clients and Fortune 500 corporate alliances for products and services ranging from concepts to fully functioning systems. As both a sales/marketing executive and company visionary he has effectively lead teams of engineers and programmers in the development and implementation of new telecom and IT systems and custom client solutions. Gaudian's pioneering work in digital asset management has lead to numerous interviews with trade press and newspapers as well as presentations to industry trade conferences on the subject of digital convergence and content management and distribution technologies via the Internet. He has built successful management teams consisting of experienced chief executives from major media and telecommunication companies.

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Email:[email protected] Unit:ManagementPosition:Professor of ManagementPhone:703-993-1859Office Location:Enterprise Hall 214 Office Hours:By appointment Research Interests: Contingency Theory of Organizations Strategic and structural responses to environments, Adoption of innovations PhD - Management Studies, City University Business School MS - Administrative Science, City University Business School BE - Electrical Engineering, University of London Profile:Masoud Yasai is a professor of management at George Mason University's School of Business. Prior to joining George Mason, he was a professor of organizations and strategic management at the School of Business Administration, University of Wisconsin-Milwaukee. Yasai holds a bachelor's degree in electrical engineering from the Imperial College of Science and Technology at the University of London, a master's degree in administrative sciences, and a PhD in management studies from the City University Business School in London. Yasai's research interest focuses on the contingency theory of organizations. Areas of emphasis include strategic and structural responses to environments, strategy-structure alignments, designs for effective environmental scanning systems and strategic planning processes, and applications of contingency perspective across disciplines such as management of information systems, and adoption of innovations. He has presented his research at international conferences and has published numerous articles in management journals including Academy of Management Journal, Strategic Management Journal, Academy of Management Review, Journal of Management, Journal of Management Studies, IEEE Transactions on Engineering Management, Management Information Systems Quarterly, Decision Sciences, and Management Science. Yasai teaches a variety of courses in the strategic management area including strategy formulation and implementation, strategic planning, and customized executive development programs in strategy. He is the recipient of the Executive MBA Class of 2002 Outstanding Instructor Award. Yasai conducts strategic planning workshops for senior executives. He also facilitates strategic planning and assists in development of strategic plans for private and public sector organizations.

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General CICE News ELM News LPAHE News STEM News Recent News November 21 NC State Honors Vance-Granville President: Outstanding Community College Leadership November 20 Summers Awarded 2014 Friday Medal October 24 Baker Named Top Educator CED Home » Education Student Awarded Principal of the Year Education Student Awarded Principal of the Year Submitted by Kylie Cafiero on Wed, 11/28/2012 - 9:00am Crystal Brown, doctoral student in Educational Administration and Supervision and Principal of Ben Martin Elementary School, was awarded the 2013 Wells Fargo Principal of the Year Award for Cumberland County Schools. “I felt both honored and humbled to win the award,” Brown said. “There are so many deserving candidates, and I feel blessed to have been nominated by my peers.” The Wells Fargo Principal of the Year award recognizes principals on a local, regional and state level. Candidates are judged on a variety of characteristics including involvement in the community and school activities, providing opportunities for academic achievement to a diverse student population, and meriting respect from students, teachers, parents, community members, and coworkers. “I had no ah-ha moment as to why I wanted to become an educator, it was just something I knew I wanted to do,” said Brown. After graduating from college, she decided to return to Fayetteville, her hometown, to become a teacher. Later, upon entering into administration she also decided to stay in Cumberland County, “I love working for Cumberland County Schools and making a difference in my hometown.” After becoming a principal, Brown realized it was the right time to return to school for her doctoral degree. “Obtaining a doctoral degree has been a personal goal since I was in high school,” Brown explained. “Receiving this advanced degree will afford me opportunities in the field of education. And, I will be the first person in my family to obtain a doctoral degree, and being from a long line of educators, that’s pretty special.” Brown has been very pleased with her experience and the quality of her program at North Carolina State University so far. “The professors are approachable and have a genuine interest in seeing all students be successful,” Brown stated. “The classes have challenged me to grow professionally.” One of the strengths of the College’s doctoral program is the opportunity to network with educators all across North Carolina. “My classmates bring a unique perspective on common issues and I enjoy learning from them as much as I learn from professors,” Brown explained. Brown has completed all of the required courses for her doctoral degree and is currently working on her dissertation. Her dissertation is a mixed methods study, which focuses on perceptions of effective elements of professional development. Check out Crystal Brown's nomination video: Written by Rebecca Hauser, senior, communications Categories: LPAHE News Back to News North Carolina State University Raleigh, NC 27695 Phone: (919) 515-2011 Policy Disclaimer NC State College of Education © 2014http://ced.ncsu.edu

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Mandate and Vision Understanding Mental Health Promoting Mental Health High Risk Behaviours Non-Suicidal Self-Injury Class Workshops Research Corner Welcome to the CEMH website In the spring of 2011, the Lester B. Pearson School Board was designated by the Ministère de l'Éducation, du Loisir et du Sport as a Centre of Excellence for Mental Health. Our centre is one of the six Centres of Excellence committed to facilitating the inclusion of students with particular learning needs in community schools . Mental health is a burgeoning area of interest for all who work with youth. Given the current restructuring of health and social services in Quebec toward a transfer in the delivery of front line mental health services from hospitals to CSSS’s, mental health is an increasing preoccupation on a local, community level. By way of example, the second priority identified in the Action Plan of the Public Health Department in Montreal is the psychological distress of youth. Our Mandate and Vision The Centre’s mandate is to develop capacity among the ten English school boards across Quebec, assisting schools in the implementation of best practice approaches in prevention, intervention and research in the field of mental health. Thus, a Centre of Excellence for Mental Health requires a focus that is as much oriented toward wellness and prevention as intervention. Please click here to continue reading... Please click here for 2014-2015 Lecture Series Promoting mental health to strengthen school communities Copyright 2014 Centre of Excellence for Mental Health Home | Contact Us | Lester B. Pearson School Board

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Faculty May 17, 2011 Faculty Groups Kick Off Campaign to Promote College Accessibility and Defend Higher Education By Peter Schmidt Washington Representatives of faculty organizations and groups devoted to promoting college access on Tuesday announced plans to develop a new policy-oriented "virtual" think tank as part of a national campaign to defend government higher-education spending from what they characterize as a long-term political assault. More broadly, their "Campaign for the Future of Higher Education"—first organized at a meeting held in California in January and officially kicked off Tuesday at a news conference at the National Press Club here—seeks to have higher-education organizations work together to promote the idea that the nation's future depends on making an affordable college education available to all segments of American society. "Folks are hungry for this kind of campaign," which is about "bringing together faculty and other groups who are passionate about higher education and deeply distressed at its current direction," said Lillian Taiz, who has played a central role in organizing the national effort as president of the California Faculty Association, the union that represents 23,000 faculty members at California State University. Barbara Bowen, the president of the Professional Staff Congress, the union at the City University of New York, argued at the news conference that the campaign is needed to counter those think tanks and foundations that, in the wake of the 2008 economic downturn, have been encouraging cash-strapped states to adopt policies that "amount to asking students to pay more for less." Unless public support for higher education is shored up, Ms. Bowen said, "the great experiment of mass democratic higher education that distinguished this country since 1945 and supported the development of a thriving middle class is in danger of collapsing." Arnold Mitchem, president of the Council for Opportunity in Education, a lobbying group representing the federal TRIO programs, argued that the federal appropriations bill that President Obama signed into law last month "shredded the opportunity infrastructure of this country" with its cuts in spending on programs for students who are low-income or otherwise disadvantaged. The think tank that the campaign plans to set up will seek to produce research leading to new legislation and new state or campus policies, the efforts' organizers said. Rather than consisting of a new facility housing newly hired researchers, it instead will seek to bring together researchers who already do work related to college access but have had little interaction with each other, and previously did little to promote their work beyond publishing their findings in academic journals. "We are smart about doing a lot of work on a little bit of money," Ms. Taiz said. Among the organizations participating in the campaign and represented at Tuesday's news conference were four of the main organizations involved in unionizing college faculties: the American Association of University Professors, the American Federation of Teachers, the National Education Association, and the Service Employees International Union. Also involved in the event, which was broadcast online to distant college campuses, were faculty union leaders from California, Florida, Massachusetts, Michigan, New York, Ohio, Pennsylvania, and the District of Columbia, as well as representatives of the Association of American Colleges and Universities, the California Community College Association, the Institute for Higher Education Policy, the New Faculty Majority, and the United States Student Association. It remains unclear how many other higher-education groups the campaign will be able to enlist. Absent from Tuesday's event were representatives of several Washington-based associations representing college administrators, and some of the faculty leaders on hand complained that the rapid growth in spending on college administrations is diverting money that would be better spent on faculty members and students. "There are simply too many administrators making too much money," said Howard Bunsis, treasurer of the Michigan conference of the American Association of University Professors. With the involvement of the New Faculty Majority, which represents adjunct faculty members, the campaign does appear, however, to have united sometimes-adversarial advocates for tenure-track and non-tenure-track faculty members behind a common cause. Maria Maisto, the New Faculty Majority's president, announced at the conference that her group plans to stage a one-day national event in Washington in January to discuss issues raised by colleges' growing reliance on non-tenure-track faculty members. The Ford Foundation and Marguerite Casey Foundation have provided the New Faculty Majority with about $75,000 in grant money to organize the event, tentatively called "Confronting Contingency."

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Office of Marketing & Communications About CGU Subscribe to News RSS CGU researcher developing map to reduce conflicts over SoCal energy infrastructure projects Hal Nelson, research associate professor in Claremont Graduate University's School of Social Science, Policy, and Evaluation, is creating an interactive online map that will help Southern California residents become more involved in decisions about how energy infrastructure projects are built in their communities. Hal Nelson The map will depict proposed projects such as solar and wind power plants, transmission lines, and gas pipelines, providing an early warning system for citizens and municipal governments about what's being planned for their communities. This will help them to participate in the planning processes at an earlier stage, potentially reducing the legal gridlock and expensive delays that are straining the current system. "Many of these projects are potentially disruptive to communities, and when they're developed in isolation it's a lot harder for the communities to provide alternative ideas," Nelson said. "We think the map has the potential to lead to better outcomes and less litigation." The map and related research are funded by a two-year, $127,900 grant from the John Randolph Haynes and Dora Haynes Foundation. The Los Angeles region is experiencing a boom in energy infrastructure construction as California races to meet ambitious renewable energy goals. The queue to connect new electricity generation facilities to transmission and distribution stations currently contains 79 projects in Los Angeles, San Bernardino, and Riverside counties alone. Many of these new generation facilities will require new transmission lines to deliver the electricity to urban areas. In addition, if extraction of natural gas in the Monterey Shale increases, there will be a need for new natural gas pipelines and gas processing facilities. These types of projects create social dilemmas: They provide much-needed economic development and reliable oil, gas, and electricity supplies, but come with tradeoffs such as environmental degradation, health and safety risks, and property value declines for communities next to them. Under the current system, communities often do not know about the projects until proponents file plans with state regulators. Nelson calls this the "decide, announce, defend" approach, and it can result in disastrous battles between energy suppliers and citizens during the planning process. For example, a $2.1 billion, 250-mile power line project that will deliver wind energy to the Los Angeles region was delayed for more than two years while residents in Chino Hills, California, fought against a five-mile section near their homes. The city spent more than $3 million in taxpayer revenue on the battle. The local opposition group Hope for the Hill convinced the California Public Utilities Commission to halt construction and eventually ordered the segment placed underground. Construction of the underground segment will take upwards of an additional two years, resulting in a four year delay in getting the power line operational. Nelson's web-based map will be publicly available and will use data from state agencies and energy industry trade publications to publicize these projects when they're in their earliest stages. It will include links to project documents, designs and routes, and sponsor contact information. The map will be searchable by county and zip code and will have layers for each energy technology (solar, wind, natural gas generation, transmission lines). "By reaching out to the project sponsors early in the design phase, communities have a better likelihood of having their concerns integrated into the project's development," Nelson said. Nelson plans to have the map online within the next year. In a second element of the grant project, Nelson will lead research into questions raised by community groups about new energy infrastructure projects. The research aims to identify what factors lead to the success or failure of these challenges. The work builds off of previous research Nelson has done relating to reducing conflict around energy infrastructure construction. Nelson’s research interests focus on stakeholder participation and facilitation, simulation modeling, and economic analysis. His research simulates citizen and stakeholder opposition to new infrastructure projects in the built environment using GIS and agent based modeling. He is also a chartered financial analyst and a former member of the Chicago Mercantile Exchange. Nelson has publications appearing in The Journal of Artificial Societies and Social Simulation, Land Use Policy, Ecology and Society, Energy Policy, The Journal of Policy Studies, The Journal of Environment and Development, The Journal of Public Affairs Education, The Journal of Environmental Planning and Management, and Climate Policy. Go to the Index... Connect with CGU

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Ceisteanna—Questions. Oral Answers. - Dublin School Staffing.Tuesday, 27 May 1986 Mr. L. Fitzgerald: asked the Minister for Education if he will ensure that a teacher due to be placed on the panel from a school (details supplied) in Dublin 5 will be retained on the staff of that school as both the structure of the classes and the extremely disadvantaged nature of the area warrant the services of an additional teacher for the coming school year and if he will make a statement on the matter. Mr. Kenny: The enrolment averages for the retention of the existing staffing level in this school have not been secured for the three quarter periods ended 31 March 1986 and if they are not secured in the current quarter ended 30 June, a post must be suppressed on that date under the rules. The teacher concerned may, however, continue to teach in the school until he is offered and accepts a vacancy in another school under the panel rule. It would not be open to me to waive the requirements of the panel rule in a particular case. However, since the school management have represented special difficulties in the matter of class organisation next September, I have arranged for the inspector to visit the school early in September and I will have the situation reviewed as sympathetically as possible when his report is available. The Minister said that he would have an inspector visit the school in September. Would he accept [5] that to defer decisions in cases like this, as has happened in previous years, is not in the interests of good school organisation? Would the Minister comment on that point? The Deputy is aware of the panel rule and the regulations governing staff levels in schools. While the school have confirmed that the retention average will not be reached in the relevant quarter, the teacher concerned may, however, continue to teach there until he is offered a suitable vacancy under the panel regulation. Has the Minister had an opportunity to study the difficulties obtaining at the school in terms of the structure of the classes, class sizes and allocation of teachers? Has he had an opportunity to study the incidence of disadvantage that pertains in the school serving this parish? Documentation has been received in the Department from the school principal making a case for the retention of the teacher in question but the Department inspector, on his visit in September, will have a more comprehensive report for perusal and determination by the Minister. The case has been made by the school that they do not have a junior infants teacher for the intake for the 1986-87 school year. If that is the case, will the Minister accept that a decision like this needs to be made in advance of the summer holidays and not post-summer holidays so that good school organisation can continue to obtain at this school? Will the Minister accept that in general the ruling that decisions will be deferred into the summer holidays or post-summer holidays cannot be in the best educational interests of schools and school managements? Is the Minister aware of the duties of a principal, as the functional professional manager of a school, in allocating teachers to the different classes and ensuring that the [6] school gets off the ground efficiently and smoothly from the first day of intake? The Deputy is no doubt aware, as a former teacher, that there are other factors to be taken into consideration. The Deputy is aware of the details of the panel rules and of the numbers regarding retention figures and so on. This school has had a steady fall in numbers from a principal and 17 assistants in 1979 to a principal and 11 assistants at present. Added to that, the class groupings are quite uneven and organisation of classes is difficult. The inspector has been asked to report specifically on this matter. In view of the difficulties that have been outlined to his Department by this school, will the Minister ask the inspector to visit the school, not subsequent to the summer holidays but prior to the summer holidays, so that the inspector, in consultation with the principal, can get down to the job of efficiently reorganising the teaching resources at this school? Will the Department fully take into account the incidence of disadvantage, because there is a commitment given by the Minister's predecessor to give special consideration to areas that are disadvantaged? That is not peculiar to this school. No application for special consideration was received prior to January of this year when documentation was received from the school principal and, as I said, the Department are committed to treating the matter sympathetically, depending on resources and on the report of the inspector when he carries out his visit in September. Could I have a commitment that this will be before the summer holidays? They are bound there by the panel rules. The teacher can continue to teach until offered a suitable vacancy [7] and the inspector will visit the school for a special report in September.

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Works by Olive Rush Donated to Art Collection News Today@Earlham Joy Surdam (left) personally delivered their collection of art works by Olive Rush to Julie May (right), associate professor of art history and curator of the art collection. Works by Olive Rush Donated to Art Collection The Earlham College Art Collection has received a gift of paintings and drawings by Olive Rush — a celebrated Quaker woman artist who attended Earlham in the 19th century. Fourteen paintings and drawings by Rush were donated by Joy and Ron Surdam, of Laramie, Wyo. Joy Surdam is a great niece of Olive Rush. She notes that her family has roots in Fairmont, Indiana, and that many of her relatives —including her grandfather, Charles Everett Rush — attended the College. The Surdams have been collecting Rush’s work for nearly 50 years, beginning with a painting that they received as a wedding present in 1966. “Earlham just seemed like a perfect fit for this gift,” says Surdam. “Olive Rush grew up in Indiana, studied at Earlham and remained active in the Religious Society of Friends. To me it would make sense to have a significant collection of her work at the College. I hope that others who own her paintings will consider donating them to Earlham when it comes time for them to consider making such a gift.” The pieces donated by Surdam span Rush’s painting career — from a still life that she completed at Earlham to paintings dating from late in her career. Earlham owns four additional paintings by Rush. According to Julie May, associate professor of art history and curator of the art collection, this expanded collection will provide additional learning opportunities for students. “I can imagine wonderful student research projects based on these pieces,” notes May. “I routinely use pieces from our collection in my classroom teaching and students use the collection for their individual research, so I am confident that these pieces by Olive Rush will be of great benefit to our students. The College is extremely grateful to the Surdams for this generous gift.” Rush (1873-1966) attended at Earlham for a year, studying with John Elwood Bundy, the College’s first art professor and a notable painter in his own right. After Earlham, Rush attended the Corcoran School of Art in Washington, D.C. She later took classes at the Art Students League in New York City, Howard Pyle’s private school in Wilmington, Del., Richard Miller’s class for painters in Paris and at the Boston Museum School. She worked as an illustrator for such newspapers and magazines as New York Tribune, St. Nicholas, and Woman’s Home Companion. Rush also completed many commissioned portraits and murals during her career. Rush was the first woman artist to settle in Santa Fe, New Mexico. She moved there in 1920, long before it became a popular destination for artists. Rush is perhaps best known for her mural paintings, many of which she completed during the Works Progress Administration (WPA) years. She completed murals at La Fonda Hotel in Santa Fe Plaza, the Santa Fe Public Library and in the biology building at New Mexico State University in Las Cruces, among others. She was also the first woman to be granted an exhibition of her paintings at the New Mexico Palace of Governors. While living in Santa Fe, she contributed works to national and international exhibitions The New Mexico Museum of Fine Art offered a major retrospective exhibition of her work in 1957. Also active as an educator, Rush taught mural painting to Native American Artists at what is now the Institute of American Indian Arts in Santa Fe. More recently, Rush’s work was included in a traveling exhibition and catalogue entitled, Skirting the Issue: Stories of Indiana's Historic Women Artists (2004). A lifelong Quaker, her former studio on Canyon Road in Santa Fe is now home to the Santa Fe Quaker Meeting. The Earlham College Art Collection contains more than 4000 pieces from all over the world. Students use the collection in art history courses and for independent research. Art works from the collection are periodically displayed in the College’s Ronald Gallery in Lilly Library as well as in display cases in the Landrum Bolling Center. About Earlham

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The Economics Network Teaching Basic Skills to Economics and Business Students Home » Learning and Teaching » Ideas Bank Categories: Curriculum and Content Some Reflections from Delivering a Dedicated Module Contact: Dr. Paul L. Latreille School of Business and Economics, University of Wales Swansea E-mail: [email protected] Published October 2006 Introduction/Context There is a widespread perception among academics that students are increasingly ill-equipped for the demands of university study (note 1), lacking many of the basic skills that would largely have been taken for granted a generation ago and prior to so-called 'massification'. In turn employers seem less than impressed by the preparation that degrees appear to provide for the workplace, and in surveys consistently identify particular deficits in transferable skills and competences such as commercial awareness, team working, problem solving and analytical thinking (note 2). Partly as a consequence of these concerns, universities are now having to engage with an agenda in which the development of such skills assumes greater importance than was hitherto the case, and indeed is recognised as an end in itself alongside the inculcation of subject-specific knowledge. Most educators now recognise that the acquisition and enhancement of skills cannot be presumed to occur incidentally and reflexively as a by-product of studying for a degree; they must instead be promoted and cultivated explicitly, either within existing modules, or through some form of dedicated training provision (the 'embedded' and 'parallel' models respectively). Whichever mode of delivery is deployed, learners themselves must be encouraged and supported to reflect on and to take responsibility for developing and recording their skills via Personal Development Planning (PDP) (note 3). In Swansea, PDP has been embodied in its Learning and Professional Development (LEAP) policy launched in 2005 (see http://www.swan.ac.uk/leap/), which requires each of its ten Schools to introduce students to the LEAP principles and to provide opportunities for them to reflect on their learning, including that acquired from extra-curricular activities. The policy is enabling rather than prescriptive however, and a wide range of approaches has emerged across the institution. In the School of Business and Economics, basic skills training and elements of PDP/LEAP at Level 1 are delivered by means of a dedicated module delivered collaboratively by staff from both the Business and Economics subject areas within the School, from Library and Information Services (LIS) and from the Careers Centre. Entitled 'ICT & Study Skills for Business and Economics', and compulsory for all single and the vast majority of joint honours schemes within the School, the module ran for the first time in the 2005-6 academic session. The following provides some reflections on the experience. Module design and coverage The syllabus/coverage of the module essentially has three distinct yet related components: ICT skills The first of these covers an extensive range of topics, including learning styles & strategies; time management; effective reading and note-taking; problem solving and critical thinking; essay writing, report writing and bibliographic skills; team working; presentation skills; memory and revision; and examination technique. The ICT component includes a brief overview of several of the basic IT tools used in business including Word, Excel, Access, PowerPoint; use of the Internet and how to evaluate source validity; plus some general IT knowledge required for running a business, including data security and privacy. Finally the third section of the module discusses PDP/LEAP principles; academic skills audits; competitive CVs; and 'what the employer wants'. There is in addition, a 'hands on' induction session provided by LIS staff early in the module so as to familiarise students with the facilities available, including bibliographic search engines, Blackboard, student e-mail, etc., as well as basic housekeeping matters such as borrowing rights, the library classification system, and so on. A major advantage of delivering a new module is that it was poss

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Search What is the American Democracy Project (ADP)? The American Democracy Project (ADP) is a collaborative effort of the American Association of State Colleges and Universities (AASCU) and The New York Times to invigorate civic responsibility and engagement among American college and university students. Currently, there are over 200 American universities involved with ADP serving approximately 1.8 million students. The ADP strives to motivate young adults to actively participate in our democracy –- a system of government, in which the supreme power is vested in the people and exercised by them directly or indirectly through a system of representation usually involving periodically held free elections (Merriam-Webster Dictionary). What is the American Democracy Project? ADP Purpose at Ferris State University FSU ADP/PEP Council Members Contact Ferris ADP Academic Service Learning Project American Democracy Project Home

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Centennial Center for Leadership Entrepreneurial Leadership CCL Info Leader in Residence CCL Theme The Centennial Center for Leadership Susan M. Pliner, Ed.D. Director of Centennial Center for Susan came to the Colleges in 2006 as Director of the Center for Teaching and Learning and was asked to assume director responsibilities at the Centennial Center for Leadership in 2009. In addition to her associate dean role, Susan is responsible for the CCL's vision, strategic direction and leadership curriculum. Under her leadership, the CCL has experienced rapid growth and established itself as an integral part of campus with the long-term goals of providing sustainable programming to the surrounding Geneva community. Prior to HWS, Susan was the Associate Director of the Weissman Center for Leadership at Mount Holyoke College, where she also ran a leadership program for young women in high school. Susan's expertise in teaching and learning, social justice education, social identify development and instructional design has fostered an innovative atmosphere at the Centennial Center for Leadership and her commitment to providing opportunities that require leaders to think critically about their core beliefs, values and goals is reflected in the CCL's program offerings. Susan has a B.A. in Secondary Social Studies Education, a M.Ed. in Special Education, a CAGS in Social Justice Education, and an Ed.D. in Human Development. She teaches as an assistant professor and teaches courses in the Education Program and Social Justice Education Program. Amy Forbes, Ed.D. Amy arrived to HWS in July 2011 as the associate director for the Centennial Center for Leadership. In addition to her day-to-day leadership within the CCL, Forbes is an instructor, advisor and content developer for CCL programs. Forbes has a B.A. in English from Salisbury University. She also earned a master’s of science in education with a concentration in College Student Personnel from Bucknell University and has completed a doctorate in education with a focus in Educational Leadership and Policies Studies. Prior to her associate director role, she spent ten years working in college athletics as a women's soccer coach, an academic counselor and educational program developer for student-athletes. Her specialty areas include leadership development, leadership instruction, college student learning and development, and entrepreneurial leadership. Kaylyn O’Brien '12 Coordinator of Leadership Programs Kaylyn O'Brien '12 graduated from William Smith College in 2012 with a bachelor's degree in critical social theory and public policy, and a minor in philosophy. While a student at the Colleges, Kaylyn served as president of William Smith Congress, completed the HWS Leads Certificate Program, wrote for the Office of Communications, and worked as the CCL summer intern. Kaylyn recently completed a master's degree in philosophy and public affairs from the University College Dublin. Her primary focus is steering programming such as Leadership Institute and Leadership Café as well as overseeing a new student bystander intervention consulting program. She will also coordinate community outreach, direct social media marketing and serve as an instructor for the Public Speaking and Leadership Theory I Readers Colleges courses. Solome Rose Global and Community Leadership Fellow Solome Rose joins the CCL as the first Global and Community Leadership Fellow. Solome completed her undergraduate degree at the University of Virginia, majoring in foreign affairs and African American studies in 2008. She then went on to complete a master's in public policy at George Mason University. She has worked with the Elizabeth Glaser Pediatric AIDS Foundation and Africa Action in Washington, D.C., and the Carter G. Woodson Institute for African American Studies in Virginia. With extensive knowledge of human rights issues as well as a variety of policy experiences, Solome's work is focused on developing new global and community leadership programs for the CCL. She also spearheads research and scholarship opportunities for the CCL and coordinates assessment of its existing programs. Learn More E-Mail: [email protected] FOLLOW CCL

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News // Professor has multicultural background Professor has multicultural background Posted by Michael Saakyan on Oct 25, 2013 | Leave a Comment You are viewing an old revision of this post, from 25 October, 2013 @ 8:11. See below for differences between this version and the current revision. Adjunct Professor Jose Perez-Gonzalez is a Modern Languages instructor at the University of La Verne. Fluent in five languages – English, Spanish, French, Mandarin, and American Sign Language – Perez-Gonzalez spent several years living in France, where he enjoyed the French appetizer escargot. Perez-Gonzalez also teaches at Mt. SAC. / photo by Uyen Bui Michael Saakyan Born in Yucatan, Mexico, Jose Perez-Gonzalez is a man who wears many hats – from working as a translator for the French army to serving in cultural attaché department of South Korea. Today he is a professor of modern languages teaching Spanish and writing courses for the University of La Verne. While working for the American embassy, Perez-Gonzalez had the opportunity to travel to almost every continent. His work started as a translator for the French army where he got a grasp of foreign languages. “The French army career was what taught me to learn language,” Perez-Gonzalez said. “It doesn’t matter if it’s a foreign language or not, it’s just knowledge and they teach you how to use it.” After three years as a translator, Perez-Gonzalez moved to Algeria in northern Africa as a curriculum developer for an Islamic university, a teacher’s preparation university and the Central University of Algiers. Perez-Gonzalez’s next calling was working as a volunteer with children in a rehabilitation center in Almaty, Kazakhstan. “For two years I worked as a health volunteer working with children in a rehabilitation center,” Perez-Gonzalez said. “My job was to find money to send Kazak children to other countries to receive rehabilitation from muscle disorders and atrophies.” Moving from country to country, Perez-Gonzalez became fluent in five languages: Spanish, English, French, American Sign Lang­uage and Mandarin Chinese. He began learning Mandarin Chinese while teaching english in Tanggu, China. But his time in China was cut short when he received a job in South Korea from the American embassy working in the cultural attaché department. “With the cultural attaché department, it was usually based on mutual understanding between cultures through education,” Perez-Gonzalez said. “I did a lot of planning of cultural events for the people to understand and get to know Americans.” Perez-Gonzalez said he learned a great deal about cultures, languages and traditions from the different countries he had the privilege to work in. “These experiences that I have had help me deliver information and knowledge to students at La Verne who have somewhat of a background to where I have been to,” Perez-Gonzalez said. “I’ve met students from the countries I have worked in, and I was able to target and use what I know about their country to deliver the information and be relatable and tangible to students, so they can understand the class.” His vast knowledge of different languages is what makes him the perfect teacher for a language class, according to undeclared sophomore Jenny Formica. “Due to his large knowledge of foreign languages, he is able to compare them and teach us not only one, but how others speak as well,” said Formica. Another relatable attribute Perez-Gonzalez shows to students is his sense of humor, as he jokes with them. “He uses humor educationally, and he’s very entertaining but he teaches very well and he’s patient and understanding when it comes to the assignments,” child development sophomore Ivana Cantuna said. “He’s very lenient when it comes to school work and he is always there to work with you for research papers.” Recently Perez-Gonzalez has been dedicating his time working with men’s correctional facility in downtown Los Angeles, teaching writing classes. “I assign the same type of writing from schools to prisons but I just switch it up so it fits a correctional facility better,” Perez-Gonzalez said. “So when the inmates find out they become surprised that they’re able to use the same techniques as college students.” The best part about teaching for a correctional facility is everyone has a story, Perez-Gonzalez said. It may not be a positive one, but it gives you access to where they have been and he learns a lot from their past mistakes. Although Perez-Gonzalez has a bachelor’s and master’s degree from the Cal Poly Pomona he believes his degrees do not define him. “Educators at La Verne have degrees and doctorates, but it’s not about how many degrees you have: It’s about how affective you are to your audience,” he said. “Education is a bidirectional issue, you learn as much from the students as they learn from you.” Michael Saakyan can be reached at [email protected]. Lost in a modern language Lessons through the language of love Students learn Spanish with horror Professor brings Leos enthusiasm Multicultural Club celebrates Latino culture Post Revisions: 25 October, 2013 @ 8:11 [Current Revision] by Michael Saakyan 25 October, 2013 @ 8:11 by Eric Borer There are no differences between the 25 October, 2013 @ 8:11 revision and the current revision. (Maybe only post meta information was changed.) Be Sociable, Share! Tweet Tags: ivana cantuna, jenny formica, jose perez-gonzalez, modern languages department Leave a Reply

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/ Library / Historical & Special Collections / About HSC History of Special Collections Although the Historical & Special Collections Department was only organized as an administrative unit in 1985, the history of the collecting of historical legal materials at the Harvard Law School Library dates to the founding of the Law School. The importance of a well-equipped library in the education of lawyers was recognized at the very founding of the Harvard Law School. The resolutions adopted by the Harvard Corporation on May 14, 1817 that established "a school for the instruction of students at law under the patronage of the University" also stated that "a complete Law Library be obtained for their use as soon as means for the purpose be found." By 1840 the Library’s holdings exceeded 6,000 volumes, thanks to gifts by Nathan Dane, Joseph Story, Christopher Gore, and other early benefactors. In 1842 the Visiting Committee could report that every citation in Blackstone could be verified in the Library. Writing in 1899 Albert Dicey, the Vinerian Professor of English Law at Oxford, reported that the "library constitutes the most perfect collection of the legal records of the English people to be found in any part of the English-speaking world."The first half of the twentieth century saw a remarkable growth in the Library's collections of primary materials devoted to the study of legal history. In 1912, the Library acquired the 14,000-volume law library formed by the Marquis de Olivart of Madrid, the catalogue of which for many years had served as the standard bibliography of international law. A year later, the collection of early English law collected by the English barrister, George Dunn, was purchased en bloc for the School; this acquisition, augmented in the intervening years by gift and purchase, now contains copies of more than 90 percent of extant English law books printed before 1601. In 1931 the Library obtained the jurisprudence section of the library formed by the Princes of Stolberg in Wernigerode, Germany. Among these 10,000 volumes were legal incunabula; international law documents from the seventeenth and eighteenth centuries; and a large collection of Roman law, canon law, and civil law.By the end of World War II, it was apparent that the Library needed professional staff and appropriate facilities to care for its valuable historical collections.In a "Statement by the Faculty," which formed the preface to the prospectus that was sent to potential donors to a Treasure Room fund Dean Griswold wrote:As early as 1942 the Director of the University Library suggested that in the interests of scholarship we might have to surrender our precious books and manuscripts to the care of the Houghton Library [Harvard University's rare books and manuscripts library, the exhibition hall of which provided the inspiration for the design of the Treasure Room], where the bulk of the University's literary treasures are kept under well-nigh perfect physical conditions. He and we prefer that this should not be done. Unseen, as at present, the collection fails of its full function. Our students can best appreciate this rare heritage of law only if its materials are both visible and readily accessible on the premises. To fulfill our responsibilities to the world of scholarship, improved facilities for protecting, showing, and using the collection are essential. To discharge our obligation to those who study here, the working, storage, and exhibition quarters must be in the Law School itself.More than 1,500 alumni and friends of the School contributed $55,000 to the fund, and the Treasure Room and adjacent stacks opened for use on August 15, 1948.Over the next few decades, the Treasure Room was largely successful in accomplishing the goals that Dean Griswold and the faculty envisioned. In particular, the Library began to stage educational exhibitions to publicize its resources and programs. The Treasure Room's first two curators, Eleanor Little and Edith Henderson, presented exhibitions focusing on the historical collections of the Library. With the addition in the 1970s of curators for manuscripts and legal art, the size and frequency of exhibitions increased dramatically due to the efforts of the first two incumbents, Erika Chadbourn and Bernice Loss. A fine series of exhibitions staged in the 1980s by the Manuscripts Department, for example, featured the Sacco-Vanzetti, Holmes, Frankfurter, and Hastie Collections. This series brought the Library national attention through articles published in the New Yorker and in various newspapers.By the late 1970s, however, the original space set aside for special collections was full. More materials in the Library's general collections were recognized as deserving special care; these alone would fill the Treasure Room stacks several times over. Moreover, the Treasure Room, functioning as both an exhibition hall and as a special reading room, proved to be an unsatisfactory arrangement in the space formerly occupied by a classroom. The Treasure Room was not designed to accommodate portraits and other examples of the school's growing collections of legal art.In 1978 the Library addressed the first of these concerns by constructing climate-controlled, compact stacks. At the same time, it assumed custody of the School's legal art. The creation of the Special Collections Department in 1985, placed into one administrative unit the responsibility for the acquisition, cataloging, preservation, and research use of its rare book, manuscript, and art collections. With a revitalized exhibitions program and ever increasing use of the collections by scholars, it became increasingly apparent that the Treasure Room could not continue to serve simultaneously the several purposes for which it was originally intended. In May 1990, the Root Room, an informal student lounge on the fourth floor of Langdell, was converted into a reading room for researchers consulting special collections; the Treasure Room continued to be used for exhibitions and lectures.When the Library was renovated in 1997, the Department gained refurbished Special Collections reading room, the Root Room, with direct access for staff by stair and elevator to the two floors of compact stacks that house the Herbert Robinson '40 Anglo-American Rare Law Book Collection and other rare book and manuscript collections. Two floors of office and work space for Historical & Special Collections staff adjoin the Root Room. A new office and visual materials storage area was constructed above the renovated Treasure Room, renamed the Caspersen Room in honor of Finn W. Caspersen '66.More information about the Library's special collections can be found in the following:Chadbourn, Erika S., "Documenting the American Legal Scene: The Manuscript Division of the Harvard Law School Library" in Harvard Library Bulletin, v. 30 (1982), pp. 55-73.Dawson, John P., "The Harvard Collections of Foreign Law: Changing Dimensions of Legal Study" in Harvard Library Bulletin, v. 16 (1968), pp. 101-110.Little, Eleanor N., "The Acquisition of the Dunn Collection of Early English Law Books" in Harvard Law School Bulletin (December 1955), pp. 10-11.Pound, Roscoe, "Extracts from Notes by Roscoe Pound on the School's Portrait Collection of British Judges and Lawyers" in Harvard Law School Bulletin, v. 5 (1954), p. 2, 7.Pound, Roscoe, "The Harvard Law Library," in Harvard Library Bulletin, v. 5 (1951), pp. 290-303.Weber, Hilmar H., "Some Notes on the Stolberg Library" in Harvard Alumni Bulletin, (April 27, 1934), pp. 799-808. Library Research For Students For Faculty Forms and Services Empirical Research Teaching, Learning, Curriculum Solutions Digital Collections Historical & Special Collections Case Studies About the Library Share ABOUT

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Store Merchandise Swimwear Haircare High 5 Casino Purchase Photos Select State Debbie Miller For twenty-seven years, Debbie Miller and Cindy Provost, two former MISS USA State titleholders, have directed and produced State MISS USA and MISS TEEN USA pageants for the Miss Universe Organization, currently in Delaware, Illinois, Maryland, New Jersey and Rhode Island. Their lengthy experience, and backgrounds as pageant participants, allow them a unique view of how to assist young women in recognizing and optimizing opportunities provided by the MISS USA and MISS TEEN USA State Pageants, and how to encourage contestants to pursue those opportunities, not just for themselves, but for the good of others. While the glamour of pageant night has been the beginning of a very special journey to MISS USA and MISS TEEN USA titles for several of Debbie’s and Cindy’s State contestants, their State Pageants are designed to recognize, and showcase in a dignified manner, the beauty, poise and unique personality of all who enter their pageants. Terms of Service

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Most local high schools’ graduation rates below state average May 28, 2013 07:57 PM | 5148 views | 0 | 37 | | slideshow Only one local high school and only one area school district scored above the statewide average when the 2012 graduation rates were released last week by the Georgia Department of Education.The statewide average of 69.72 percent was two points higher than the 67.4 percent rate of 2011. This is the second year each Georgia school’s graduation rate was calculated with a new formula, known as the adjusted cohort rate, as mandated by the U.S. Department of Education.The four-year adjusted cohort graduation rate defines the cohort based on when a student first becomes a freshman. The rate is calculated using the number of students who graduate within four years and includes adjustments for student transfers. In contrast, Georgia’s former graduation rate calculation defined the cohort upon graduation, which may have included students who took more than four years to graduate from high school.Riverwood High in Sandy Springs led all local high schools with a rate of 70.69, and Fulton County Schools was the second-leading district with a rate of 71.34 percent. Sandy Springs’ other public high school, North Springs, was second in the area with a graduation rate of 67.28 percent.In a news release, Fulton County Schools touted its 1 percent increase in its graduation rate from 70.1 percent in 2011.“It’s great that 71 percent of our students are successfully finishing high school, but that also means more than a quarter of our students are being left behind. That’s not acceptable,” Fulton Superintendent Robert Avossa said in a statement. “One of our strategic focuses is to increase graduation rates to 90 percent by 2017. We still have a ways to go, but it’s achievable. I have no doubt that our schools and our students can do this. The support of our parents and community is critical in helping us reach this goal.”Smyrna’s Campbell High, which serves students in Vinings, was next at 62.11 percent, and its district, Cobb County Schools, led all local school systems at 76 percent.In a news release, the Cobb district praised the 2.6 percent increase in its graduation rate from 73.4 percent in 2011."Cobb's 2012 graduation rate is very strong in comparison to other metro Atlanta school districts,” Cobb Superintendent Michael Hinojosa said in a statement. “That's a positive reflection on our school staffs – the teachers, counselors and social workers – who are committed to working with our at-risk students every single day. We also have a community that values quality education, and that emphasis is carried down to the students."Buckhead’s only public high school, North Atlanta, had the lowest rate, at 60.59 percent, and its district, Atlanta Public Schools, had the lowest rate among local districts at 50.87 percent.In a news release, the Georgia Department of Education said based on the estimated cohort graduation rate of 58.6 percent in 2009, the number of students getting diplomas has risen by 11 percentage points in that time. The cohort rate was applied to 2009’s graduating class to help create a trend line, even though the state used a different calculation then.“I am very pleased that our graduation rate continues to increase, no matter how it is calculated,” State School Superintendent John Barge said in a statement. "While our graduation rate is still far too low and we have much progress to be made, we are moving in the right direction. In order to encourage more students to stay in school, we must make high school more relevant. Through our Career Pathways initiative, I am excited that students will see a clearer connection between what they learn in the classroom and how it applies to what they want to do after graduation.”Information: www.doe.k12.ga.us. Area’s schools CCRPI scores mixed

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Antony (Scharba) of Hierapolis Revision as of 08:30, December 20, 2012 by Чръный человек (Talk | contribs) His Eminence Antony (Scharba) of Hierapolis is the Metropolitan of Hierapolis and the Ruling Hierarch of the Central Eparchy and the Primate of the Ukrainian Orthodox Church of the USA under the jurisdiction of the Church of Constantinople from 2012. John Scharba was born John Scharba on January 30, 1947, to John and Dorothy Scharba, the eldest of five siblings. He was baptized on March 23, 1947, in St. John the Baptist Ukrainian Orthodox Parish, Sharon, Pennsylvania. He received his elementary and secondary education in the Sharpsville, Pennsylvania, school system and his religious education in St. John Parish. Young John began receiving a call to the holy priesthood at a very young age and was involved in the youth and young adult groups in his parish, but upon his graduation from high school, he decided to test his "call" by enrolling in Pennsylvania's Edinboro State University to prepare for a worldly career as a foreign journalist. After two years our Lord made it abundantly clear to him that he was on the wrong path and led him to St. Andrew College-Seminary in Winnipeg, Manitoba, Canada—the only Ukrainian Orthodox Seminary existing in the free world at the time. He simultaneously enrolled at the University of Manitoba, the campus of which is the location of St. Andrew Seminary. He graduated from the University of Manitoba in 1970 with a Bachelor of Arts in Sociology and then in 1971 completed his studies at St. Andrew Seminary receiving a Bachelor of Divinity—the equivalent of today's Master of Divinity in most seminaries. He remained in Winnipeg, having accepted an offer to become the Dean of Residence for St. Andrew College—a residence for both theology students and Orthodox and some non-Orthodox students of the University of Manitoba. John was ordained to the holy diaconate on October 1, 1972, by then Bishop Constantine at St. Vladimir Ukrainian Orthodox Cathedral, Parma, Ohio, and then to the holy priesthood on November 26, 1972, again by Bishop Constantine, in his home parish of St. John the Baptist Ukrainian Orthodox Church, Sharon, PA. He was assigned to his first parish, St. Vladimir UOC, Ambridge, Pennsylvania, in December of 1972 and remained there for four years. Fr. John was then transferred to St. Michael Ukrainian Orthodox Parish, Hammond, Indiana, where he served for the next nine years. He was very much involved with the youth of his parishes and within the Ukrainian Orthodox Metropolia. He served as Spiritual Advisor for the Ukrainian Orthodox camping program at Camp Kon-O-Kwee in western Pennsylvania. He also served for ten years as the Spiritual Advisor of the Jr. Ukrainian Orthodox League of the USA and for ten years as Chairman of the Sr. Ukrainian Orthodox League's Clergy Candidate Commission, which administered the Metropolitan John (Theodorovich) Scholarship Fund in support of the Church's seminarians. During his pastorate at St. Michael Parish, Hammond, Fr. John continued his education in the Graduate School of Theology at Loyola University, Chicago, and at Purdue University in Indiana in the Graduate School of Educational Counseling, both of which enhance his pastoral ministry in very particular ways, providing insight into comparative theology and the very secular educational system of our nation, which has served him well in his parish and seminary education responsibilities. At the regular Church Sobor of the Ukrainian Orthodox Church of the USA in 1981, Fr. John was elected as a bishop of the Church. In 1982 he was tonsured as a monastic, and in 1985 with the monastic name Antony (after St. Anthony the Great, whose feast day falls exactly on the Bishop's birthday) and he was then elevated to the rank of Archimandrite in May of 1983. He remained serving as pastor of his parish until October 6, 1985, when he was consecrated as Bishop at St. Andrew Memorial Church at the Ukrainian Orthodox Church's Metropolia Center in South Bound Brook, New Jersey. He was immediately assigned as Rector and Administrator of St. Sophia Seminary where he served through 1989. In addition to this he assumed the Editorship of the English edition of the Ukrainian Orthodox Word, the official publication of the Church, and later accepted the editorship of the finally combined Ukrainian/English publication, which exists today. Bishop Antony was asked and agreed to fill a void in the life of the

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John Cassian Revision as of 05:56, March 18, 2005 by James (Talk | contribs) St. John Cassian Our venerable and God-bearing Father John Cassian was born in the Danube Delta in what is now Dobrogea, Romania in about 360. In 382 he entered a monastery in Bethlehem and after several years at the monastery was granted permission, along with his friend St. Germanus, to visit the Desert Fathers in Egypt. They remained in Egypt until 399 except for a brief period when they returned to Bethlehem and were released from the monastery there. Upon leaving Egypt they went to Constantinople where they met St. John Chrysostom who ordained St. John Cassian as a deacon. He had to leave Constantinople in 403 when St. John Chrysostom was exiled, and eventually settled close to Marseilles where he was ordained priest and found two monasteries, one for women and one for men. St. John's most famous works are the Institutes, which detail how to live the monastic life, and the Conferences, which provide details of conversations between John and Germanus and the Desert Fathers. He also warned against some of the excesses in Blessed Augustine of Hippo's theology whilst refraining from criticising him by name. For this reason he has sometimes been accused of Semi-Pelagianism by the Roman Catholic church. St. John died peacefully in 435 and his feast days are February 29 and July 23. This article or section is a stub (i.e.

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Palo Alto College > Faculty & Staff > Procedures Manual Palo Alto College, one of the Alamo Colleges, is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award associate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call (404) 679-4500 for questions about the accreditation of Palo Alto College. The purpose of the Faculty Senate shall be to present the views and recommendations of the college faculty to the administration and to the Board of Trustees of the Alamo Community College District as those views relate to policies on academic and professional matters. Staff Council Palo Alto College’s Staff Council is part of the Unified Staff Council of the Alamo Community College District. The Staff Councils strive to enhance professionalism of all staff members by increasing access to information, participation, communication, and recognition. Palo Alto College's Veterinary Technology Program is accredited by the Committee on Veterinary Technician Education and Activities of the American Veterinary Medical Association (AVMA). The Puente Project was launched at Palo Alto College in 2012 with the mission to increase the number of educationally disadvantaged students who enroll in four-year colleges and universities, earn college degrees, and return to the community as mentors and leaders of future generations Follow Us On

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Bachelor of Fine Arts at SUNY Plattsburgh About Art Bachelor of Fine Arts Art History (Study Option) Art Minors Art Therapy Minor Museum Studies Minor B.F.A. FAQs Your Four Years Studio Concentrations Plattsburgh State Art Museum Visual Artist Series For Art Students Portfolio Guidelines SUNY Plattsburgh > Academics > Art Bachelor of Fine Arts: Studio Art Our Bachelor of Fine Arts Program Allows You To Prepare for a career in art or continue on to graduate study. Gain a solid technical foundation in art and confidence in your skills. Learn to apply high quality standards and good aesthetic judgement. Concentrate on one or more artistic disciplines of your choosing. Develop your personal vision and method of expression. Study the history of art and its place in society over the years. Build a strong portfolio of work. Bachelor of Fine Arts (B.F.A.), Study Option in Studio Art The B.F.A. program is an intensive, professional degree that prepares students for art careers or graduate study in either fine arts or graphic design. B.F.A. students are admitted by a portfolio review. Students without portfolios may enter the B.A. program and, subsequently, apply to the B.F.A. program. Students in the B.F.A. program obtain a solid foundation and broad studio experience, as well as one or more in-depth concentrations in graphic design, ceramics, drawing, painting, photography, printmaking or sculpture. B.F.A. students are reviewed annually and their studies culminate in a Senior Exhibition. B.F.A. graduates develop technical competence, aesthetic judgment, and a strong commitment to artistic quality. The foundation studio art experience is an integral component of student preparation in the visual arts. The strength of the foundation program rests on a synthesis of drawing, two and three dimensional design, and art history survey courses. These introductory courses provide the language for visual thinking. The foundation studio art program, along with a broad liberal arts education, provide the building blocks for developing our students creative individuality. Every art major elects at least one studio area of concentration with a focus on building a mature level of creative expression. This in-depth involvement also enables our students to create a professional level portfolio for their future goals. Many of our students choose to continue their education in a Master of Fine Arts program. Concentrations are available in: Graphic Design. Painting. Printmaking. Sculpture. Admissions/Portfolio Admission to the B.F.A. Program is by portfolio review. Freshmen may apply as an incoming freshman or at the end of their freshman or sophomore years. Transfer students may apply upon acceptance to the College. Frequently Asked Questions about the B.F.A. Portfolio Guidelines. View the B.F.A. in Art course curriculum. Note: this 747kB PDF file requires the latest version of Acrobat Reader, which is available as a free download. View art course descriptions. If you would like more information about art at SUNY Plattsburgh, please contact: Norman Taber Office: Myers Fine Arts 206 Email: [email protected] Kimberly Hall-Stone, Secretary Office: Myers Fine Arts 220B Email: [email protected] Myers Fine Arts 220 B

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Publishing Cooperatives: Another Seminal Work by Raym Crow Raym Crow, author of the key SPARC discussion paper Institutional Repositories, has done it again!Publishers cooperatives: an alternative for non-profit publishers, presents a blueprint for moving to open access that will work for a great many publishers. A very large percentage of peer-reviewed scholarly journals are still being produced by small societies, and many are still being produced in print only. Raym explains why publishing cooperatives, based on discipline, make a great deal of sense for such publishers. For Raym's excellent work, please see the link below. Following are some of my thoughts on how and why libraries should be helping to start and support publishing cooperatives.From my perspective, this is a unique opportunities for libraries to be involved in helping to set up and support such cooperatives. Many of these societies would very much like to move to open access, but lack the means. Their members are our faculty; it makes sense for us to help them, as this creates the changes in scholarly communications we have been seeking.It is not hard for a library to provide support. There is free, open source software available. Hosting costs are miniminal, and technical supports costs can be quite reasonable. Simon Fraser University Library, for example, has analyzed the costs involved per-journal to come up with a cost-recovery fee of $750 Canadian per journal, as listed on the SFU library web site at http://pkp.sfu.ca/?q=ojs.This is a unique window of opportunity for library leadership in creating change in scholarly communications, in my view.For the small, print-only publisher, with a little help, it could actually be quite easy to move from print-only to online and open access. It is easier to move to open access immediately, then to set up authentication and electronic subscription tracking first (it's probably more work to set up authentication and tracking than it is to set up an electronic journal). There could be journals that could easily afford an OA journal through cost savings from dropping print, although many will want to continue print.The discipline-based cooperative makes a lot of sense to me from my experience as a new OA editor / editorial board member. When we have questions about how to run our new LIS OA journal, the first people we think to call are our friends at other LIS OA journals, and there is some overlap in editorial participation among our journals.Even if the cooperative approach initially is likely to appeal first to the smaller publishers, not the big expensive ones where we'd really like to see changes, here is something to think about: once a cooperative is established, any editorial board fed up with high prices and limited access - has someplace else to go.A brief article on publishing cooperatives is available in the latest First Monday:http://www.firstmonday.org/issues/issue11_9/crow/index.html.The full discussion paper can be downloaded from the SPARC web site:http://www.arl.org/sparc/.For direct download, go to:http://www.arl.org/sparc/pubs/papers/Cooperatives_v1.pdfMany thanks to SPARC and Raym Crow!thoughts?Heather Morrisonheatherm at eln dot bc dot caDisclosure: I work for SFU Library, one of the partners in OJS, although I'm not involved in this project.This was originally posted to the SCHOLCOMM listserv, and is the fourth post in the Transitioning to Open Access Series.This post reflects my personal opinion only and does not represent the opinions or policy of the BC Electronic Library Network or the Simon Fraser University Library. Heather Morrison transitioning to open access DRAFT Policy on Access to Research Outputs Following is a copy of the CIHR Draft Policy on Access to Research Outputs of 2006, copied from the Canadian Institutes of Health Research website, without modification, on September 10, 2007:Draft Policy on Access to CIHR-funded Research OutputsThe mandate of CIHR, as stated in The CIHR Act is: "to excel in the creation of new knowledge and its translation into improved health for Canadians, more effective health services and products and a strengthened Canadian health care system.1"As such, CIHR has a fundamental interest in ensuring that research outputs are available to the widest possible audience. Researchers, educators, decision makers and others require access to the latest knowledge and research materials in order to build on scientific discoveries, inform policy, develop new technologies, and establish health-related standards and best practices.CIHR's policy promoting access to research outputs rests on the foundation of the CIHR Act and reflects the core values articulated in CIHR's Blueprint for Health Research and Innovation, the organization's strategic plan, which states that: "the primary purpose of all research in the public domain is the creation of new knowledge in an environment that embodies the principles of freedom of inquiry and unrestricted dissemination of research results.2"This policy was developed under the guidance of CIHR's Advisory Committee on Access to Research Outputs and with input from public consultation.ScopeThis policy applies to all research outputs that have been financially supported in whole or in part by CIHR (herein referred to as CIHR-funded research), including industry-partnered research. A research output is conceptual or practical knowledge, data, information, or a physical or biological object developed during the course of CIHR-funded research, and is essential for reproducing results and for furthering research discoveries.Research outputs covered under this policy are the following: 1. peer-reviewed journal publications; 2. research materials; and 3. final research data.Requirements for applicants of CIHR funding and grant and award holdersNew and renewal applications for CIHR funding must now include a Research Output Access Plan. This plan must list anticipated research outputs, state how the applicant, grant holder, or award holder intends to make their research outputs accessible to others, or provide reasons for any restrictions on access to research outputs. Furthermore, grant and award holders have new responsibilities under the following outputs of CIHR-funded research projects:1. Peer-reviewed Journal Publications * CIHR requires grant and award holders to make every effort to ensure that their peer-reviewed journal publications are freely available. CIHR recognizes that there are several vehicles for delivering free access to research publications. And as such, we are providing two options for grant and award holders. Under the first option, grant and award holders must archive either final peer-reviewed published articles, or final peer-reviewed full-text manuscripts, immediately upon publication. Archiving must involve deposition in an appropriate open archives initiative-compliant digital archive, such as PubMed Central, or an institutional repository. A publisher-imposed embargo on open accessibility of no more than 6 months is acceptable. * The second option allows grant and award holders to submit their manuscripts either to a journal that provides immediate open access to published articles (if a suitable journal exists), or to a journal that allows authors to retain copyright and/or allows authors to archive journal publications in an open access archive within the six-month period following publication. * Book chapters, research monographs, editorials, reviews, or conference proceedings arising from CIHR-funded research are not covered under this policy. However, CIHR encourages grant and award holders to provide access to these and other forms of research publications where possible. * CIHR recommends (but does not require) that grant and award holders consider retroactively archiving their most important articles subject to the copyright arrangements that apply to these articles. * As a new requirement for "Acknowledgement of CIHR's Support", grant and award holders must now acknowledge the CIHR grant and award funding reference number(s) (FRN) in each publication that results from CIHR-funded research. Specifically, grant holders should include the following acknowledgement: "This work was supported by Canadian Institutes of Health Research (CIHR) grant(s) FRN: XXXXX."2. Research Materials * Research materials are defined as research tools or resources that are useful to other grant holders for replicating results and furthering research discoveries. Examples of research materials include: small molecules, organisms, viruses, cell lines, nucleic acids, purified enzymes, antibodies, reagents, source code and software, protocols, research tools for evaluation, questionnaires, interview guides, data abstraction forms, and manuals for patient services. * Grant and award holders are required to comply with reasonable requests for research materials arising from CIHR funding made by researchers, students, and trainees working within the not-for-profit research community once the specific research material has been cited in a journal publication. Furthermore, research materials should be provided to recipients of not-for-profit research institutions at cost and with as few restrictions as possible. * Research materials may also be shared with the commercial (for-profit) research community following university and institution procedures regarding material transfer agreements.3. Research Data * Final research data refers to the factual information that is necessary to replicate and verify research results. Data can include original data sets, data sets that are too large to be included in the peer-reviewed publication, and any other data sets supporting the research publication. Research data is typically an electronic data set, and may include interview transcripts and survey results provided confidential data and subject privacy is protected. Research data does not include lab books and unpublished research protocols, or physical objects like tissue samples. * Grant and award holders should strive to make final data sets, generally in electronic form, available upon request after the publication date of a peer-reviewed publication. * For effective sharing of data, grant and award holders should ensure the quality of the data and have accompanying metadata (i.e., information that describes the characteristics of the data set) or codebooks. * CIHR requires grant and award holders to deposit bioinformatics, atomic and molecular coordinate data, experimental data, as already required by most journals, into the appropriate public database immediately upon publication of research results. * CIHR also requires grant and award holders to retain original data sets arising from CIHR-funded research for a minimum of five years after the last date of the "Authority to Use Funds" period of the grant. This applies to all data, whether published or not. * The grant or award holder's institution and research ethics board may have additional policies and practices regarding the preservation, retention, and protection of research data that must be respected.Compliance * Grant and award holders are reminded that by virtue of signing a CIHR application they accept the terms and conditions of the grant or award as set out in the Agency's policies and guidelines.3 * In the future, CIHR will consider a researcher's track record of providing access to research outputs when considering applications for funding, and will take into consideration legitimate reasons for restricting access.References 1. Bill C-13: The Canadian Institutes of Health Research Act. April 13, 2000. 2. Investing in Canada's Future: CIHR's Blueprint For Health Research and Innovation (2003/04 - 2007/08), Ottawa, January 2004. 3. CIHR Grants and Awards Guide. Canadian Institutes of Health Research Series Michael Geist: New Research Policy a Victory for Open Access September 10, 2007British Columbia Library Association Congratulates CIHR on Open Access to Research Outputs policy. September 10, 2007.More kudos for CIHR! From the Canadian Association for Research Libraries, Olivier Charbonneau, and Research Information. September 2007.More kudos for CIHR Open Access to Research Outputs policy Links to Jim Till's blog collection of kudos for CIHR. September 2007.This post was originally posted September 10, 2007, backdated to Sept. 10, 2006, for blog housekeeping reasons.Open Access Policy: Let's Put the Public Good First! Comments and reflections by Heather Morrison. September 2007.Canadian Institutes of Health Research (CIHR) Policy on Access to Research Outputs. Announcement of the policy, excerpt, Heather's comments, links to comments by Peter Suber and Michael Geist. September 4, 2007Jim Till: Be Openly Accessible or Be Obscure Profile of Jim Till, Canadian OA activist, Chair of the CIHR Advisory Committee on Access to Research Outputs, and author of the blog, Be Openly Accessible or Be ObscureCanada's CIHR: 31st to Adopt a Green Self-Archiving Mandate Kudos from Stevan Harnad.That day has arrived, and Canada must seize it! More on CIHR. Heather Morrison queries whether CIHR draft policy goes far enough. November 2006.CIHR draft policy: the leadership needed to overcome gridlock. Applause from Rick Johnson, founding Executive Director of the Scholarly Publishing and Academic Resources Coalition (SPARC), for CIHR leadership on the CIHR OA policy. November 1, 2006.Draft Policy on Access to CIHR-funded Research Outputs. October 2006. Links to the Draft Policy, considered exemplary, with comments by Heather Morrison, Peter Suber, and Stevan Harnad.DRAFT Policy on Access to Research Outputs. Text of CIHR Draft Policy, copied from CIHR website for historical purposes September 10, 2007.Response to CIHR Consultation on Open Access. Heather Morrison's personal reponse to the CIHR consultation. September 2006.Canadian Institutes of Health Research: Comments Due May 15, 2006 May, 2006. Announcement of CIHR Consultation. Consultation questions presented in full, with Heather Morrison's suggestions for responses. Pre-submission peer-review (transitioning to open access) Transitioning to open access can be facilitated for everyone involved by looking for efficiencies in the production of scholarly communications. This post looks at the hypothesis that pre-submission peer review results in higher quality submissions, reducing the workload for editors and peer-reviewers. If correct, this has interesting implications: enhanced viability for some types of open access journals, such as the strictly volunteer / in-kind or membership fee subsidized models, or potentially reduced processing fees for open access journals that rely on the latter.To me, this is such a no-brainer that I'm not waiting for the results of the suggested research! In my view, open access publishers are well advised to include suggestions for pre-submission peer-review in their author guidelines, right now!Pre-submission peer-reviewHypothesis: when an article has been reviewed before submission for publication, the workload for editors and peer-reviewers is less. This efficiency has the potential to enhance the viability of open access journals relying primarily or exclusively on volunteer labor and in-kind support, as well as to decrease revenue expenditures, and therefore potentially process fees, for process-fee based open access publishing. For many authors, there are side-benefits: this will also increase the chances of an article being accepted for publication, and result in a more congenial review process.Background: in my experience as an author, editor, and peer-reviewer, the range of quality of articles submitted for publication, even those eventually published, is from articles that require absolutely no revision whatsoever to articles that are completely rewritten by the editor. There is a lot of middle ground - articles that need quite a bit of work. Reviewing a well-written article is a lot less work than reviewing an article that needs a lot of work; it's also much more pleasant, an important factor when coordinating volunteer labor. In my experience, the articles that need little work are those that have been carefully checked by the author, who has asked colleagues and/or experts to review the work before submission. (Note: there are two concepts here - self-review and peer-review, which are mixed up together here, as they are interrelated. It is important to consider them together, as either would improve the quality of an article submitting for publication).As an author who has followed this process, my impression is that this is a more congenial experience for the author as well. If your article needs revision, it's much nicer to hear this from a friend, someone who might be able to sit down with you and help you understand how someone else might see your article, rather than an unknown stranger in a situation where asking the reviewer to clarify a comment may seem too much work to pursue, or at best is likely to leave you waiting some time for an answer.Research: survey authors on submission to find out whether an article has gone through a pre-submission review, and to what level. For example, did a colleague provide a thorough critique, and did the author do substantial revisions based on this critique? Conduct a separate survey of editors and peer-reviewers to find out how much time was spent on reviewing and editing. If the hypothesis is correct, then there will be an inverse correlation between pre-submission peer-review and time spent on editing and review (the more peer-review, the less editing and post-submission peer review). It would be important to address potential confounding factors, such as discipline, topic, author's experience, linguistic or geographic origin, etc. It might be useful to survey editors and reviewers about their perceived quality of the experience (pleasant / unpleasant, etc.).Implications:If this hypothesis is correct, there are some interesting implications. If a journal is using a processing fee approach, why should an author who submits an article close to perfection pay exactly the same rate as an author whose article needs substantial revision? Does it make sense for a volunteer / in-kind or membership fee subsidy based journal to actively encourage authors to seek pre-submission peer review? To me, this is such a no-brainer that I'm not waiting for someone to have time for this research!This post is the third in the Transition ing to Open Access series.This post reflects my personal opinion only and does not represent the opinions or policy of the BC Electronic Library Network or the Simon Fraser University Library. Heather Morrison is Assistant Professor at the University of Ottawa's École des sciences de l'information / School of Information Studies http://www.sis.uottawa.ca/, having completed a PhD at Simon Fraser University School of Communication in 2012 on the topic Freedom for scholarship in the internet age. Creative Commons and Open Access Critique The Dramatic Growth of Open Access Publishing Cooperatives: Another Seminal Work by R... Pre-submission peer-review (transitioning to open ... OA conference in Tunisia Nov. 27-28, 2014. Details here About IJPE (includes commenting policy) http://poeticeconomics.blogspot.ca/2005/07/about-imaginary-journal-of-poetic.html Canadian leadership in the open access movement dramatic growth of open access essential efficiences publisher tips creative globalization economics 101 OA research copyright for canadians OAD access copyright aiming for obscurity SCOAP3 environmental poetic economics google.books Education is a Public Good - not a commercial activity! If you are a learner or educator, at any level, all of the content on this blog is completely free for you to use! For details on this elaboration of the IJPE Creative Commons license, see this post: http://poeticeconomics.blogspot.com/2011/12/education-is-public-good-not-commercial.html Haiti basic health info This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Canada License.

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2014-52/2855/en_head.json.gz/18857

ANU Press EXPLORE ANU » About ANU Giving to ANU ANU College of Medicine, Biology & Environment Physical & Mathematical Sciences National Security College » more academic areas A-Z INDEX » ANU Press Agenda - Volume 19, Number 2, 2012 edited by William Coleman Download this bookFirst pageCoverTitle pageImprint and copyright informationSymposiumFor a Charter of Modelling Honesty Modelling as Agit-prop: The Treasury’s Role in Australia’s Carbon Tax Debate The Treasury–KPMG Econtech Modelling of the Excess Burden of Mining Taxation: Some DoubtsThe Treasury’s Non-modelling of the StimulusTreasury Forecasts of Company Tax Revenue: Back of the Envelope or Back to the Drawing Board?The Treasury–Reserve Bank ATM Taskforce Report: Would it Pass a Cost–Benefit Analysis?Australia’s NBN: Come Hell or High WaterThe Problem of Road Congestion: The Futility of ‘Avoidable Cost’ EstimatesAnalysisInvestments in Fire Management: Does Saving Lives Cost Lives?ArgumentTaming Volatile Capital Flows in Emerging EconomiesReview ArticleThe Academy in Decay ← previous next → Modelling as Agit-prop: The Treasury’s Role in Australia’s Carbon Tax Debate Henry Ergas and Alex Robson1 This paper examines the modelling undertaken by the Commonwealth Treasury of the costs of an Australian emissions trading scheme, published in ‘Strong Growth, Low Pollution’. Despite its considerable technical sophistication, we argue that this modelling is primarily an exercise in propaganda: ‘the systematic dissemination of selected information to promote a particular doctrine’ (Oxford English Dictionary). That propaganda role determined the limited range of questions asked in the modelling, the myriad unrealistic assumptions made in answering those questions, and the limitations imposed on third-party access to the model and data. Modelling has played a central role in the debate over the Rudd government’s proposed emissions trading scheme (ETS), as well as the carbon/tax emissions trading scheme actually introduced by the Gillard government. In both cases, large-scale modelling was undertaken by Treasury, with a report on the Rudd government’s proposed scheme (‘Australia’s Low Pollution Future’ or ALPF) being released in 20082 and a subsequent analysis, ‘Strong Growth, Low Pollution’ (henceforth: SGLP), focused on the Gillard government’s scheme, being released in 2011. It should be noted at the outset that the models Treasury has developed have not been released to the public, on grounds that are largely specious.3 Nor have the underlying data sets that inform those models been released. The — presumably intended — result is to make it impossible for those models to be thoroughly tested, or used to examine scenarios other than those Treasury that has chosen to model. Nonetheless, drawing on the published reports, this paper focuses on the modelling presented in SGLP and assesses the assumptions on which it is based and the consequent relevance of its results. Our conclusion is that despite its obvious and very considerable technical complexity, the SGLP modelling was primarily an exercise in propaganda — which the Oxford English Dictionary defines as ‘the systematic dissemination of selected information to promote a particular doctrine’. It was that propaganda role that defined the questions asked in the modelling, the assumptions made in answering those questions, the interpretation placed on the results, the limitations imposed on third-party access to the model itself and the underlying data sets and the uses to which the results were ultimately put. In subsequent sections we examine each of these aspects in turn. What questions did ‘Strong Growth, Low Pollution’ ask? The focus of SGLP was on the costs to the Australian economy of imposing a carbon tax, where those costs were assessed over the period to 2050. SGLP does not examine the benefits of imposing such a tax; indeed, the analysis specifically notes that it does not include the economic impacts of rising global emissions on Australia (with or without Australia’s mitigation actions). As a result, the most that can be said for its results is that they would potentially allow one to gauge the cost side of the ledger, leaving the question of whether there are commensurate benefits to the political process. With regard to how costs are assessed, while the scheme proposed by the Gillard government is ultimately an emissions trading scheme, the modelling is undertaken as if a carbon tax was in effect, with the extent of that tax depending on the emissions reduction goal being pursued. Those emissions reduction goals are defined in terms of targets for greenhouse-gas concentration levels, with two such targets — at either 550 or 450 parts per million — being modelled. Given those targets, the modelling broadly determines the lowest global carbon price needed to achieve the required emissions reductions and then calculates the change in Gross National Income (GNI) relative to a base case. That base case is defined in terms of a ‘business as usual’ scenario in which the rest of the world undertakes mitigation according to pledges made at the United Nations Climate Conference in Cancún. This scenario differs significantly from the Rudd government’s ALPF modelling, which assumed a ‘reference scenario’ in which countries introduced no new policies to reduce greenhouse-gas emissions, with atmospheric concentration of greenhouse gases therefore rising to over 1500 ppm CO2-e by 2100.4 The formal modelling of the GNI impacts relative to that base case was undertaken in SGLP using several models, of which two are particularly important. These are the GTEM model, developed by the Australian Bureau of Agricultural and Resource Economics (ABARE), which was used to examine the impact of abatement scenarios on the world economy; and the MMRF model, developed by the Centre of Policy Studies at Monash University, which is used to examine the impacts on Australia. Using those models, SGLP examines two quantitative scenarios for each abatement target: a first is one in which the rest of the world pursues one or the other of the emissions reductions goals, while Australia remains in a ‘business as usual’ policy — that is, does not implement a carbon price of its own; and a second in which both Australia and the rest of the world implement a carbon price, that price being determined internationally. In other words, SGLP does not quantify the cost to Australia of the scenario in which Australia implements a carbon tax or emissions trading scheme, but large parts of the world do not. It does, however, present a brief, informal discussion of that scenario, which we comment on below. The modelling neglects a number of costs that are likely to be associated with the Government’s actual policy. For example, in seeking to compensate households for the increase in prices due to the carbon tax, the Government has reduced some average personal income-tax rates, but in doing so has increased marginal tax rates for many taxpayers.5 The modelling ignores the welfare costs associated with these higher marginal tax rates, as it treats compensation to households as lump-sum transfers. In addition, the modelling ignores the economic losses likely to be associated with the Clean Energy Future Fund and other outlays funded by the carbon tax and so reflects only the costs due to the tax, rather than those arising from any wasteful expenditures the tax revenues permit. In short, SGLP is not a cost–benefit appraisal of the government’s scheme; it is only an assessment of its costs. It does not compare those costs to alternatives, most importantly that of adapting to climate change rather than avoiding it. And, in undertaking its assessment, it only quantifies scenarios in which the rest of the world is credibly committed to global emissions reduction, and then looks at the impacts on Australia of participating or not participating in a global carbon market. The assumptions The absence of a scenario in which Australia has a carbon pricing scheme but many other countries do not reflects the core assumptions in SGLP about the global environment. Those assumptions are: that all countries will implement the abatement commitments made at the 2010 United Nations Climate Change Conference held in Cancún, Mexico, although those commitments are not legally binding; that in doing so, at least the industrialised countries will implement some form of carbon trading mechanism, and those mechanisms will be sufficiently linked that a global carbon price will emerge as of 2015–16; that the resulting unified price will reflect (and equalise) participating countries’ marginal cost of abatement; and that over time other countries, notably China, will join this market. A number of other crucial assumptions are related to these core assumptions. In particular, it is assumed that there is some very low transactions-cost mechanism that provides credible ‘offsets’; that is, permits that involve payment for emissions avoided, typically in developing countries. At the same time, market participants can not only ‘bank’ permits (that is, purchase permits now but use them at a later date) but also ‘borrow’ them. Moreover, both banking and borrowing can, on net, occur between periods, with the important consequence that some scheduled abatement can be deferred to future periods. Before proceeding, it is useful to consider the import of these assumptions about the international environment. Put simply, there is very little prospect of their corresponding to reality. In particular, there is no reason to believe a global framework for emissions abatement, with credible, binding targets, will emerge between now and the end of this decade. Even were such an agreement to eventually be reached, there is no prospect of a global, unified, carbon price emerging between now and 2015–16, as (given implementation lags) that would require an agreement to be in place now. As for major developing-country emitters, notably China and India, making binding commitments to significant emissions reductions (relative to business-as-usual, which still involves large increases in emissions relative to 2001), this seems unlikely, all the more so if measures are taken (as is currently proposed) to curtail the use of difficult-to-police instruments such as the Clean Development Mechanism (in which developing countries receive payments not to emit). Finally, there is no precedent for ‘borrowing’, which was specifically prohibited under the Kyoto protocol. Treasury’s justification for those assumptions is that it is simply taking countries at their word. This is not accurate, however, as Treasury’s assumptions go far beyond any specific commitments countries have given. For instance, while China has at times suggested that it will consider a credible and binding commitment to multilateral abatement at some stage in the future, it has never gone beyond noting the possibility. India, for its part, has committed even less. But even if some countries had made non-binding commitments to stabilise emissions levels at some lower level, it is unclear why it should be assumed that those commitments would be realised in full. Rather, just as in examining options for our defence planning and our trade policy, a risk-adjusted approach should be used that explicitly accounts for the fact that outcomes are uncertain, including the extent to which countries abide by their Cancún commitments. Yet Treasury’s modelling assumptions not only rule these risks out, but rule in scenarios — such as the emergence of a global carbon price in 2015–16; an eventuality that was entirely implausible even when the modelling was carried out. Beyond those core assumptions, myriad technical assumptions are, of course, built into the modelling. Particularly contentious are those related to the rate at which new, low-emissions, technologies become available. In some instances, that rate appears to be determined exogenously — that is, technologies simply appear and become available for use. Particularly significant in this respect are the assumptions relating to the timing of the commercial viability and deployment of carbon-capture-and-storage (CCS) technology. The modelling assumes that CCS is deployed by as early as 2024 in some scenarios. This has a substantial impact on Australia’s income, given the size of our coal endowments. However, there is little evidence to suggest that this assumption of commercial deployment in less than 12 years is realistic. As well as such exogenous technical change, the modelling also provides for induced innovation; that is, for the development of low-emissions technologies as a response to the carbon price. That linkage is effected through ‘marginal abatement cost’ (MAC) functions, which relate the marginal cost of abatement in each industry to the level of the carbon price. These functions are relatively ‘aggressive’, implying a strong response of technological innovation to the carbon price. However, this raises a host of issues about the credibility of the carbon price as a signal to innovation (discussed in Ergas 2012). Another important modelling issue is what cost this induced innovation involves — in other words, how the cost of updating the capital stock is modelled, assuming innovation is largely embodied in new capital goods. As best one can tell, those costs are determined differently in the GTEM and MMRF models. That points to a further set of assumptions which are required to link the international and domestic scenarios and to close the respective models (that is, fix the constraint that then determines their solution). While there is no simple way of doing this, and the choice of closure and linkage can significantly affect the results, SGLP provides no information as to precisely how that linkage is made. Finally, it is worth noting that both models lack any form of forward-looking behaviour. For example, once the carbon price is determined, it is assumed to rise over time in a manner consistent with the Hotelling valuation principle; that is, in line with an assumed rate of interest. However, the fact of those increases does not ‘bring forward’ any form of adaptation: agents do not, in other words, anticipate those increases and adjust to them in a forward-looking way. Rather, they are entirely myopic, which seems entirely inconsistent with the assumption that the Hotelling valuation principle holds and is also at odds with modern modelling practice. If one accepts the modelling assumptions, the results are not implausible. However, the most striking feature of the results is that they highlight the implausibility of the assumptions themselves. In other words, while there appears to be internal validity (as best one can tell, the model ‘works’), the model lacks external validity — that is, a meaningful correspondence to the world as it is and is likely to be. The model suggests, for example, that China will bear a very large share of the costs of achieving global abatement: by 2050, China’s per-capita GNI is modelled to be 5–10 per cent lower than it would otherwise be, while US per-capita GNI is essentially unchanged. The situation is even worse for the former Soviet Union, whose per-capita GNI is modelled to decline by 9–12 per cent. If these results are to be believed, it is unclear why defection would not be a strongly dominant strategy for these countries — that is, why they would not be significantly better off reneging on any commitments to abate. The assumption of stable, binding agreement therefore seems implausible. Moreover, even those results depend on countries deferring planned abatement to periods beyond the modelling scenario. In other words, countries emit but offset those emissions against promised cuts in un-modelled future years, thus reducing the cost of achieving abatement targets in the modelling period. Nor is that on a small scale: rather, by 2050, there is a global debt to the future of about 8 per cent of the total modelled abatement task. But that begs the question of whether such ‘borrowing’ would be consistent with the global policy framework (as noted above, borrowing from the future was specifically prohibited under the Kyoto convention); and even more so, of why the promises to abate in future would be credible. Yet if they are not credible, it is unclear why innovators would develop very-low-emissions technologies whose viability depends on the extremely high carbon prices that would be needed to clear that backlog of deferred abatement. Equally, the results for Australia highlight the outputs’ sensitivity to the assumptions. Though no direct comparison is provided in the documentation, the marginal cost of abatement seems significantly higher in SGLP than it was in the 2008 modelling (see Centre for International Economics 2011). This likely partly reflects the Gillard government’s decision to exclude agriculture (which was included in the Rudd proposal) from its scheme, as well as the somewhat higher share of mining in the Australian economy in 2010 than in 2008. Be that as it may, the result is that a much higher share of Australian abatement in SGLP occurs by buying permits from overseas than was the case in the 2008 modelling. However, this obviously makes it crucial whether low-cost permits are indeed available in global markets and, if so, whether they are credible (that is, whether the abatement they promise in some other country actually occurs). The modelling suggests the bulk of these permits will be purchased from the undefined ‘rest of the world’, which is largely composed of relatively poor developing countries. At the moment, however, the market for such permits is extremely problematic, and there is no reason to believe the many obstacles that lie in the path of its development will be removed in the near future. Testing the models SGLP gives very little indication of sensitivities, but it is clear that even were one to accept the characterisation SGLP gives of the future global policy environment, the results are highly sensitive to the modelling assumptions. For example, as shown in Centre for International Economics (2011), the global price depends crucially on the marginal abatement costs of the lowest-abatement-cost country, so that small changes in the range of countries that participate in the scheme and in their cost structures could change the results very materially. Equally, the estimated global costs of abatement are very sensitive to the level and structure of the MAC functions — that is, to the implied elasticities of induced innovation with respect to the carbon price — which do not seem to be based on any form of empirical testing. Finally, the precise way the linkage of the global and Australian models is carried out is likely to have a significant impact on the results. On top of this, any sensible analysis would test how the costs to Australia change as the assumptions made on the global policy environment are changed. In particular, given that it is unrealistic to treat global agreement as an inevitability, a proper policy analysis would examine the costs to Australia of adopting a carbon tax/ETS when the rest of the world (or at least, major parts of it) do not. This is discussed in SGLP, but entirely qualitatively and almost parenthetically. In a short, informal discussion, the report claims that ‘going it alone’ would impose lower, not higher, costs than would be borne under coordinated global action.6 The reason given for this is mainly that world demand for our resources would be stronger than it would be under the coordinated-action scenario. On that basis, the report implies Australia would be well-advised to abate in any event, as it would not bear especially high costs from doing so. But this approach seems wrong-headed. Thus, each cell in Table 1 below lists the basic structure of payoffs to Australia in four scenarios, and illustrates the comparisons that are relevant for policy considerations. The benefits to Australia when the rest of the world mitigates are B. As Australia accounts for 2 per cent of global emissions, it is reasonable to assume B does not depend on whether or not Australia engaged in mitigation. Treasury’s modelling concludes that C, which is the cost to Australia when Australia doesn’t mitigate and the rest of the world does, is less than K, the cost to Australia when both we and the rest of the world mitigate. In other words, conditional on the rest of the world mitigating, mitigating imposes a cost on Australia. Treasury does not estimate Z, which is the cost of ‘going it alone’ (that is, in the absence of global mitigation, if Australia mitigates, we will incur costs of Z), but in defending unilateral mitigation, claims Z<K. Table 1: Structure of payoffs to Australia in various scenarios Mitigate B-K Source: SGLP 2011. Note: B is the assumed benefit to Australia of global mitigation which is assumed to be the same regardless of whether Australia does or does mitigate. K is the cost to Australia when we mitigate along with the rest of the world, while C is the cost when we don’t mitigate but the rest of the world does. Z is the cost of unilateral mitigation by Australia. However, from the perspective of rational decision-making, this is simply the wrong comparison. Rather, the relevant comparison for deciding whether Australia should mitigate when the rest of the world does not is between the costs in that scenario (in other words, the payoffs in the right-hand column of Table 1) — not that between the costs of Australia mitigating with and without coordinated global action (the top row of Table 1). For not mitigating to be ruled out as the dominant strategy for Australia, we would need Z<0, which is farfetched.7 Even putting that aside, the report’s suggestion that unilateral action is less costly to Australia than coordinated action also seems implausible — especially if the key difference is that in the coordinated-action scenario our resource competitors abate while in the unilateral scenario they don’t. It seems likely that the report’s claim — which is not backed by any modelling results — reflects unrealistically low estimates of substitution elasticities between Australian and foreign natural resources. Unfortunately, it is not possible to test any of these issues as Treasury has not released the models and data sets on which it relied. Initially, Treasury claimed this was because of objections from ABARE; however, ABARE had previously signalled its intention to release the model. Subsequently, in replying to questions from Senator Mathias Corman in the Senate’s Estimates Committee (on 17 October 2011), the Executive Director of ABARE made it clear that the failure to disclose the models and data sets was a government decision, not one made by ABARE. Since then, Treasury has refused Freedom of Information requests to disclose the models and data on the basis that doing so would involve an undue compliance burden, as those models and data are not kept in a form that would allow their disclosure. This is a deeply troubling justification. Assuming it is true, it implies Treasury does not adhere to good modelling practice, which requires managing information resources in a way that allows those resources to be audited, permits results to be replicated and avoids unnecessary costs when models and data sets need to be updated. To make matters worse, the SGLP documentation does not fully provide the information needed even to indirectly test the results. Relatively few model parameters are actually disclosed and even when they are, they are frequently incomplete. For instance, while the parameters of the MAC functions are listed, the operation of these functions is smoothed in the early years — but quite how that is done is not explained. And, at times, the documentation simply refuses to disclose even estimated parameters: the constant partial equilibrium expenditure and own-price elasticities of electricity demand, to take a striking case, ‘are deliberately not presented so as to avoid any misinterpretation’ (SGLP: 160). One rather wonders how likely it is that anyone who knows what a constant partial equilibrium is needs to be protected from misinterpreting it. How the results were used Its obvious technical sophistication notwithstanding, SGLP is first and foremost an exercise in propaganda, which the Oxford English Dictionary defines as ‘the systematic dissemination of selected information to promote a particular doctrine’ — the doctrine being that of the utility of the Gillard government’s carbon tax. The selective aspect of the information being disseminated is evident in the failure to release scenarios that could undermine the case for that policy: most obviously, the scenario specifying the costs to Australia of a unilateral carbon tax. It is also highlighted by the refusal to give access to the models and data to possible critics of the policy. At the same time, the fact that the modelling was undertaken by Treasury (which was clearly constrained in its ability to comment publicly on Ministers’ claims about its modelling) meant there was little constraint on misrepresentation by government of its results. For example, the foreword to SGLP by Treasurer Wayne Swan and Climate Change Minister Greg Combet asserts that ‘The modelling finds jobs continue to grow under a carbon price’; however, the model assumes the labour market clears (and given population growth, it would be extraordinary if the labour force fell), so the fact that employment increases is hardly a result of the modelling — rather, it is a result of the assumption that the labour market clears in a scenario where the labour force continues to rise. Similarly dubious claims have been made in relation to the effective carbon price paid as a result of the issuing of free permits to selected, trade-exposed, industries. Averaging the zero price of gifted permits with the price of the permits producers have to buy, Minister Combet and Trade Minister Craig Emerson have argued that the effective carbon tax will be ‘as low as $1.30 a tonne’, so that the harm to production will be minimal. But these claims are fallacious. Production decisions obviously do not depend on the average price, but on how much firms can save by reducing production. If avoiding one tonne of emissions saves $23 in carbon tax payments, then it is that $23 — the price at the margin — that matters. More recently, the Government has relied on the modelling to justify its assumption in the 2012–13 Budget that the carbon price in 2015–16 will be $29. However, the carbon price path in SGLP is simply the result of applying the Hotelling valuation principle to the price needed to achieve the ultimate abatement target;8 there is no empirical basis for assuming prices will in fact follow the price path the Hotelling principle determines, all the more as it is well known not to hold in markets for exhaustible resources. But Treasury has not demurred from the statements made by Minister Combet and Treasurer Swan that claim justification in Treasury’s modelling. The lack of robustness of this estimate is emphasised by the fact that the Government continues to state that this 2015–16 permit price will remain at $29 even though the Government announced that the Australian scheme will now be linked to the European ETS.9 While technically sophisticated, the modelling done for the Rudd and Gillard carbon price schemes was undermined by its partisan ends. Even its technical quality has been flawed by reliance on assumptions that serve those ends; moreover, the inability of third parties to replicate the results, or test the modelling sensitivities, limits the weight that can be placed on it. Particularly egregious is the decision to assume speedy global agreement on cutting carbon emissions. By the time of the SGLP modelling it was apparent that this was highly unlikely; given that fact, the least one could expect is rigorous testing of whether Australia should nonetheless implement a carbon price, and a discussion of what such a unilateral approach would cost. That is all the more important as unilateral abatement would clearly yield, at most, trivial environmental benefits. Some inkling of the magnitude of these costs can be derived by looking at the estimated reduction in Australian national income that occurs even with coordinated global action — for each dollar in revenue the carbon tax raises, national income declines by around two dollars.10 In other words, the carbon tax has an average excess burden four times greater than that of the most distorting tax identified by the Henry report.11 These results imply that absent any environmental benefits, the carbon tax is extremely distorting in terms of its average excess burden — and that average excess burden would presumably be even higher if unilateral action causes an even greater decline in Australian national income. That the AEB is high is unsurprising, as the carbon tax is a tax on an intermediate input and falls especially heavily on industries in which Australia has a comparative advantage. Given the emphasis Treasury has placed on average excess burdens in criticising mining royalties, one might have expected the risk of the economy bearing so great an AEB for little or no benefit to figure in Treasury’s discussion; instead, it is completely lacking. In short, this is modelling for a specific political purpose. Its technical quality is unknowable, as the models and data have not been released. Even were it high, however, that would not make it more useful to the public interest. Centre for International Economics 2011, ‘Notes on “Strong Growth, Low Pollution”: Modelling and Related issues’, Paper prepared for the Australian Industry Greenhouse Network, September. Ergas, H. 2012, ‘Policy Forum: Designing a Carbon Price Policy: Using Market-Based Mechanisms for Emission Abatement: Are the Assumptions Plausible?’ Australian Economic Review 45: 86–95. Robson, A. 2007, ‘The Prime Ministerial Task Group’s Report on Emissions Trading A Solution in Search of a Problem’, Agenda 14(3): 19–25. ——— 2009, ‘ETS Forum: Why No Cost–Benefit Analysis?’ Quadrant Online, 8 August, at: http://www.quadrant.org.au/blogs/doomed-planet/2009/08/alex-robson ——— 2010, ‘What Does the Government’s CPRS Modelling Tell Us?’ in Moran, A. (ed), Climate Change: The Facts, Institute for Public Affairs, Melbourne. Rodrigues-Neto, J. 2008, ‘Climate Change Policy: A Theorist’s Plea to Take Heed of Game Theory and Ambiguity Aversion’, Agenda 15(2): 85–90. Skaperdas, S. and Syropoulos, C. 1996, ‘Can the Shadow of the Future Harm Cooperation?’ Journal of Economic Behavior and Organization 29(3): 355–72. Williams, M. 2011, ‘Why Increasing the Tax-Free Threshold is a Bad Idea’, IPA Review (September): 27–8. 1 University of Wollongong, [email protected]; Griffith Business School, [email protected] 2 For an economic analysis of the ALPF, see Robson (2009a) and Robson (2009b). Robson (2007) examines the earlier Shergold Report, and also contains a brief summary of the basic science of global warming. 3 They are scrutinised in more detail below. 4 On this point, see the Centre for International Economics (2011). 5 On this point, see Williams (2011). 6 Page 84 of SGLP states that ‘Some commentators suggest Australia is ‘going it alone’ and, as a result, Australia’s mitigation costs will be far greater than reported because impacts on domestic competitiveness will be far greater. This argument is misconceived. If the extent of global action is less than assumed, then Australian mitigation costs will be lower, not higher, than reported for two main reasons. First, less stringent world action would strengthen export demand and output for our energy exports. Second, if global action is less than assumed, world carbon prices will be lower, making it less expensive to source abatement overseas.’ 7 Rodriguez-Neto (2008) argues that the theory of repeated games may ‘save the day’ in relation to climate change policy and that folk theorems, which (broadly speaking) state that under certain circumstances cooperation may emerge as an equilibrium in an infinitely repeated game, may be important. But why should the theory of infinitely repeated games be more applicable than dynamic game theory, in which the players’ strategies and payoffs change over time? In such games, it is possible that cooperation may actually be hindered if players place a sufficiently high value on the future (Skaperdas and Syropoulos 1996). Moreover, folk theorems do not state that cooperation must be an equilibrium of an infinitely repeated game. Indeed, defection in every round of an infinitely repeated game can still be an equilibrium. Therefore, whilst folk theorems are interesting, by themselves they provide little concrete guidance in the climate-change policy debate. 8 For the abatement target to be reached, price must rise to a threshold level. Given that level, the Hotelling valuation principle pins down the rate of increase in price. 9 Paradoxically, the assumed equality of the autarky and free-trade price also suggests that there are no economic gains to Australia linking to Europe, which begs the question as to why such links are being pursued in the first place. 10 Using, for example, a 1 per cent discount rate applied to data from Treasury’s modelling output to 2050, the present value of carbon tax revenue is $570 billion, whilst the present value of GDP losses is about $1 trillion. 11 Modelling undertaken for the Government by KPMG for the AFTS Review estimates the average excess burden of a gambling tax at 0.54. ← previous next → Agenda - Volume 19, Number 2, 2012 by edited by William Coleman Contact ANU The Australian National University, Canberra CRICOS Provider : 00120C ABN : 52 234 063 906

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San Juan County libraries enter a new era Dec 02, 2009 | 693 views | 0 | 13 | | by Georgiana Kennedy Simpson, Chair, San Juan County Library BoardOne year ago, San Juan County Commissioners Bruce Adams and Lynn Stevens met with the Library Board, expressing their strong concern over sharply escalating costs for offering Bookmobile services. Rather than end the Bookmobile contract at that time, the Library Board asked the commissioners to give them a year to research the costs and benefits of the Bookmobile and look into library service alternatives for outlying communities.I have long been served by the Bookmobile here in Bluff and am very fond of the service it has provided my family over the years. In fact, four years ago, I was appointed to the Library Board as a Bookmobile representative. It is because of this deep regard in which many residents of this county hold the Bookmobile, including myself, that members of the Library Board went to great pains over the past year to research and understand the expense and services of the Bookmobile in comparison to opening satellite libraries throughout the county. In the past few years, San Juan County experienced a sharp increase in the cost of Bookmobile services. The State Library formerly carried a heavier share of its cost, but the burden has now shifted to where the county is covering over 70 percent of the Bookmobile’s expense. Where it formerly cost San Juan County approximately $25,000 to operate Bookmobile services, the price paid by the County to the State Library in 2009 was $97,305. Concurrently, over the past several years, service to outlying areas has actually decreased. Stops that Rowland Francom made when he was the driver have been removed from the Bookmobile route to where, in most instances, the Bookmobile is stopping within the communities the Library Board has proposed satellite locations. In addition, while almost quadrupling the cost of the Bookmobile, San Juan County neither owns the Bookmobile van nor its collection. When the Library Board wished to expand services to Navajo Mountain, the State Library delayed the expansion for well over a year. With our frustration in sharply escalating costs and lack of local control over the library assets and services offered, we set out to explore the possibility of better ways to deliver library services to the rest of San Juan County. With that said, it was then the Library Board’s responsibility to determine if satellite locations could be established at no greater cost than we were currently paying for Bookmobile services. Interestingly, the satellite library concept in San Juan County is the brain child of former Bookmobile driver, Rowland Francom. After over 30 years of serving the county in that capacity, upon his retirement, he became a member of the Library Board. Having a firm understanding of the outlying communities because of his many decades of serving them, Rowland and the other members of the board believe a great opportunity exists to move library services to the next level throughout the county.After careful research, it was determined that, in fact, we are able to establish satellite libraries in Bluff, La Sal, Montezuma Creek, Monument Valley and either Aneth or Navajo Mountain at a lower cost than operating a Bookmobile. Concerned citizens have asked how such services can be established reasonably. Fortunately, through partnerships with the San Juan School District and the College of Eastern Utah Family Learning Centers, we have found affordable locations. The idea of satellite libraries in the county’s smaller communities is not a new one. At one time, a local citizen established a library in Bluff in the Old Jail House building. Montezuma Creek had formed a committee to start a library. Gary Rock and Pat Seltzer at Monument Valley High School had approached the county almost a decade ago to enter into a partnership to offer public library services in their community. Several years ago, I explored the idea of a library in the Bluff community. In each instance, the projects lacked county support, especially when, up until a few years ago, the Bookmobile was providing services at a fairly reasonable price. While I was exploring options for a Bluff library and trying to find a home for the Bookmobile further south in the county (it is currently facilitated out of Blanding), Rowland Francom approached the Library Board with the idea of satellites for the county’s smaller communities. Our board formed a committee to explore options. We were able to locate facilities and research collection and operating costs for each location and found we are able to provide this expansion while actually decreasing the costs of outlying library operation. Not only are we able to help each of these communities establish their own library, we are able to greatly expand the hours of library services offered within the community. With satellite libraries, we can offer between 16 and 64 hours per month of library services depending on the needs of the individual community, a great expansion over Bookmobile hours. For example, in the school district partnership test proposed at Monument Valley High School, San Juan County will provide the San Juan School District a grant which will pay for another librarian to serve during public hours and will purchase children’s books to enhance their already substantial collection. San Juan County libraries, through a book lease program, are able to bring popular titles into communities more quickly. With our Inter-Library Loan capabilities, we can find books for patrons through our network with the State Library and other collections located throughout the state. We will provide free internet service at each of the locations. We will bring our excellent Summer Reading Program to children at each location. In a separate move, Library Director Dustin Fife, in conjunction with the Grand County Library, came up with an innovative solution for Spanish Valley residents. Grand County wanted to charge Spanish Valley residents $40 per year to use the Moab library. Since Spanish Valley residents pay San Juan County taxes, it made sense to grant funds to Grand County to give Spanish Valley residents free access to their beautiful library in Moab. It is a simple win-win solution for everyone involved.La Sal and Monument Valley are ready to move forward with their locations. Both are slated to open by early 2010. Bluff is not far behind, once we nail down the location. The Montezuma Creek Elementary School Community Council has expressed their deep concerns about providing services to the children, especially during the summer. We are already brainstorming ideas to address their library needs. We are currently scheduled to open a satellite library in the Family Learning Center in Montezuma Creek. While we realize there are a couple of places such as Hatch Rock which can no longer be directly served by the Bookmobile, the San Juan County Library Board strongly believes we have found an innovative solution which greatly expands library services throughout the entire county. It brings back local control of library services and allows each community to design those services to fit their needs. Change makes people uncomfortable and yes, sometimes angry. Be assured the deeply committed members of the San Juan County Library Board did not make this decision lightly, but rather in the spirit of developing stronger library services in each community. We are looking for interested citizens to serve in community library committees to design services which fit your community’s needs. Call Georgiana Kennedy Simpson (672-2360), Cheryle Harvey (651-3210) or Maxine Deeter (686-2331).The San Juan County Library Board is excited about this great opportunity to bring a library into your community. We are grateful for the San Juan School District and College of Eastern Utah’s openness and willingness to partner in opening a new era of library services throughout the county.

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Home About Us Calendar Parents Community Council Enrolment LIFE Annual Report Employment Skoolbag St John VianneyHistory of the SchoolMissionOur School PrayerCurriculumSchool ServicesParish The values of St John Vianney's Catholic Primary School Waramanga are inclusivity, respect and community. We value diversity and strive to develop the potential of each person. The school, located in Weston Creek, achieves its mission by following the example of our Patron Saint, John Vianney. His life exemplifies the values of perseverance and commitment. We educate the whole child in terms of academic, physical, social, emotional and spiritual development through provision of quality, authentic learning experiences. As a Catholic school we seek to develop our curriculum so that it is individualised, inclusive and enables all students to participate in their learning with confidence and an appreciation of their self worth. A message from the Principal, - Mrs Vicky van der Sanden Thank you for taking the time to consider St. John Vianney’s Primary School as part of your child’s journey in both their faith and education. St. John Vianney’s is an integral part of the St. Jude and St John Vianney Parish here in Weston Creek. Our school is blessed to have close ties with our neighbouring Parish school, St. Jude’s. In seeking a Catholic education for your child, you are requesting a school community that bases all its actions on a relationship with Jesus. At St. John Vianney’s we strive to build a vibrant and welcoming community. We emphasise and teach the importance of having Christ as our centre and we aim to develop the uniqueness and potential of every child in our care. St. John Vianney’s prides itself on being an inclusive school. Children, no matter what their needs, are welcomed and every effort is made to support all students and families in our school. Our school strives to live out the Gospel values of love and respect for all. This website is a brief overview of some of the features of our school. If you have any further questions that need answering please do not hesitate to make contact through the school to meet me and be given the opportunity to view our facilities. May the peace of Christ be with you, always. Vicky Copyright © 2013 Namatjira Drive. Waramanga ACT 2611 Phone: +61 2 6288 2383 Fax: +61 2 6288 8578

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You are hereUSM Home › Stonecoast MFA in Creative Writing › Dolen Perkins-Valdez › Stonecoast MFA in Creative Writing Dolen Perkins-Valdez is the author of Wench: A Novel, published by Amistad/HarperCollins in 2010. USA Today called the book "deeply moving" and "beautifully written." People called it "a devastatingly beautiful account of a cruel past." O, The Oprah Magazine chose it as a Top Ten Pick of the Month, and NPR named it a top 5 book club pick of 2010. In 2011, the paperback reached the New York Times bestseller list. Dolen's fiction has appeared in The Kenyon Review, StoryQuarterly, StorySouth, and elsewhere. In 2011, she was a finalist for two NAACP Image Awards and the Hurston-Wright Legacy Award for fiction. She was also awarded the First Novelist Award by the Black Caucus of the American Library Association. Dolen serves on the board of the Pen/Faulkner Foundation and was awarded a DC Commission on the Arts Grant for her forthcoming second novel. A graduate of Harvard and a former University of California President’s Postdoctoral Fellow at UCLA, Dolen lives in Washington, DC with her family. Find her online at facebook.com/writerdolen or twitter.com/dolen. How I teach: I am always aware that the emotional investment in one’s fiction runs psychologically deep. I understand that I occupy a unique position in which I must, especially when offering criticism, honor the sensibilities of apprentice writers. Our fictional dream-worlds are built on fragile foundations, and we must not tear down our fellow dreamers. Instead, we must tread that difficult balance between encouragement and criticism, praise and analysis. I have a penchant for raw honesty in my feedback to student work, but I do so with a loving touch and an ever-present awareness of our writerly sensitivities. I begin reading an unpublished story with a presumption that it will be published and become a success. This approach results in a deep appreciation and respect for the work. I encourage students to disagree with me when necessary and fight for those parts of their work they believe to be true. I respond to submissions with a 6-8 page single-spaced letter followed by a final page for discussing annotations. I provide line edits by citing page numbers within the body of the letter. The letter is separated into craft sections such as, Story/Plot, Character, Point-of-View, Dialogue, Sentences, Setting/Place, Scenes, Description. Sometimes the sections may include genre-specific headings, such as a Research section for Historical Fiction. The benefit of this approach is to clearly identify specific areas of craft that need attention, thus shaping the selection for the subsequent Packet. My belief is that fiction is built on the nuts-and-bolts of craft, and if these aspects are mastered, any story can be successfully rendered. The beauty of the low-residency structure is that the traditional physical borders of a classroom with chairs and desks extend and mutate in pedagogically thrilling ways. When necessary, I attach handouts and photocopied excerpts from outside sources. I might also link web articles into the letter. I am always available via e-mail, but midway into the semester, I schedule a phone call with each student to discuss progress, goals for the remainder of the semester, and any other concerns. I hope to build a relationship with students in which all perspectives and viewpoints are valued. My belief is that the craft of writing can be learned, and I will do all I can to teach everything I know. Quick Links The Stonecoast Difference: A Program Overview Stonecoast in Ireland Academic Concentrations: an Interdisciplinary Approach Writing for Social Change Project Stonecoast Alumni Association How to Apply Request an Informational Packet USM Bookstores Facebook Flickr LinkedIn Twitter YouTube Secondary menuRequest Information

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June 6, 2014 0 comments » 56th TRS trains pilots to fly, fight, win Tags: featured Staff Sgt. LUTHER MITCHELL Jr. 56th Fighter Wing Public Affairs Capt. Brent Ellis, 56th Training Squadron air-to-air subject matter expert, teaches B-Course students air-to-air threat responses May 27 at the 56th TRS building. The course teaches pilots how to maneuver to prevent enemy radar from locking onto aircraft. Training F-16 Fighting Falcon pilots to carry out the Air Force mission is a big responsibility. The 56th Training Squadron at Luke Air Force Base is responsible for training F-16 pilots to fly, fight and win. “The 56th TRS contribution to the wing’s mission is to train the world’s greatest F-16 pilots,” said Lt. Col. Chad Burdick, 56th TRS director of operations. “Every F-16 student in the wing passes through our squadron. We train 80 percent of all F-16 students, and ultimately produce 50 percent of all fighter pilots in the entire Air Force.” Last year the 56th TRS graduated 469 students from multiple courses, including basic F-16 instruction, requalification, instructor pilot upgrades, senior officer requalification and the top-off suppression of enemy air defenses fundamentals course. Luke employs close to 47 weapons systems support contractors, some with more than 25 years of experience and a vast arsenal of knowledge about many different aircraft. Among these contracted staff members are 22 instructors as well as graphic artists and computer programmers who develop academic coursework for the students. Weapons systems support contractors provide academic and simulator training for F-16 students, as well as scheduling for the flying squadrons. All 56th TRS training is conducted across six facilities on Luke and the Papago Park military reservation in central Phoenix. For Capt. Joseph Chasser, 56th TRS student flight commander, the best part of his job is molding young pilots into wingmen. “It’s nice to start with a fresh young lieutenant and build them up from not knowing anything about the F-16 to being an effective combat-ready wingman,” he said. “It’s good knowing you had that effect on them and you can send them off with confidence to fly, fight and win.” Maj. Brandon McBrayer, 56th TRS training systems alternate director of operations, simulates a flying mission at the network training center. The 56th TRS provides academic, simulator and live mission training for more than 75 upgrading weapons directors annually.

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Circle in a Box Sam Vandervelde, St. Lawrence University, Canton, NY A co-publication of the AMS and the Mathematical Sciences Research Institute. Preface SEARCH THIS BOOK: MSRI Mathematical Circles Library 2009; 217 pp; softcover Volume: 2 ISBN-10: 0-8218-4752-X ISBN-13: 978-0-8218-4752-7 List Price: US$39 Member Price: US$31.20 Order Code: MCL/2 Suggest to a Colleague See also: A Decade of the Berkeley Math Circle: The American Experience, Volume I - Zvezdelina Stankova and Tom Rike Mathematical Circles - Dmitri Fomin, Sergey Genkin and Ilia V Itenberg Making Mathematics Come to Life: A Guide for Teachers and Students - O A Ivanov Math circles provide a setting in which mathematicians work with secondary school students who are interested in mathematics. This form of outreach, which has existed for decades in Russia, Bulgaria, and other countries, is now rapidly spreading across the United States as well. The first part of this book offers helpful advice on all aspects of math circle operations, culled from conversations with over a dozen directors of successful math circles. Topics include creative means for getting the word out to students, sound principles for selecting effective speakers, guidelines for securing financial support, and tips for designing an exciting math circle session. The purpose of this discussion is to enable math circle coordinators to establish a thriving group in which students can experience the delight of mathematical investigation. The second part of the book outlines ten independent math circle sessions, covering a variety of topics and difficulty levels. Each chapter contains detailed presentation notes along with a useful collection of problems and solutions. This book will be an indispensable resource for any individual involved with a math circle or anyone who would like to see one begin in his or her community. Sam Vandervelde teaches at St. Lawrence University. He launched the Stanford Math Circle and also writes and coordinates the Mandelbrot Competition, a math contest for high schools. In the interest of fostering a greater awareness and appreciation of mathematics and its connections to other disciplines and everyday life, MSRI and the AMS are publishing books in the Mathematical Circles Library series as a service to young people, their parents and teachers, and the mathematics profession. Titles in this series are co-published with the Mathematical Sciences Research Institute (MSRI). Readership Secondary school teachers and administrators, college professors, research mathematicians, and parents interested in organizing math circles for middle school or high school students. Reviews "[This book] is an excellent resource for those interested in math circles, including students and parents (they can just skip the organizational part and go directly to the presentations and problems). For those interested in starting and running a math circle, I think it is an invaluable resource." -- MAA Reviews AMS Home |

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Serving Arden-Arcade and Sacramento County Veterans' News Feature Writers Rancho Cordova Chamber of Commerce Board Selects Thompson as New Superintendent Glynn Thompson selected San Juan Unified Superintendent of Schools. Photo courtesy of SJUSD. SJUSD - After conducting an extensive search, the San Juan Unified School District Board of Education has selected Glynn Thompson as the District’s Superintendent of Schools with a unanimous vote. Thompson had been in the role on an interim basis while the search was being conducted and will assume his duties permanently effective May 1. His contract will run through June 2015 with an annual salary of $225,000. “Throughout the search process we heard students, teachers, parents, principals and community members tell us that the number one priority in selecting a superintendent was to ensure that the work of our community-developed strategic plan continued,” said Board President Richard Launey. “Mr. Thompson has been a leader in implementing our strategic plan and we need his strong voice to provide leadership as we build upon the work underway in our schools to close achievement gaps and educate and inspire each student to contribute to our radically evolving world.” Thompson was previously named the District’s interim superintendent of schools in June of 2011 while a search was conducted to find a permanent candidate for the position. He became San Juan Unified’s first chief academic officer in July 2009 building up on his more than 30 years of experience in New Haven and Los Angeles Unified school districts. He has previously served as a teacher, principal, professional development advisor, coordinator of special education and director of instruction. “We cannot do more with less, we must do differently,” said Thompson. “As state budget cuts continue to take resources away from our schools and classrooms, we must work collaboratively as a community to rethink how we deliver services and educate students to produce 21st century learners and leaders. San Juan Unified has a long and proud history of success which we will continue together.” A graduate of Texas Christian University with a bachelor’s degree in elementary education, Thompson also holds a master’s in educational psychology from the University of Houston and has completed post graduate studies at the University of California Los Angeles and Pepperdine University. His full bio can be found at http://www.sanjuan.edu/superintendent. Source: SJUSD LaMalfa Responds to Budget Trigger Cuts Legislative Republicans predicted $13b deficit, trigger cutsPosted: 12/14/2011 (SACRAMENTO) - Senator Doug LaMalfa (R – Richvale) issued a statement today regarding Governor Jerry Brown’s announcement that nearly $1 billion in mid-year trigger cuts will take effect on in the first months of 2012. The cuts follow the passage of a rushed, fiscally unsound budget by Democrats anxious to receive paychecks and perks in the wake of Proposition 25. “Legislative Democrats fabricated fantasy revenue numbers to kick out an on-time budget,” said LaMalfa. “The majority knew all along that the money would never materialize and that mid-year trigger cuts would be inevitable. Now, these mid-year cuts have become a political tool to help Democrats pass their tax increase plans.” In July, legislative Republicans offered budget proposals that would have made no cuts to K-12 education. They also released an analysis that predicted the nearly $13 billion deficit if the Democratic budget passed. "The only way to finally solve our budgeting problem is to eliminate the regulations destroying jobs and businesses,” LaMalfa stated. “When government agents are shaking down California businesses, families, and farms on a daily basis there is little doubt our budget problems will persist. California cannot regulate every aspect of business and life while expecting growth in the private sector. Californians are can-do people and will succeed if only government would get out of their way. Raising taxes will only hurt our struggling economy and hurt hard working Californian families.” Senator Doug LaMalfa is a lifelong farmer representing the fourth Senate District including Shasta, Tehama, Butte, Colusa, Glenn, Siskiyou, Sutter, Del Norte, Placer, Trinity, Yuba and Nevada counties. Garamendi Blocks Up to 130,000 Jobs & Raises Taxes on Middle-Class Families California Democrat Paves the Way for Tax Increases on Middle-Class Families While Allowing Himself a Pay RaisePosted: 12/14/2011 Washington --- John Garamendi today broke new ground in demonstrating just how out of touch he is with middle-class families in California when he voted against the Middle Class Tax Relief and Job Creation Act. Garamendi sided with President Obama and Nancy Pelosi and voted to pave the way for higher payroll taxes on all working Americans, block the 130,000 potential jobs from the Keystone XL pipeline project, and even allow a pay raise for himself in the process. Garamendi certainly went far to appease his Democrat leaders in Washington today, but struggling families and small businesses in California will be paying the price. “This is a win-win for middle-class Americans who need tax relief and jobs, but somehow John Garamendi figured out a reason to oppose it,” said NRCC Communications Director Paul Lindsay. “Garamendi voted to block up to 130,000 jobs associated with the popular Keystone XL pipeline project and pave the way for payroll tax hikes on all working families. The only thing Garamendi can confidently say he did with this vote is allow himself a pay raise.” Democrat leaders in Washington have been strongly opposed to the popular Keystone XL pipeline project, fearing they will alienate radical Democrat activists: “Environmental groups have been protesting the pipeline that would run from Alberta oil sands to Texas refineries, and there have been rumblings that greens would abandon Obama next fall if he approved it. At the same time, labor unions have backed the pipeline, arguing that it would create badly needed jobs for American workers.” (Dan Berman and Darren Goode, “Obama punts Keystone XL pipeline,” Politico, 11/10/11) The union-backed Keystone XL pipeline project would potentially create up to 130,000 jobs: “Many of those 20,000 jobs on the construction of the pipeline would have been filled by skilled union members. Eventually, the completed pipeline was expected to result in as many as 130,000 jobs…” (Editorial, “Keystone pipeline delay is the wrong call,” Houston Chronicle, 11/11/10) Even Democrats admit there is little reason to oppose a package that creates jobs and prevents tax increases on middle-class families: “At a time when many are without work, it is time that we come together in a bi-partisan way to pass this legislation which will create tens of thousands of new jobs. I commend the Speaker for including the construction of the Keystone XL pipeline that is supported by business and labor. “I also believe that this bill should attract votes from both political parties, because it takes initiatives supported by President Obama including the payroll tax cut extension and the extension of unemployment benefits, while also including initiatives supported by congressional Republicans like freezing federal worker pay.” (Press Release, “Boren Supports Payroll Tax Cut Extension Legislation That Includes Permitting The Keystone XL Pipeline,” Congressman Dan Boren, 12/12/11) The package also prevented scheduled pay raises for Members of Congress. (“Sec. 5421: Extension of Pay Limitation for Federal Employees,” H.R. 3630: The Middle Class Tax Relief and Job Creation Act, House Committee on Ways and Means, Accessed 12/12/11) John Garamendi toed the line for President Obama and Nancy Pelosi today, and middle-class families in California will pay the price with higher taxes and fewer jobs. When Garamendi votes to allow himself a raise while hiking everyone else’s taxes, his constituents in California can only conclude that he is a part of the growing problem in Washington. Garamendi Blocks Up to 130,000 Jobs & Raises Taxes on Middle-Class Families http://bit.ly/vK66yL #madeinwdc The Rich Are Getting Richer; So Are the Poor By Jarrett SkorupPosted: 121/4/2011 “No matter your thoughts about the Occupy Wall Street movement, the protesters were right in at least one respect: The rich are getting richer, and the poor are getting poorer.” Variations on this statement were repeated in dozens of blogs, commentaries, and even news reports in the past months. The claim comes via a Congressional Budget Office analysis that shows incomes for the top 1 percent of Americans growing by 275 percent between 1979 and 2007, while the lowest 20 percent saw their inflation-adjusted incomes grow by “only” 18 percent. The numbers from the report are correct, but the assertions based on it are true only because of careful wording. While the “top 1 percent” had the highest growth of income, if broadened to include the top 20 percent (the usual way of analyzing such figures), the growth rate was a far less stratospheric 65 percent. This contrasts with about 40-percent growth for the middle three-fifths of all wage earners, and 18 percent for the lowest one-fifth. Statistically, the lowest 20 percent of households are poor for one main reason: They don’t work as much. Among the causes are medical issues, disability, and bad incentives. Not surprisingly, households in the top 20 percent are far more likely to include people with jobs. Here’s how professor Mark Perry, a member of the Mackinac Center’s Board of Scholars and chairman of the economics department at the University of Michigan-Flint, described it: "American households in the top income quintile have almost five times more family members working on average than the lowest quintile, and … are far more likely … to be well-educated, married, and working full-time in their prime earning years. In contrast, individuals in low-income households are far more likely to be less-educated, working part-time, either very young or very old, and living in single-parent households." More significantly, the “rich getting richer” storyline insinuates that the top 1 percent and bottom 20 percent include the same individuals over time. For example, as reporter Julie Mack writes, “Overall, the numbers show that the more affluent you are, the better you’ve done in the past three decades.” Note how this ignores the reality that many individuals who were in the poorest group years ago have long since moved up and out, while among the rich are many families who are literally nouveau riche—they’ve recently arrived from lower income levels. That’s the risk of relegating real people into statistical categories. Economist Thomas Sowell explained it this way: “The actual empirical evidence cited has been about what has been happening over time to statistical categories turns out to be the direct opposite of what has happened over time to flesh-and-blood human beings, many of whom move from one category to another over time.” Data that tracks real people show that Sowell is correct. For example, as reported in The Wall Street Journal, IRS tax-return data shows that individuals in the bottom one-fifth back in 1996 experienced income growth of 91 percent by 2005. In contrast, individuals in the highest one-fifth saw their incomes increase just 10 percent over the same period. Incomes of households in the top 5 percent and 1 percent actually declined, by 7 percent and 24 percent, respectively. Anecdotally, this makes sense: For example, in 1985, my father was just out of college and probably in the lowest 20 percent. But by 2007 he had moved up. Such examples are commonplace, but are completely missed by statistical aggregates. In the late 1970s, Steve Jobs was trying to expand a struggling computer company. Bill Gates was writing code and just beginning to start working on a personal computer. And one of the founders of Google, Sergey Brin, had just arrived as a six-year-old immigrant from the USSR. These are individuals who did not enter that top 1 percent until many years later—in the process displacing former “one percenters.” It was these individuals, not statistical categories, who created companies and wealth by making products people wanted. Establishing conditions in which individuals can move up the income ladder by creating, innovating, and building is what America is all about. Jarrett Skorup is a 2009 graduate of Grove City College and former student fellow at The Center for Vision & Values. He is the research associate for online engagement for Michigan Capitol Confidential at the Mackinac Center for Public Policy, a research and educational institute headquartered in Midland, Mich. Permission to reprint in whole or in part is hereby granted, provided An Open Letter to President Obama, Secretary of State Hillary Clinton and Secretary of Defense Leon Panetta, Posted: 12/8/2011 Why are Secretary of Defense Leon Panetta and Secretary of State Hillary Clinton Blatantly Attacking Israel Our Only Democratic Mideast Ally? In recent days our Secretary of Defense has put his cards on the table and given Israel an ultimatum "Get to the damned negotiating table," where the cards are stacked against Israel. This curt demand was made public Friday December 2nd at the leftest Brookings Institute's Saban Center for Middle East Policy. A day later Secretary of State Clinton railed against Israel by supporting the policies of Israel's radical Left minority. She accused Israel of disrespecting women's rights. This is how they treated America's only long-time democratic ally in the Middle East - with total disrespect. Our public officials' adversarial role was forthcoming despite unprecedented concessions made by Israel which included a 10 month legal building moratorium in Judea and Samaria and Jerusalem. At the same time, the PA refused to negotiate or even recognize the existence of the Jewish state. Prime Minister Netanyahu had even offered to speak with President Abbas this past September when they were at the UN in New York and his offer was rejected. It is the Palestinians who are not coming to the negotiating table, to whom his profane command should have been directed. The question arises: If the "Palestinians" will not even recognize the existence of a Jewish state, who will they negotiate with? The "Palestinians" have refused to recognize Israel's very existence. Is it possible to negotiate with a non-existent adversary? It appears obvious that the answer to this question is "no." There cannot be negotiations with an invisible non-entity, a non-existent second party. Which leaves the Israelis negotiating with themselves, a rather impossible assignment. Our undiplomatic Secretaries of State and Defense need to rethink their position and behave in a more civil fashion to their allies, rather than fantasizing about making would-be friends with our enemies, whose countries are in turmoil and are being taken over by the tyrannical, barbaric Islamist Muslim Brotherhood. Both Secretary Panetta and Secretary Clinton can begin to bring Israel and the Palestinians together by demanding that the Palestinians recognize the Jewish state of Israel. Until both parties recognize each other they cannot possibly have meaningful negotiations. Respectfully, Esther Levens Dr. Stein Condemns White House Blockade of Binding Agreement on Greenhouse Reduction Emissions at Durban Dr. Jill Stein, Green Party presidential candidate, criticized the White House today for effectively killing a legally binding global agreement at the UN Climate Change meeting in Durban. The meeting concludes on December 9th. Stein has called for a Green New Deal to create jobs while reducing climate change. "I condemn the White House's inaction in the face of a global emergency," said Stein. "The U.S.' and other rich countries' inaction on climate change is not only inexcusable. U.S. and global emissions continue to rise, and national legislation to reduce emissions is nowhere in sight. Even when the Democrats controlled both the House and the Senate in 2009-10, efforts to pass even weak legislation to reduce emissions were completely unsuccessful due to the powerful influence of Big Oil and Big Coal on both of the establishment political parties." The White House's global position reflects the influence of the fossil fuel companies that continue to dominate the energy agenda of both the Democrats and the Republicans. President Obama has himself supported offshore drilling, including granting permits to exploit the pristine environment of the Arctic, expanding nuclear power, and promoting the unproven technique of Carbon Capture and Storage (CCS). "Climate change is the biggest threat facing the U.S. and the planet. We don't need a nice sounding but meaningless statement coming out of Durban. The White House continues to block the creation of binding agreements for developed countries to reduce their greenhouse emissions and provide financial support for developing countries to transition to carbon-free economies," stated Dr. Stein. As part of her aggressive plan to combat climate change, Stein has proposed a Green New Deal, "that would create millions of green jobs through investment in weatherization, renewable energy, clean manufacturing, sustainable agriculture, public transportation and reforestation. The Green New Deal, according to Stein, would be paid for by redirecting trillions of dollars being squandered on wars for oil, Wall Street bailouts, and tax breaks for the wealthy. She says she will also end the White House's subsidies for "clean coal" schemes. The emission reduction targets of the Kyoto Protocol, the only binding international agreement on greenhouse gases, expire in 2012. Despite the weakness of the Protocol, the U.S. has failed to ratify the agreement under both Democratic and Republican presidents. The United States and some other industrialized nations say they will adopt emissions limits only if rising powers like China, India, and Brazil (which were excluded from the original 1997 goals) also commit to matching reductions, which, according to Stein, "has been a formula for stalemate. The U.S. and a few other developed countries are responsible for releasing the vast majority of the global warming pollution that's in the atmosphere. It is appropriate that we take the lead in reducing the emissions." "Global warming is already having a serious impact on the United States and the rest of the world. The year 2011 has been a year of extreme weather events marked by record rainfall and flooding, forest fires, and deadly tornadoes, and severe hurricane activity. These events have taken a huge toll on the lives and livelihoods of many thousands of U.S. residents. The global picture is one of growing climate instability and ever rising emissions. Yet the developed countries have made it clear that a new global agreement will not be in effect until 2020 at the earliest. U.S. leadership is desperately needed to galvanize a new world treaty to rescue the climate and our future economy that depends on it." Since the disastrous UN climate talks in Copenhagen in 2009, the White House has worked to undermine the chances of a rules-based global agreement along the lines of the Kyoto Protocol. The Administration's support for ineffective voluntary commitments to reduce emissions in the form of a so-called "pledge and review" system has brought the UN process to the brink of collapse, as other major emitters have followed the U.S. and lowered their own already inadequate emissions reductions targets. "This isn't leadership" said Stein. "It's an abdication of responsibility to the future that we can no longer tolerate." Paid for and authorized by Jill Stein for President/ http://www.JillStein.org Broad Coalition to File “Millionaires’ Tax” to Fund Education, Senior Services, Public Safety A broad coalition of educators, unions and community groups announced today it is filing a ballot initiative to restore critical funding to schools and universities, essential services for seniors, and public safety, as well as start rebuilding the state’s crumbling roads and bridges. It asks the wealthiest Californians—people who earn over a million dollars per year—to help pay to rebuild the state. The “California Funding Restoration Act” would increase personal income taxes only on those who make $1 million or more annually to restore funding to services that make California communities stronger and safer, and ensure seniors receive the care they deserve. “As a teacher and parent, I have seen the terrible impact of state budget cuts on our schools through teacher layoffs and larger class sizes,” says Joshua Pechthalt, president of the California Federation of Teachers. “It is time for the wealthiest Californians to pay their fair share to restore funding for education and essential services.” The coalition tested various approaches in opinion research with likely voters. No other type of proposal came close to the strength of voter opinion in favor of the idea that the richest Californians should pay their fair share to restore funding for schools and services. Pollster Ben Tulchin notes that “Extensive recent public and private polling show that California voters strongly support a progressive approach of raising taxes on the rich to fund education and other essential services that have been cut in recent years.” The coalition estimates that the initiative, under discussion by Restoring California since last March, will restore $6 billion in funds for K-12, higher education, social services, public safety, and roads. It would help people like Jazmin Casa, an East Los Angeles Community College student, who says, “I lost my job caring for seniors because of the state budget cuts. Now, I’m fighting to keep my home.” Jazmin is an active member of California Calls, a statewide alliance of organizations that has identified 325,000 voters in support of this type of reform. Rick Jacobs, chair and founder of the 750,000 strong Courage Campaign says, “This is the only initiative proposal that would restore funding devastated by the recession, and rehire thousands of teachers, senior care providers and public safety personnel, without affecting the wallets of working families and the middle class. It addresses the heart of the prob

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Alumni News Home Honors & Rankings Baruch in the Media Baruch Business Report Podcast This Week @ Baruch / Calendar Digital Media Library Baruch College Announces the Ratner Visiting Business Journalist Program Fortune Senior Editor Allan Sloan Selected as Visiting Business Journalist Allan Sloan NEW YORK, NY- June 4, 2013 -- Baruch College’s Department of Journalism and the Writing Professions is proud to announce the launch of the Ratner Distinguished Visiting Business Journalist Program, which will start in Fall 2013 with Fortune Senior Editor Allan Sloan. The Ratner Visiting Business Journalist Program, created with a gift from Forest City Ratner Companies, the real estate developer, and Bruce Ratner, will bring to Baruch College each semester a distinguished business journalist to work with journalism students and faculty. This initiative will help to better educate students about the ethical, intellectual and professional obligations of contemporary business journalists. “I come from a family that has always cherished the written word and in particular the importance of a robust and free press,” said Bruce Ratner, Executive Chairman of Forest City Ratner Companies. "We at Forest City are thrilled to support this extraordinary program that will introduce students to some of the most important and influential business journalists in the country.” Sloan was selected as the first visiting business journalist, and he will spend a week in residence at Baruch College, teaching classes and mentoring students. Sloan joined Fortune in 2007, after serving as Wall Street editor for Newsweek for 12 years. His Fortune columns also appear in The Washington Post; and he appears on the Marketplace Morning Report on American Public Media radio. He has won seven Loeb awards (the highest honor in business journalism) in four different categories -- newspapers, magazines, commentary and lifetime -- for five different employers -- The Detroit Free Press, Forbes, Newsday, Newsweek and Fortune - over four decades. Among the awards is the Loeb Lifetime Achievement Award. Sloan has also been honored with the Distinguished Achievement Award from the Society of American Business Editors and Writers, the nation’s largest organization of business journalists. ### About the Department of Journalism and Writing Professions at Baruch The Department of Journalism and the Writing Professions at Baruch, located in the nation’s financial capital, is the largest undergraduate journalism program within the CUNY system and its only independent department of journalism. The department has nine full-time faculty members and adjunct faculty drawn from top news organizations in the area. About Baruch College: Baruch College is a senior college in the City University of New York (CUNY) with a total enrollment of more than 17,000 students, who represent 160 countries and speak more than 100 languages. Ranked among the top 15% of U.S. colleges and the No. 5 public regional university, Baruch College is regularly recognized as among the most ethnically diverse colleges in the country. As a public institution with a tradition of academic excellence, Baruch College offers accessibility and opportunity for students from every corner of New York City and from around the world. For more about Baruch College, go to http://www.baruch.cuny.edu/. MEDIA CONTACTS: Manny Romero, (646) 660-6141, [email protected] Mercedes Sanchez, (646) 660-6112, [email protected] One Bernard Baruch Way (55 Lexington Ave. at 24th St)

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Trevor Bryce on Anthony Spalinger on Bryce. Response to 2012.05.38Response by Trevor Bryce, University of Queensland, Australia ([email protected]) Version at BMCR home siteIn May of this year, Dr A. Spalinger reviewed my book The Routledge Handbook of the Peoples and Places of Ancient Western Asia in BMCR. I am afraid that the review provides so limited a coverage and contains so many factually incorrect or misleading statements that a response is called for. I should firstly note that contrary to the impression given by the reviewer, I was the author of the entire work. The consultants whom I listed in the book certainly made significant contributions in terms of their advice, which led to my rewriting a number of entries substantially, but they wrote only a very few of the articles themselves, for which their authorship is specifically indicated in each case. All this was made clear on the Acknowledgements page at the beginning of the book. To call the consultants 'section writers' is manifestly wrong. Most seriously, the reviewer has by his own admission based his review on only a very small proportion of its contents: ten per cent to be precise, and even this sampling was confined only to topics in which he himself had a 'keen interest', and even these concentrated only on Syria and Anatolia – just a fraction of the book's entire coverage. The book's Introduction and Historical Overview, which specifically address a number of the matters that the reviewer has raised, were evidently also excluded from his sampling. Some specific points: The reviewer claims that Meluhha is outside the limits of the survey. This is not true. Map 1 shows the total area covered by the book, and map 12 shows that Meluhha is clearly within this area. This is further confirmed by details in the entry on Meluhha on pp. 467-468.The book deals with the countries of ancient western Asia. Egypt is not part of western Asia, though the reviewer makes Egypt's alleged absence from the book one of his major criticisms. Of course, Egypt had many ties to western Asia, and in fact, there are dozens of references throughout the book to its cultural, political, commercial, and political interactions with the western Asian countries and civilizations. The reviewer's ten per cent sampling clearly failed to pick this up, though it was also pointed out in the book's Introduction, and would have been evident as well from many references to Egypt in the Historical Overview which precedes the book's entries.The reviewer speaks of 'glaring inconsistencies', apparently in the length of various entries, but mentions only Tarsus and Tarhuntassa. Tarsus became prominent in the Hellenistic and Roman periods, but these periods lie beyond the scope of the book, as is quite evident from its title (though a sentence or two is sometimes added at the end of an entry to indicate very briefly what follows in these later periods, as noted in the Introduction). The reviewer seems to have lost sight of this. Within the book's time-frame, specifically within the Late Bronze Age, Tarhuntassa was a far more important city, for a brief time the capital of the Hittite world, and henceforth a de facto vice-regal kingdom of the empire. The reviewer seems also to have lost sight of the fact that much of the history of Gaza, certainly an important place, falls outside the scope of the book.Regarding the length of the entry on Marhashi and the brevity of the entry on Margiana: the former was a major Iranian kingdom throughout the Early and the Middle Bronze Ages, and is frequently attested in Mesopotamian texts. The latter was a small region (in Turkmenistan), which is only very briefly attested, in a couple of Achaemenid inscriptions, within the book's time-frame. The reviewer is obviously on unfamiliar ground here. The length of each entry in the book is determined by its significance and the information available about it. The reviewer states that Mesopotamia receives only one-fifth of a page in the book. This is grossly misleading. In fact a substantial part of the book is devoted to Mesopotamia, under hundreds of entries. The entry on p. 469 is inserted purely to define Mesopotamia in geographical terms. Again, the implication that only one entry is devoted to Sumer is simply wrong. In fact, there are fifteen entries on the Sumerians. A five-minute check of the place-names listed in the general entry would have made this clear to the reviewer. The same comment applies to Cyprus. There is a general entry on Cyprus, but there are many entries on the kingdoms and cities located in it throughout the periods covered by the book.The reviewer criticises the book for containing 'only' twenty maps. This number far exceeds the number of maps found in comparable dictionaries, encyclopedias, etc. of the ancient Western Asian civilizations, as also in comparable Egyptian dictionaries like the British Museum Dictionary of Ancient Egypt. But that aside, the maps provide highly detailed coverages of the regions and periods dealt with. Every city, country, and kingdom that can be located with complete or reasonable certainty appear at least once on the maps.Unfortunately, a reader who relies on the review for information on what this book is actually about will learn very little. 2 comments: AnonymousJuly 11, 2012 at 6:06 AM"Tarsus became prominent in the Hellenistic and Roman periods, but these periods lie beyond the scope of the book, as is quite evident from its title"Which word in the title, The Routledge Handbook of the Peoples and Places of Ancient Western Asia, makes "quite evident" that "the Hellenistic and Roman periods" are "beyond the scope of the book"?ReplyDeleteAnonymousJuly 12, 2012 at 2:07 AMThe full title of the book is: "The Routledge Handbook of the Peoples and Places of Ancient Western Asia: The Near East from the Early Bronze Age to the Fall of the Persian Empire."ReplyDeleteAdd commentLoad more...

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Brooklyn College | SEEK Student Wins $10,000 State Farm Scholarship HomeNews & MediaBC News SEEK Student Wins $10,000 State Farm Scholarship Funds will support junior Tierra J. Woods in furthering her educational endeavors. http://www.brooklyn.cuny.edu/web/new_2013news/20130404_tierrawoods94x84.jpg SEEK Student Wins $10,000 State Farm Scholarship April 4, 2013 Woods, a SEEK student, plans to study abroad with part of her scholarship. Far Rockaway native Tierra J. Woods is determined to make a difference. According to her, most of her peers from the neighborhood either have children or are in jail. A few are dead. “I want to change that,” says the Brooklyn College junior, who plans to eventually open a community center for at-risk youth in her neighborhood. “If I don’t do something, who will?” It’s that kind of change-the-world attitude that landed Woods a $10,000 scholarship from State Farm Insurance and Black Enterprise magazine to support her educational endeavors. The award honors the late Barbara Graves, who earned a bachelor’s degree in education in 1957 and a master’s of science in education in 1966 from Brooklyn College. Graves was the wife of Black Enterprise founder and publisher Earl G. Graves. She played a vital role in the growth and development of the publication and media company, helping to advance its mission of economic empowerment and wealth building for African Americans. She received a Presidential Medal from the college in 1993 and served as chairwoman of the Annual Fund Committee in the 1996-’97 academic year. She was also a member of the Brooklyn College Foundation’s Board of Trustees from 1991-2001. Woods, a student in the Percy Ellis Sutton SEEK Program, who is double majoring in psychology and children and youth studies, was chosen on the strength of her academic credentials and an essay she wrote about what it means to be a woman of power. Her prize included travel to Orlando, Fla. to accept the award at the magazine’s 2013 Women of Power Summit, which is sponsored by State Farm. Woods says she will use the money to study abroad or to take some extra classes. She plans to pursue graduate studies and would eventually like to become a social worker, a high school graduate counselor, and to open that community center in Far Rockaway. “There’s no one there motivating the young people to do something with themselves,” she says. “ I've been helped along the way. I just want to give back.” Back to BC News Back to News & Media

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A-Z Index | Map | People Finder The discipline of Africana Studies promotes academic excellence, and social awareness and responsibility while challenging students to contribute to the development of their communities’ cultural, aesthetic, and economic environments through research and outreach. Download PPTX presentation. Auburn University’s Africana Studies Program, housed in the College of Liberal Arts, plays an important role in the University mission to generate and disseminate knowledge about people and peoples of African origin. Teaching and research in the program focus on both Continental Africans and the African Diaspora, especially with regard to the United States and other nations of the Americas. The Africana Studies Minor offers the University's undergraduates an opportunity to devote a portion of their course work to an interdisciplinary curriculum that draws from electives in the sciences, humanities, social sciences, and the arts. In addition to the fifteen-hour minor, which requires AFRI 2000 and four elective courses, three which must be at the 3000 level or higher, Africana Studies offers public programs, including an Auburn University Faculty Lecture Series and an annual luncheon. University faculty, staff, and undergraduate and graduate students interested in becoming affiliated with the Africana Studies Program should contact Dr. Sabino. Dr. Robin Sabino 9030C Haley Center [email protected]  Upcoming Events International Film Festival  3:00 PM CLA Diversity Committee Meeting © 2013 Africana Studies Program Mailing address: 9030 Haley Center Auburn University, AL 36849 [email protected]

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Million-Dollar Mark for NEFCU Grants, Scholarships March 19, 2013 • Reprints The $2 billion, 151,700-member NEFCU in Westbury, N.Y., said it has now donated $1 million in scholarships and grants to high school students, student teachers, graduate students and educators. The Long Island credit union offers four scholarships and grants each year to members for their education and to local educators for innovative projects. “For 75 years, NEFCU has been committed to giving back in positive ways that truly make a difference in our community. Our scholarship and grant programs provide an opportunity to reward students who will be our future leaders and acknowledge those educators who provide the inspiration, support and resources to help them succeed,” said Valerie Garguilo, NEFCU’s vice president of marketing and community relations. “We are extremely proud to have distributed, to date, $1 million in scholarships and grants and we look forward to continuing to support these programs in the future,” Garguilo said. Founded in 1938 to serve teachers, NEFCU now has a community charter to serve Nassau and Suffolk counties.

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Thread: Supermarket bacon rant. Re: Supermarket bacon rant. Oi, don't bag salt! Salt is awesome. About Salt Just what is salt? As common as salt is to our tables, we have come to accept its presence in our lives as ordinary. But in the not-too-distant past, wars were fought over its possession and civilizations rose and fell in pursuit of what came to be called �white gold.� In times past, common rock salt was given to the common people and the highly valued crystal salt, like Original Himalayan Crystal Salt�, was reserved for royalty. Primitive man had no concerns about salt. He got his daily requirement of salt from consuming the blood of the animals he ate. We know that blood consists of mostly salt and a full complement of minerals. In this way, early civilizations received the benefits of salt and its included mineral nutrients. As humans became civilized and moved towards agriculture and the domestication of animals, the demand for salt increased. Besides being valued as a seasoning, we discovered the ability of salt to preserve food. This freed us from our dependency on seasonal availability of food as we could now preserve our food. This opened the possibility for traveling and carrying our food with us. But salt was always difficult to come by and it became a highly valued item of trade. So valued in fact, that it served as a monetary exchange. The early Romans controlled the price of salt and would increase the price to fund their wars then reduce the price so as to make salt available to the common citizen. In fact, Roman soldiers were paid in salt. The word salary comes from the Latin world salarium, which means payment in salt. Sal is Latin for salt. This is also the time when the phrase �worth ones salt� originated. The Romans actually built roads specifically for making the transportation of salt more convenient. One such road, the Via Salaria, led from Rome to the Adriatic sea, where salt was produced by evaporating sea water, a common method still used today. There are stories surrounding salt throughout American history. Salt is thought to be a major factor in the outcome of many wars fought on American soil. During the Revolutionary War, the British used Americans who were loyal to the British crown to intercept the rebels' salt supply. This action destroyed the rebels� ability to preserve food. During the War of 1812, soldiers in the field received salt brine as payment because the government was too poor to pay them with money. Prior to Lewis and Clark�s expedition to the West, President Jefferson referred in his address to Congress about a mountain of salt believed to lie near the Missouri River, which would have been of enormous value if the two pioneers could verify the story. If it were not for Mahatma Gandhi�s famous �salt march,� in 1930, an act of non-violent protest to the British salt tax in Colonial India, India might still be forced to buy salt from England. At that time the British controlled the trade of salt among most of the world. The British monopoly on the salt trade in India dictated that the sale or production of salt by anyone but the British government was a criminal offence punishable by law. It became illegal for any Indian to produce salt. They were forced to buy their salt from the British government even though salt was readily available to coastal area dwellers. As the tax had an impact on the entire country of India, Gandhi knew that his decision to protest would gain national appeal across regional, religious, class, and ethnic barriers. Even the Indian government, aware of the commercial importance of their own salt and the public sentiment towards the issue, stood in support of the protest. At the end of his 240 mile, 23 day walk to the sea on April 5, 1930, Gandhi picked up a handful of salty mud and proclaimed, �With this, I am shaking the foundations of the British Empire.� He proceeded to boil some seawater, illegally producing the controversial commodity. He then implored his followers to begin making salt all along the coast, wherever it �was most convenient and comfortable� to them, not to the British Empire. History of Salt In Religion There are even Biblical references to salt. In the New Testament, Matthew 15:3, Jesus speaking to his disciples, �You are the salt of the earth.� It is commonly believed that he was telling them how valuable they were. My personal interpretation is that he meant to remind them that they, as physical bodies, are nothing more than salt. Their real value lay within them, as spirit or soul. He was reminding them not to pay too much attention to the physical body, but give higher regard to their spiritual essence. Interestingly, what remains when a human body is cremated is nothing but a pile of salt. Salt has a long history of use in rituals of purification, magical protection, and blessing. Salt has been used throughout the ages as a ward against negative energies or evil spirits. In Germany, salt was put into the corners of the home where newlyweds were to reside to dispel any �bad� or negative energy. In Jewish tradition, they dip their Challah or bread in salt on Shabbat. We remember in the Old Testament that Lot�s wife was turned into a pillar of salt. Again, the reference to salt as a basic elemental component of the physical body. How about the word �salvation�? Sal is Latin for salt where salt has been used traditionally in the Catholic church for a number of purifying rituals. Take a close look at Leonardo Da Vinci�s painting of The Last Supper. You�ll see how Jesus� disciple, Judas, has spilled over a bowl of salt, an absolving and an omen of the evil or wrong deed about to be perpetrated. We still keep this tradition alive today when we throw a pinch of salt over our shoulder to ward off any evil spirit that may be behind our backs. Sumo wrestlers of Japan throw salt into the ring before a match to purify and sanctify the area and drive away any evil spirits. I got that from here: http://www.himalayancrystalsalt.com/salt-history.html Bacon isn't bad either. Hey KIS, when I was a blacksmith I received a lump of burning hot metal scale in my left eye. It burned the eyeball and left blisters on the insides of my eye lids. That really hurt.

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Heresy, Schism and Apostasy The Catechism of the Catholic Church defines these three sins against the faith in this way: 2089 Incredulity is the neglect of revealed truth or the willful refusal to assent to it. "Heresy is the obstinate post-baptismal denial of some truth which must be believed with divine and catholic faith, or it is likewise an obstinate doubt concerning the same; apostasy is the total repudiation of the Christian faith; schism is the refusal of submission to the Roman Pontiff or of communion with the members of the Church subject to him." [Code of Canon Law c.751] The Church's moral theology has always distinguished between objective or material sin and formal sin. The person who holds something contrary to the Catholic faith is materially a heretic. They possess the matter of heresy, theological error. Thus, prior to the Second Vatican Council it was quite common to speak of non-Catholic Christians as heretics, since many of their doctrines are objectively contrary to Catholic teaching. This theological distinction remains true, though in keeping with the pastoral charity of the Council today we use the term heretic only to describe those who willingly embrace what they know to be contrary to revealed truth. Such persons are formally (in their conscience before God) guilty of heresy. Thus, the person who is objectively in heresy is not formally guilty of heresy if 1) their ignorance of the truth is due to their upbringing in a particular religious tradition (to which they may even be scrupulously faithful), and 2) they are not morally responsible for their ignorance of the truth. This is the principle of invincible ignorance, which Catholic theology has always recognized as excusing before God. The same is true of apostasy. The person who leaves not just the Catholic Church but who abandons Christ Himself is materially an apostate. He is formally an apostate through willful, and therefore culpable, repudiation of the Christian faith. Finally, the person who refuses submission to the Roman Pontiff, whom Vatican I defined as having a universal primacy of authority over the whole Church, is at least a material schismatic. It was thus common in the past to speak of the schismatic Orthodox Churches who broke with Rome in 1054. As with heresy, we no longer assume the moral culpability of those who belong to Churches in schism from Rome, and thus no long refer to them as schismatics. Excommunication When it comes to Catholics who are formally guilty of heresy, apostasy or schism, the Church applies the penalty of excommunication. The 1983 Code of Canon Law, repeating the sanctions of the earlier 1917 Code, states, c. 1364 1. With due regard for can. 194, part 1, n. 2, an apostate from the faith, a heretic or a schismatic incurs automatic (latae sententiae) excommunication and if a cleric, he can also be punished by the penalties mentioned in can. 1336, part 1, nn. 1, 2, and 3. 2. If long lasting contumacy or the seriousness of scandal warrants it, other penalties can be added including dismissal from the clerical state. This canon is saying that once a person willingly repudiates Christ, embraces a heresy, knowing it to be contrary to divine and Catholic faith, or refuses submission to the Roman Pontiff (or communion with the members of the Church subject to him), by virtue of the law itself they are automatically excommunicated. No ecclesiastical act is necessary and no public notice. However, to incur this latae sententia excommunication one must satisfy the general conditions for canonical culpability set out in the Code. For example, a person who has

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Extension Book Now Available From College Of Ag Sciences More than 100 years of history of Cooperative Extension in Pennsylvania - as recalled in stories by 100 retired and current extension agents, educators and administrators - is covered in a new book, "Extension Memories of the 20th Century," available from Penn State's College of Agricultural Sciences. With a foreword by Guy Temple, professor emeritus of cooperative extension, the 324-page volume is a collection of more than 200 short stories, arranged into eight themes: Philosophy, Humor, History, Nostalgia, Achievement, Contributions to Society, Effective Programs and Personalities. The Nostalgia chapter features more than 20 old black-and-white photographs. Temple, who retired in 1993, was the driving force behind the project. He worked as a county extension agent for years. "After spending almost 40 years with extension, the book was a labor of love," Temple says. "I reviewed all the stories as they came in, but Darlene Jury at University Park actually did the editing and put the book together. "Years ago, a regional director wrote a history of Penn State Cooperative Extension, but it was from an administrative point of view," Temple adds. "A few of us talked about it and we decided that the real story of extension was the day-to-day working with people around the state. So that is what this book is about." According to Temple, Epsilon Sigma Phi, an honorary fraternity recognizing excellence in cooperative extension, supported creation of the book and appointed a committee to oversee its content. Members - retired Penn State Cooperative Extension administrators, specialists and county agents from around the state - included Helen Bell, John Bergstrom, Tom King, Jane Marhefka, Jack MacMillan, Betty Parks Strutin, Elton Tait, Eunice Tibbott, Bernard Wingert and Frank Zettle. Temple was the group's chairman. Temple has received a lot of feedback on the book since it became available last October. "I have heard a lot of good comments from people around the state, and a number of retired extension agents who didn't get a story in have asked me whether there is going to be a second edition because they have a story to tell," he added, chuckling. "Well of course every extension agent has a story to tell!" For her part, Jury, an administrative support assistant in the Cooperative Extension director's office, recalls that the book was a year and a half in the making, although the entire project probably spanned twice that period. "We had various individuals do the typing, and I organized and edited the stories and designed the book," she says. "It was a challenging editing job because I tried to edit with a light hand, not changing the thoughts, personalities and subtle humor of the extension agents telling their stories." She enjoyed working with Temple, going to Pattee and Paterno libraries and poring over archived photos from the College of Agricultural Sciences. "I just sat back and watched Guy pick up photos, his memory not failing him, as he'd name all of the people in each one and tell their stories," she says. Her favorite story in the book? "It would have to be on Page 166 titled, 'Marguerite Ide's First Days in a County,'" Jury says. "It tells about how in 1919 she would take the trolley to visit with a farm family and then stay overnight in their farmhouse. She relates how the homemaker used chunks of wood to warm the guest bed. And then on cold mornings, the extension home economist would have to break a hole in the ice in the pitcher to get water to wash her hands and face. How times have changed!" Copies of "Extension Memories of the 20th Century" are available for $10 (plus $5 for U.S. shipping and handling) from the College of Agricultural Sciences Publications Distribution Center. For ordering information, call 814-865-6713 or visit the college's publications Web site at http://pubs.cas.psu.edu. To order using MasterCard, Visa, American Express or Discover, call 877- 345-0691 toll-free. (Pennsylvania residents pay 6 percent sales tax.) Return to top

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Quiet Leadership Six Steps to Transforming Performance at Work David Rock About the Book You start a conversation with someone you manage, a conversation about a project that could be going better. You want to improve their performance and think you know what they should do. You estimate the conversation should only take a few minutes, yet somehow 45 minutes later you're still going around in circles. Sound familiar?Unfortunately, improving human performance involves one of the hardest challenges in the known universe: changing the way people think. In constant demand as a coach, speaker, and consultant to companies around the world, David Rock has proven the secret to leading people (and living and working with them) is found in the space between our ears. "If people are being paid to think," he writes, "isn't it time the business world found out what the thing doing the work, the brain, is all about?"Supported by the latest groundbreaking research, Quiet Leadership provides, for the first time, a brain-based approach that will help busy leaders, executives, and managers improve their own and their colleagues' performance.Quiet Leadership is for the CEO who wants to be more effective at inspiring his or her leadership team, but has just a few minutes each week to speak to them. It's for the executive who'd like to get a manager to plan more effectively, but can't seem to work out how. It's for the manager who wants to inspire the sales team, but isn't sure how to do it. It's for the human resources professional who is ready to take on changing the culture of a whole organization. It's for the parent or caregiver who wants to reach new levels of communication and understanding with their family members.Quiet leaders are masters at bringing out the best performance in others. They improve the thinking of people around them—literally improving the way their brains process information—without telling anyone what to do. Given how many people in today's companies are being paid to think and analyze, improving our thinking is one of the fastest ways to improve performance.Quiet Leadership offers a practical, six-step guide to making permanent workplace performance change by unleashing higher productivity, new levels of morale, and greater job satisfaction. Above all, Quiet Leadership will give you the clarity and strength that comes from mastering and using powerful insights that teach you to perform and succeed, at the highest level. Educator and Librarian Resources “This highly practical guide includes exercises for each major concept, giving readers a chance to practice what they’ve learned.” —Library Journal “Quiet Leadership will help you improve other people’s thinking, which is the best place to begin improving other people’s performance.” —Marshall Goldsmith, founder of Marshall Goldsmith Partners; named one of the 50 greatest thinkers who have impacted the field of management by the American Management Association. “Essential reading for any leader who has ever wondered ‘Why don’t people do what I tell them to do?.’” —Elisa Mallis, Human Performance Consultant, Accenture, London A quick and useful guide to a softer management style that draws on recent discoveries in the field of neuroscience —Continental Magazine ISBN 10: 0060835907 Imprint: Harper Business List Price: 23.99 USD BISAC1: BUSINESS & ECONOMICS / Leadership Quiet Leadership by

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Honolulu Community College receives estate gift of over $3 MillionLargest gift to a UH Community College will enhance workforce training opportunities in Hawai'iUniversity of HawaiʻiContact:Margot Schrire, (808) 956-6774Director of CommunicationsPosted: Dec 3, 2007HONOLULU- Honolulu Community College recently received the historic Norman Loui Estate Gift of over $3 million. In recognition of this historic and transformational gift, the UHBoard of Regents approved the renaming of the Kapalama Media Conference Center to the Norman W.H. Loui Conference Center. The gift is the largest single donation to a UH community college through the University of Hawaiʻi Foundation, the university‘s private, nonprofit partner in fundraising.Norman W. H. Loui was perhaps best known as one of the Loui brothers who owned Hawaiian Rent-All. Born and raised in Mānoa, Norman attended Roosevelt High School. After winning the grand prize for a carpentry cabinet he built in school, he was inspired to study carpentry at Honolulu Community College. Norman furthered his studies in Chicago at DeVry ElectronicsInstitute. The local boy then went on to work behind the scenes in electronics at several Chicago broadcast stations before rounding out his Chicago stint at Webcor Manufacturing, where herepaired tape recorders.Returning home, Norman joined forces with his brother Gordon to open United Rent-All which subsequently became Hawaiian Rent-All, Honolulu‘s largest equipment rental company for more than 40 years. Norman's specialty during that time was to obtain spare parts to keep the rental equipment running, maintaining the inventory and purchasing the latest and greatest equipment to rent. After selling the business in 2003, Norman "retired" and was able to devote more time to his collection of 25 mostly Japanese motorcycles and scooters and his love for fishing.Shortly before Norman W. H. Loui passed away on April 21, 2006 at the age of 65, his last wish was to create a gift of hope for future generations of students at his alma mater, HonoluluCommunity College. Today, his generosity provides financial support for students enrolled in the college's technical and trades programs.UH President David McClain said, "The Loui Family legacy, and this deserved homage to Norman Loui, will benefit Honolulu Community College and the State of Hawaiʻi for years to come. I want to thank the Loui family not only for this special gift but also for the generosity they have shown our institution over many years. They are truly helping UH create the future for the people of Hawaiʻi.""We are grateful to the Loui Family for their extraordinary investment in the community colleges. Our core mission is providing access to higher education and training for Hawaiʻi‘speople. Private giving expands our resources and is crucial to providing the margin of success for our students, faculty and programs. The generosity of donors like Bernice and Norman Louihelps us to enhance access for students and better develop Hawaiʻi‘s workforce," said John Morton, Vice President for Community Colleges.The Loui Family has a long history of supporting the Hawaiʻi community, and creating legacies at UH. Norman's mother, Bernice Char Loui, who, like UH, is enjoying her 100th year of life, hasbeen a key investor in UH. Born in 1907, Bernice Char Loui was the sixth of nine children in a family that struggled financially. Her family did not have enough money to send her to college so it is this experience that led to her determination to support education for others. "I‘m interested in giving because I didn‘t have the chance to go to college�and it was pretty rough trying to get an education," said Bernice Char LouiIn 1987 Bernice Char Loui, endowed the School of Travel Industry Management with a computer laboratory in memory of her late husband, Leong Hop. She also contributed to the creation of a student exchange program between the College of Tropical Agriculture and Human Resources and five similar schools in China.Additionally, she has contributed generously to the Kapiolani Community College culinary education program as well as to KCC‘s Char Asian-Pacific Study Room named in honor of her late brother and sister-in-law, Tin Yuke and Wai Jane Char. In 1999 she became interested in the School of Ocean & Earth Science & Technology and contributed to student scholarships in the Global Environmental Sciences Program and a He‘eia fishpond class. In June 2005 Bernice endowed the UHM John A. Burns School of Medicine with a clinical skills room to help educate and train future physicians.The Loui and Char families have supported UH programs and impacted the lives of countless students over the years. Today, with the Norman Loui Estate gift, they are making history withthis gift, the largest in community college history, and the lead gift to date, supporting the community colleges during the Centennial Campaign."I want to thank Bernice Loui and the Loui family for their commitment to increasing access to public higher education in Hawaiʻi. Through endowed gifts which provide sustainable, renewable funding, our public universities and colleges are able to fulfill their critical mission in our community," said UH Foundation President Donna VuchinichAbout the University of Hawaiʻi FoundationThe University of Hawaiʻi Foundation is an independent, university-related, nonprofit organization whose purpose is to raise private funds according to priorities determined by theacademic leadership of the University of Hawaiʻi and approved by the Board of Regents. Founded in 1955, the Foundation provides a full range of fund raising and alumni relations services for all 10 UH campuses.For more information, visit: http://www.uhf.hawaii.edu.

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Warning: Illegal string offset 'lang' in /homepages/26/d207511606/htdocs/site/wp-content/plugins/keyword-statistics/keyword-statistics.php on line 353 Warning: Illegal string offset 'keywords' in /homepages/26/d207511606/htdocs/site/wp-content/plugins/keyword-statistics/keyword-statistics.php on line 354 Warning: Illegal string offset 'description' in /homepages/26/d207511606/htdocs/site/wp-content/plugins/keyword-statistics/keyword-statistics.php on line 356 The Senate Statement: Senator David Ige on Minimum Wage Press Releases / Ways and Means Hawaii State Senator David Ige, chairman of the Ways and Means Committee, has issued the following statement regarding increasing of the minimum wage in Hawaii: “We are committed to working with our counterparts in the House and the leadership of both chambers to ensure that we pass a minimum wage bill this legislative session. Currently, there is a bill still in conference that has carried over from the 2013 legislative session as well as new bills that have been introduced this year. I support increasing the minimum wage, and passing a bill as soon as possible this session. We have Senate Bill 331 in conference committee and would be able to take action immediately once we have agreement on the bill.” Posted by Hawaii Senate Majority Caucus | 0 comments Governor Signs Bills to Protect Hawaii’s Homeowners Commerce & Consumer Protection On June 28, 2012 Governor Neil Abercrombie signed into law House Bill 1875, Relating to Foreclosures, and House Bill 2375, Relating to Mortgage Rescue Fraud Prevention. House Bill 1875 implements the 2011 recommendations of the mortgage foreclosure task force and other best practices, to address various issues relating to the mortgage foreclosures law and issues affecting homeowner association liens and the collection of unpaid assessments. The measure also makes permanent the mortgage foreclosure dispute resolution program and the process for converting nonjudicial foreclosures of residential property into judicial foreclosures. House Bill 2375 aims to increases consumer protection against fraudulent mortgage rescue services. Specifically this measure assists consumers by requiring the Office of Consumer Protection to educate consumers about fraudulent activities that may be committed against homeowners who face property foreclosures, liens, or encumbrances; and establishing criminal penalties and a mandatory fine for certain violations of the Mortgage Rescue Fraud Prevention Act. WAM Chair Describes Key Aspects of the Senate’s Draft of the State Budget Ways and Means Earlier this month, the Senate Committee on Ways and Means unanimously voted to pass the Senate’s version of the $11 billion supplemental budget for the State of Hawaii, House Bill (HB) 2012. Following three years of budget cuts totaling more than a billion dollars each year, this year’s budget provided the Senate with a refreshing opportunity to reinforce the safety net where needed, reinstitute core services that have been decimated over the past three years, and make strategic investments in key areas that can help us grow the economy and sustain a more prosperous future for Hawaii. The Senate’s version of the budget is both responsible and responsive to the governor’s budget requests. Most of the governor’s initiatives have been funded, as they pertain to maintaining the safety net and restoring the ability of government to perform necessary functions. The governor’s budget includes funding to significantly improve the infrastructure for information technology (IT) throughout state government, an area in which the Senate has led by example. The Senate’s budget includes more than $27 million dollars for critical infrastructure IT projects that will support increased efficiency in the transformation of state government. The Senate also supports the governor’s broadband initiative to improve services and deployment of broadband to ensure that each and every citizen has access. The Senate also aims at strengthening the safety net, including adding funds for child welfare, domestic violence shelters, Medicaid, and various shortfalls across the Department of Human Services, including an additional $18.2 million directed at the temporary assistance for needy families program. In addition the Senate is supporting $3.6 million for information technology initiatives to modernize the Department of Human Services. Notably, the Senate has underscored education as a top priority by adding $44 million to the Department of Education’s budget. Specifically, the Senate’s budget focuses on key areas of investment in education, including: the weighted student formula, student meals, the community school for adult program; early learning, and student transportation. Following significant evaluations of the Charter School system, the Legislature has a measure this year to rewrite the charter school law. This is also reflected in the Senate budget. To ensure equal appropriations for the public schools and the charter schools, the Senate added about $1 million dollars to assist in the transition plan and its implementation, as well as equal per pupil operating funding based on project enrollment. After years of neglect in our public libraries the Senate appropriated $500,000 for e-books, books, and other circulatory materials for our state libraries. This is the first appropriation for new circulation materials in the last four years. The Senate’s version of the 2012 Supplemental Budget seeks to move the State forward, protect safety net services, and make strategic investments that will advance our economy. To view video click here. WAM Chair Talks About Committee’s Decision to Hold the “Dream Act” Ways and Means Senator David Y. Ige, chair of the Senate Committee on Ways and Means, explained the committee’s decision to hold House Bill 1457, known as Hawaii’s version of the federal “Dream Act.” The measure, which passed out of the Senate Committee on Education on March 19, 2012, would allow Hawaii high school graduates without lawful immigration status to receive state funded financial aid and resident tuition at the University of Hawaii. Senator Ige stated, “It really has been a difficult issue for me and the committee to deal with…On the one hand, we do believe that all of our students should have access to higher education. And for those undocumented immigrants, who have lived in Hawaii and attended our high schools, that all of them should have access to our higher education system at the residential rate. These are taxpaying citizens who contribute considerably to our communities.” Senator Ige further explained, “Twelve years ago, I led the charge to provide more flexibility to the University and we eliminated all mandated tuition waivers and gave full authority of tuition to the Board of Regents…. We’ve decided to hold this measure and respectfully request that the Regents take up this issue because I truly believe that this is an issue that the Regents should decide. If in fact we don’t see any action we can take it up as a policy matter.” To view video click here. The Time Is Right to Invest in Hawaii News Articles and Editorials / Ways and Means By Senator Brickwood Galuteria, Senate Majority Leader Senator David Y. Ige, Chairman of the Senate Committee on Ways and Means Senator Michelle N. Kidani, Vice Chair of the Senate Committee on Ways and Means, Oversees Capital Improvement Projects for the Senate The time to invest in Hawaii’s future is now. The Hawaii State Senate firmly believes this as evidenced by its recent unanimous and bipartisan passage of The Invest in Hawaii Act of 2012, Senate Bill 2012. This measure is an aggressive $500 million general obligation bond-funded Capital Improvement Program package that will create jobs by investing and stimulating our local economy from all corners of the State and can become available as soon as it is passed out of the House and the Governor signs the bill. The need for capital improvements authorized by Senate Bill 2012 is great. There is a backlog of over $1 billion in repair and maintenance projects for aging State facilities, from schools to hospitals. The measure aims to significantly reduce the repair and maintenance backlog list at 225 schools statewide and all 10 University of Hawaii campuses. The improvements will extend the useful life of State facilities and put people to work right away by fixing roofs and windows, and other basic essential repairs. The investment now will far outweigh the cost in the future, mitigating the need to fund replacements and reducing other future maintenance costs. Making improvements to our State facilities now is cost effective. With Hawaii currently experiencing the lowest interest rates in recorded history, significant savings have accrued from the State’s most recent bond issuance. Additionally, many bids for construction work are coming in significantly below budget. According to an assessment from the University of Hawaii, repair and maintenance bids have come in about 18 percent below what was estimated over the past six months. This means taxpayers are currently getting an excellent value for construction projects now being implemented. Another top priority of the bill is to develop sustainable and renewable energy resources, such as photovoltaic technology. Investing in renewable energy and upgrades to information technology initiatives throughout schools, hospitals and office buildings will ultimately lead to cost savings and a reduction of the State’s carbon footprint. For example, photovoltaic projects currently underway at 15 Kauai schools are expected to save the Department of Education an estimated $30 million over the life of the project while reducing our dependence on fossil fuels. Among the significant benefits of addressing the capital improvement needs contemplated in Senate Bill 2012 are the thousands of jobs that will be created for our unemployed and under-employed workers. While our economy is showing signs of stabilization, the unemployment rate is still high, at over six percent. The construction industry has been particularly hit hard during the recession. Hundreds of workers have been without a job for years. In Kona, times have been tough for 85 percent of its union members. Many are financially strapped; some face foreclosure. Their counterparts statewide share in their struggles. The Invest in Hawaii Act of 2012 will give a big boost to the economy and put people to work by appropriating funds for shovel-ready jobs for all trades in the construction industry – from carpenters to consultants. Small and large companies would be able to bid on jobs through an expedited State procurement process. According to estimates by DBEDT’s job multiplier, this measure could create or sustain more than 5,000 jobs. That means jobs that will put money in workers’ pockets, which will in turn mean spending in our local economy. This bill will benefit everyone as it gets our economic engine running again. The Invest in Hawaii Act of 2012 creates a win-win situation for all. The time is now to invest in Hawaii for our future. Senate Ways and Means Committee Passes SB 2986 Press Releases / Ways and Means OAHU – The Senate Ways and Means Committee passed Senate Bill (SB) 2986 on Thursday, February 23, 2012, extending the sunset date on Act 198 of 2009 for five years from 2012 through 2017. SB 2986 recognizes and affirms the Senate’s belief that utilities like Kauai Island Utility Cooperative (KIUC) that use environmentally cleaner naptha fuel for power generation should continue to realize reduced tax requirements. In proposing an extension of five years instead of the previous three, Ways and Means Chair Senator David Y. Ige, stated, “As part of our state-wide site visits this past interim, I was able to visit the KIUC facility and meet with the directors and employees. During these discussions, KIUC’s concerns relating to this issue were raised and a determination was made that a five year extension was more appropriate at this time.” Senator Ronald D. Kouchi added that, “I would like to thank Ways and Means Chair David Ige for taking the time to visit Kauai to get a firsthand look at our concerns and problems. KIUC’s lower tax rate will save Kauai cooperative members approximately five million dollars a year, which is a great help to our residents paying one of the highest kilo watt cost in the state.” The bill now goes before the full Senate for a floor vote on March 6, 2012 before crossing over to the House of Representatives. Senator David Y. Ige Offers Remarks on Senate Bill 2819 Ways and Means This afternoon, Senate Committee on Ways and Means Chair David Y. Ige explained Senate Bill 2819, relating to the sales of electronic cigarettes. The committee heard testimony on the bill earlier today, on February 8, 2012. The bill places e-cigarettes with other tobacco products as items prohibited to be sold to a minor and amends the definition of “tobacco products” for purposes of taxation. For more information about the bill and to view the bill’s status, click here: http://www.capitol.hawaii.gov/measure_indiv.aspx?billtype=SB&billnumber=2819&year=2012. Decision making on the measure has been deferred until Friday, February 10, 2012 at 11:00 am in conference room 211. Senators Brief the Media on Senate Bills 239 Articles / Education Senator Michelle Kidani, who oversees all Capital Improvement Program projects for the Senate and serves as Senate Committee on Ways and Means Vice Chair, and Senator David Y. Ige, Senate Committee on Ways and Means chair, briefed the media on the passage of Senate Bill 809. The bill was passed on final reading by both the Senate and the House Chambers on January 30, 2012. Senate Bill 809 increases University of Hawaii (UH) authorization to issue revenue bonds from a total principal amount not to exceed $200 million to a total amount not to exceed $300 million to fund UH construction projects, which would stimulate the economy and generate construction jobs. Upon passage of the bill, UH will query the campuses to compile a listing for the use of the appropriation and plans to start projects no later than Spring 2012. One of the projects that will benefit is the Culinary Institute at Kapiolani Community College, which will finally be able to begin construction. To view the video click here. Hawaii State Senate Introduces Bipartisan Bill Aimed at Stimulating Economy Budget / Press Releases HONOLULU – The Hawaii State Senate is united in support of Senate Bill 2012, which will be formally introduced and referred to its respective committee during Session this morning, Friday January 27, 2012. Garnering bipartisan support, Senate Bill 2012, also known as “The Invest in Hawaii Act of 2012,” is an aggressive general obligation bond-funded $500 million Capital Improvement Program (CIP) package aimed at creating jobs by investing and stimulating our local economy from all corners of the state, from Hilo to Hanalei. With Hawaii experiencing the lowest interest rates on record and significant savings made from the State’s most recent bond authorization and issuance, now is the time to invest in our State. The program will create shovel-ready jobs for all trades in the construction industry – from carpenters to consultants. According to conservative estimates by the Department of Business, Economic Development, and Tourism’s (DBEDT) job multiplier, this measure could create or sustain up to 4,000 direct jobs. Investing now in needed State capital projects will have a direct positive impact on our economy. With interest rates at a historic low, there has been no better time to make a significant investment in our State’s infrastructure, said Sen. David Y. Ige, chair of the Senate Committee on Ways and Means. Projects to be considered should focus on smaller repair and maintenance projects to address aging infrastructures and to extend the useful life of existing state-owned assets and facilities. Projects should also include those that address health and safety code concerns. State departments that have been identified as part of the Program are: the Department of Education, including the State Public Library System; the University of Hawaii, including athletic facilities; the Department of Accounting and General Services; the Department of Agriculture; the Department of Defense; the Department of Health, and health care facilities of the Hawaii Health Systems, the Department of Human Services; the Department of Land and Natural Resources; the Department of Public Safety and the Judiciary. Funding will be distributed depending on the individual department’s needs and ability to commence work immediately. Another priority of the bill is to develop sustainable and energy resources, such as photovoltaic technology. Investing in renewable energy and upgrades to information technology initiatives throughout schools, hospitals, and office buildings will ultimately lead to cost savings and a reduction of the State’s carbon footprint. This bill encourages the use of energy efficient materials whenever possible in the projects. It’s important that we invest in alternative energy throughout our State facilities now to save tax payers money in the future,” said Sen. Michelle Kidani, vice chair of the Senate Committee on Ways and Means. In order to expedite the backlogged repair and maintenance projects, Senate Bill 2012 would make revisions to the State’s permitting, approval and procurement process. As a result, the accelerated process would get workers off the bench and on the job immediately, putting more money in workers’ pockets. With this jolt in the economy, the safety net would be improved and a wide range of social and educational services would be provided. “The Invest in Hawaii Act of 2012” is expected to be heard by the Senate Committee on Ways and Means in the upcoming weeks. For more information on Senate Bill 2012 go to: http://www.capitol.hawaii.gov/. Senator David Y. Ige Explains Key Restorations in the State Budget Articles / Budget / Ways and Means Posted by Hawaii Senate Majority Caucus | 0 comments Get Updates By E-Mail Enter your email address:Delivered by FeedBurner Hawaii Senate Majority Tag Cloud2013 Legislative Session 2014 Legislative Session Art at the Capitol Ask Your Senator Department of Land and Natural Resources Floor Presentations Governor Neil Abercrombie Hawaii State Budget Hawaii State Capitol Hawaii State Senate Senate President Donna Mercado Kim Senate President Shan Tsutsui Senate Special Committee on Accountability Senator Brian Taniguchi Senator Carol Fukunaga Senator Clarence Nishihara Senator Clayton Hee Senator Colleen Hanabusa Senator David Ige Senator David Y. 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Kouchi Senator Roz Baker Senator Russell Ruderman Senator Shan Tsutsui Senator Suzanne Chun Oakland Senator Will Espero Recent Posts 2015-2016 Leadership and Committee Assignments Hawaii State Senate Accepting Applications for the 2015 Legislative Session Info Briefing on Homelessness and Housing Policy Leadership Team and Committee Chairs for the 28th Legislature Talking Youth Sports with NZ Consul-General and Former All Blacks Rugby Player Categories Accountability Capitol Meetings & Events Commerce & Consumer Protection Hawaiian Affairs Judiciary & Labor News Articles and Editorials Public Safety & Military Affairs Water & Land Administrative and Financial Manual Daily Floor Actions Majority Caucus Website Paperless Initiative Webcasts – Pilot Project Majority Caucus Blog The views expressed on this website are those of the individual member and/or the collective members of the Hawaii State Senate Majority Caucus and do not represent the views, official policies or positions of, and should not be attributed to, the Hawaii State Senate or the Hawaii State Legislature. © Copyright Hawai'i Senate Majority Caucus -

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UCLA's History Department is one of the most highly acclaimed in the nation, with a faculty internationally renowned as teachers and scholars. It is also the largest History Department in the United States, with over 60 faculty, over 1,000 majors and almost 200 graduate students in residence. During the past decade, two UCLA professors – Joyce Appleby and Lynn Hunt – served as presidents of the American Historical Association, while Joyce Appleby and Gary Nash served as presidents of the Organization of American Historians. Holocaust historian Saul Friedlander was awarded a MacArthur Fellowship – the “genius award” – while eleven UCLA historians are among the 250 historians elected to the American Academy of Arts and Sciences. During the 1990s the National Research Council ranked the UCLA History department sixth nationally, following only Yale, UC Berkeley, Princeton, Harvard, and Columbia. During the previous decade, UCLA had improved from eleventh place, and in so doing passed Stanford, Chicago, Johns Hopkins, Wisconsin, and Michigan in the rankings. This is particularly impressive since UCLA is the “youngest” among the ranks of elite research universities. Yet the department has not achieved this prestige by neglecting our undergraduates. Senior faculty teach freshman survey courses, and every history major has the opportunity to take two or more small seminars. In 2012 UCLA gave degrees to 420 undergraduate History majors, compared to much smaller numbers at our competitive institutions: Yale (218); Princeton (119); UC Berkeley (210); Harvard (96); Columbia (150); and Stanford (87). We are proud that so many UCLA students find history an attractive major,and many others take History electives: last year the department taught 26,200 undergraduates - more than any other UCLA department! HISTORY FACULTY and ALUMNI PROFILES THE CASE FOR GIVINGPlease click on image to view video or article. Robin D. G. KelleyDistinguished Professor of History and Gary B. Nash Endowed Chair in United States History Lynn HuntDistinguished Professor of History and Eugen Weber Endowed Chair in Modern European History Zev YaroslavskyLos Angeles County Supervisor - 3rd District Tom Lifka(Retired) UCLA Associate Vice Chancellor of Student Academic Services

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Johnson C. Smith University celebrated the building of its new Science Center today as the final steel beam was hoisted by a crane into place on top of the four-story building under construction on Beatties Ford Road. Read More Master of Social Work Program Receives Candidacy Johnson C. Smith University is pleased to announce the Master of Social Work (MSW) program was admitted to candidacy during the Council on Social Work Education (CSWE) meeting of the Commission on Accreditation held February 7-9. This initial step enables the university to begin offering the graduate level social work program and admitting students. Read More JCSU Receives $975,000 grant from Mellon Foundation Johnson C. Smith University has received a $975,000 grant from the Andrew W. Mellon Foundation to support faculty development and expand the curriculum in the Department of Visual, Performing and Communication Arts. The new funding will also support a Mellon Early Career Faculty Development Program for technology and new media, an emerging scholars lecture series and a collaborative research initiative. JCSU students Compete in Statewide Ethics Bowl Four students from Johnson C. Smith University competed in the North Carolina Independent Colleges and Universities (NCICU) 3rd Annual Ethics Bowl Feb. 7-8 at the Campbell University School of Law in Raleigh, N.C. Read More JCSU Plans Programs for Black History Month In celebration of Black History Month, JCSU is will present a lecture and discussion series across academic, social and political boundaries. The following events are free and open to the community. Johnson C. Smith University Opens Burger King on Campus Johnson C. Smith University celebrated the grand opening of the only Burger King on a college campus in North Carolina today. Located in the Mary Joyce Taylor Crisp Student Union, the restaurant is open to the public Monday through Friday from 8 a.m. to 10 p.m.; Saturday and Sunday from 10:30 a.m. to 8 p.m. Read More Johnson C. Smith University named February School of the Month The Tom Joyner Foundation is recognizing Johnson C. Smith University in Charlotte, N.C., as the February 2014 School of the Month. The foundation, formed by the nationally syndicated radio personality, chose Johnson C. Smith University as part of its on-going effort to assist HBCUs in broadening and strengthening their efforts to raise money to help keep students in college. Johnson C. Smith University Gains National Recognition for its Sustainability Efforts Johnson C. Smith University joins five Historically Black Colleges and Universities in the nation noted for sustainability efforts. An article published in the Huffington Post on Jan. 3 praises JCSU for “leading a comprehensive approach to campus-wide sustainability.” The article applauds the university for becoming “an aggressive partner with Charlotte’s environmental preservation goals.” SACSCOC Accepts JCSU’s Application for a Higher Degree Level University Will Become a Level III Institution At its annual December business meeting in Atlanta, Ga., the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) accepted the university’s application to offer the master’s degree as its highest degree. Statement from Dr. Ronald L. Carter, President of Johnson C. Smith University, on the death of former South Africa President Nelson Mandela We at Johnson C. Smith University are deeply saddened by the death of former President Nelson Mandela. The great life he led has inspired all who are oppressed, deprived of their freedoms and denied their rights as human beings. Read More

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Kingman students learn about budgets By Associated Press, | December 1, 2013 @ 8:55 am KINGMAN, Ariz. -- Eighth graders in the Kingman Unified School District got an eye-opening reality check recently at the district's seventh Annual Reality Store, which teaches students about the financial facts of life. A few weeks before the Reality Store, the students draw for a career, a spouse, a salary and their education level, said Kim Robbins, the student counselor for White Cliffs Middle School. The students also learn how to balance a checking account registry in their math classes. On Reality Store day, the first stop for students is the bank, where taxes are taken out of their account, Robbins said. "That's usually their first shock," she said. Then they have to figure out how to purchase housing, transportation, insurance, groceries, clothing, utilities and childcare. "Some stuff is really expensive. You have to save up for things," said Austin McMurray, a student who started off with a monthly salary of $5,583 and ended up with $692 in savings at the end. Becky Churchill, one of the adult volunteers at the event, agreed with McMurray. She was selling the students clothing and groceries. "It's always amusing to see the shock on their face when they realize how much things cost," she said. The students also have to navigate salesmen such as Scott Kern, a volunteer from Kingman Regional Medical Center who was trying to entice students into buying flat screen TVs, iPods, cable TV, Internet service and video games. "Come on, my wife's not going to be able to take that vacation to Hawaii I promised her if I don't get the commission on this," Kern said, as he tried to wheedle one student into buying a $500 flat screen TV. "Doing this is always a blast. It teaches the kids about disposable income and how salesmen work," he said. "I had one student who told me she didn't need to buy a TV. She had WiFi. She could watch it online. I asked what she was watching it on. 'I'm watching it on my...oh,' she said." Students also had to navigate some of life's unexpected moments at the "mail" and "life's lottery" tables. At the mail table, students pulled a letter out of a mailbox and found out if they got an unexpected bill or a bonus check. They then rolled dice to see how much they had to pay or how big a bonus they received. At the life's lottery table, students pulled a ball out of a bin and matched the number to a chart. The chart listed a variety of good and bad things that sometimes crop up in life, such as the trip to the emergency room for a sprained ankle that Garrett Newberry drew. Luckily, he had health insurance, so he only had to pay $76. "It's pretty accurate," said Dawn Brannies, a volunteer at the event from Kingman's Premier Properties. "Some very unexpected things can happen to you," said student Garrett Martin, who had to buy a new refrigerator. Waiting for students at the end of the line of tables filled with volunteers was the Kingman Meth Coalitions' "Life's Unexpected" wheel, which offered more of life's little unexpected moments, such as root canals, medical bills, paycheck bonuses and pay raises. It also offered the chance for a student to land on a space marked "meth addict." Students unlucky enough to have the wheel stop on that spot lost all of their money and had to start over, Robbins said. Students who ran out of money during the event visited the credit counselor's table, she said. Just like in real life, some had to take a second job to make ends meet. "Stuff gets pricey, especially utilities and electronics," said student Zachary Matthes, who lost his job but avoided the credit counselors because his "wife" was a doctor and her salary kept him afloat. Students are also encouraged to think for themselves and try to figure a way out of their dilemmas. "We don't try to lead them in one direction or another," Robbins said. Volunteer Toni Swatz said she watched as one student, who found herself with $17 left in her account, asked her friend if she could live with her. "The one girl who ran out of money was a single parent with one child and the other girl was married with two children," Swatz said. "We told them, 'Oh honey, that isn't going to last more than two months.'" The "single parent" told Swatz, "That's okay. That's just long enough for me to get back on my feet."

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WVC 18 B- 1 A- 6 §18B-1A-6. Graduate education. (a) Intent. -- It is the intent of the Legislature to address the need for high quality graduate education programs to be available throughout the state. (b) Findings. -- The Legislature makes the following findings: (1) Since West Virginia ranks below its competitor states in graduate degree production, particularly in the areas that are important to the state's competitive position in the new economy of the twenty-first century, there is a considerable need for greater access to graduate education, especially at the master's degree (2) There is a significant disparity in access to part-time graduate degree programs among the different regions of the state and part-time graduate enrollments are heavily concentrated in the counties immediately surrounding Marshall University and West Virginia University; (3) There is a particular need for increased access to graduate programs linked directly to the revitalization of the regional economies of the state; and (4) There is a particular need for improved quality and accessibility of preservice and in-service programs for teachers in subject matter fields. (c) In order to meet the need for graduate education, the Commission is responsible for accomplishing the following: (1) Ensuring that West Virginia University and Marshall University assist in the expansion of access to master's degree programs throughout West Virginia. These institutions shall place a strong emphasis on collaboration with the baccalaureate colleges and community and technical colleges in each region when funds are available; (2) Ensuring that any institution providing a master's degree program under the provisions of this section provides a meaningful, coherent program by offering courses in such a way that students, including place-bound adults, have ample opportunity to complete a degree in a reasonable period of time; (3) Focusing on providing courses that enhance the professional skills of teachers in their subject areas; (4) Ensuring that programs are offered in the most cost-effective manner to expand access throughout the region and the state; and (5) Determining the graduate program needs of each region. (d) Bluefield State College, Concord University, Fairmont State University, Glenville State College, Shepherd University, West Liberty State College and West Virginia State University shall meet the need for graduate education in their regions pursuant to this subsection and subsection (c) of this section. (1) If an institution's proposal to offer a Master's degree receives the approval of the Commission, that Master's degree may be offered solely by the institution. (2) If an institution does not receive the approval of the Commission for a proposal to offer a Master's degree, that institution may broker or collaborate with another higher education institution to develop a revised proposal for offering that brokered or collaborative Master's degree. (e) There is an urgent need for master's degree programs for teachers in disciplines or subject areas, such as mathematics, science, history, literature, foreign languages and the arts. Currently, master's-level courses in education that are offered in the regions served by the state universities are primarily in areas such as guidance and counseling, administration, special education and other disciplines unrelated to teaching in subject areas. If this need is not being met in a region through the procedure established in subsection (d) of this section, then the graduate center in that region may plan a master's degree program in education focused on teaching in subject area fields in which the demand is not being met. No institution may begin a graduate program under the provisions of this section until the program has been reviewed and approved by the Commission. The Commission shall approve only those programs, as authorized by this subsection, that emphasize serving the needs of teachers and schools in the colleges' immediate regions. In determining whether a program should be approved, the Commission also shall rely upon the recommendations of the statewide task force on teacher quality provided in section eight, article fourteen of this chapter. (f) The Commission shall review all graduate programs being offered under the provisions of this section and, using the criteria established for program startup in subsection (d) of this section, determine which programs should be discontinued. (g) At least annually, the governing boards shall evaluate graduate programs developed pursuant to the provisions of this section and report to the Commission on the following: (1) The number of programs being offered and the courses offered within each program; (2) The disciplines in which programs are being offered; (3) The locations and times at which courses are offered; (4) The number of students enrolled in the program; and (5) The number of students who have obtained master's degrees through each program. The governing boards shall provide the Commission with any additional information the Commission requests in order to make a determination on the viability of a program. (h) In developing any graduate program under the provisions of this section, institutions shall consider delivering courses at times and places convenient to adult students who are employed full time. Institutions shall place an emphasis on extended degree programs, distance learning and off-campus centers which utilize the cost-effective nature of extending existing university capacity to serve the state rather than duplicating the core university capacity and incurring the increased cost of developing master's degree programs at other institutions throughout the state. (i) Brokering institutions shall invite proposals from other public institutions of higher education for service provision prior to contracting with other institutions: Provided, That if institutions propose providing graduate programs in service areas other than in their responsibility district, the institution seeking to establish a program shall work through the district's lead institution in providing those services. (j) In addition to the approval required by the Commission, authorization for any institution to offer a master's degree program under the provisions of this section is subject to the formal approval processes established by the governing boards.

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Bachelor of Arts (BA) in Art History Emphasis in Modern and Contemporary Art As an Art History major, you will delve into the complex and dynamic relationship between art and the society that produces it. Develop Artistic and Cultural Insight through Art History StudyTo you, art is more than just paint on a canvas. Art speaks to you and inspires emotion. It can be powerful and moving, yet subtle and touching all at the same time. Its flaws and utter perfection draw you in like a story. This is the program where that story will unfold.Immerse yourself in the major periods and art works in the history of western art beginning with the ancient world, with an emphasis on the past 150 years. Develop the knowledge and vocabulary to discuss art confidently in written and oral presentations, and create a foundation necessary to explore a topic in depth and to produce a thesis that meets the research, writing, and documentation standards of the discipline. Professional Opportunities for Graduates of this ProgramContinue on your path and pursue graduate study in the field, or seek employment in museums, galleries, art publishing and similar industries. Regardless of the path that you choose, you will leave this program with a wealth of knowledge that will enrich your understanding and enjoyment of art. A BA or a BFA?In addition to the BA in Art History, Lesley also offers a Bachelor of Fine Arts in Art History. The BFA program places a greater emphasis on creative self-discovery, studio practice and art history in the context of contemporary artistic topics and concerns. It is a more hands-on program, that involves both the creation and study of art. This program is offered through Lesley's College of Art and Design. Both programs allow you to indulge your creativity and pursue your passion for art. Explore which option is better suited for your particular talents, and don't hesitate to get in touch with us at 617.349.8800 or [email protected] if you have questions. Featured Courses IAHIS 1200 Art of the Western World I: 1300-1800Semester begins with an introduction to the art of the Ancient World and the Middle Ages, and then explores European art from the time of Giotto until the beginning of the Romantic period in greater depth. IAHIS 2300 ModernismThis course explores key movements and figures in art from c.1890 up to the outbreak of World War II, a time often known as the Modern period. Emphasis is on European painting and sculpture. We study artists such as Picasso, Matisse, Duchamp, Arp, Mondrian, and Brancusi, who questioned long-standing assumptions about the appearance and purpose of art and strove to forge radically new artistic languages to express their individual experiences of the rapidly changing modern world.View the Art History Course Catalog Faculty Spotlight Liza Folman Professor of Fine Arts Read Bio » Angelo Fertitta Professor, Foundation Program Read Bio » Art History Department Art History BFA Art History BA Foundation year Paris and the History of Architecture Travel Course Art History Technology Requirements Internship Outcomes Liberal Arts and General Education Art and Design Programs Animation and Motion Media Digital Filmmaking About College of Art and Design

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Baton Rouge, Louisiana | LSU DIRECTORY LSU A-Z CURRENT STORIES about Highlights Using funding from a $378,000 grant she received in May 2006, LSU psychology professor Mary Lou Kelley is examining the effects of parenting behavior, maternal mental health, social support, academic achievement, and displacement on hurricane victims in fourth through eighth grade. RELATED LINKS: LSU Department of Psychology Dr. Kelley Faculty Website The Campaign for Louisiana State University Hurricane Katrina research helps children cope with trauma Two years after Hurricane Katrina, many children are still reliving hurricane trauma in their minds. One researcher has been examining the mental health of these disaster victims and their mothers during this time, with the hope of discovering the risk factors that lead to post-traumatic stress disorder and how to prevent it from developing. Using funding from a $378,000 grant she received in May 2006, LSU psychology professor Mary Lou Kelley is examining the effects of parenting behavior, maternal mental health, social support, academic achievement, and displacement on hurricane victims in fourth through eighth grade. Her research is the one of the first longitudinal studies and examines the effects at four intervals over two years. Experts previously saw hurricanes as acute traumas, but new data shows that the effects may be lasting in some individuals. Kelley has had to stretch beyond her comfort zone and overcome personal physical obstacles in order to conduct the research, but she is more concerned about helping the children. “My ultimate goal is for the study findings to affect policy and improve recovery after a disaster,” Kelley said. Stretching comfort and overcoming obstacles “When Katrina came, I asked myself ‘What could I do?’” Kelley said. “I felt a calling to stretch myself and use my expertise and resources for the children’s sake. I had to help. It just seemed right. I could not imagine not helping the children.” Kelley normally focuses on parental involvement in children’s academic success and had no prior experience in disaster research, which is a relatively new field. Before Hurricane Katrina, Kelley never attempted to obtain a grant. As a full professor with 24 years of experience at LSU, she had no ulterior motivation. “I was reading a completely new area of literature,” she said. “Disaster research is not my forte. I spent every waking hour reading disaster literature and writing the grant, because I had to get it in on time.” Kelley quickly put together a team with various experience, including two other LSU professors. She also collaborated with researchers from the Disaster Research Educational and Mentoring center, including Kenneth Ruggiero of the Medical University of South Carolina. “We were very committed as a team to do this research,” she said. “This was hard at first, especially because we were waiting on money.” Even though she submitted the grant request eight weeks after the disaster, funding did not arrive until March. For accurate research results, she had to collect data at specific intervals. This meant that Kelley and her doctoral students had to pull five dollars out of their own pockets to compensate the participants each time they did a survey. In addition to funding delays, Kelley was burdened with an unexpected personal crisis. Amid the hustle to obtain the grant and conduct the research, on December 20, 2005, Kelley was diagnosed with cancer. Not only did she need surgery, radiation, and chemotherapy, she was diagnosed with a rare form of breast cancer that required special treatment at MD Anderson Cancer Center in Houston. For nearly seven months, Kelley was traveling every week to receive treatment in Houston. But even when she was home, she traveled to New Orleans for her research. “It got so stressful,” Kelley said. “My team had such a tight deadline. I was writing, researching, and traveling back and forth. My graduate students were fantastic during my treatment, and we all pulled together to accomplish our research goals.” While in Houston at the cancer center, she kept working and was constantly on the phone or sending emails to colleagues. The team often had research meetings at Kelley’s home, working around her treatment schedule. “I threw myself into it,” Kelley said. “It was great to have the work. It was my best work.” Research Findings A PTSD diagnosis indicates that an individual experienced a life-threatening event and responded with intense fear. In order to help children overcome PTSD, researchers must identify factors that lead to better adjustment after experiencing a traumatic event, such as a hurricane or other disaster. Key symptoms that often appear in children with PTSD are an initial stage of fear accompanied by nightmares and intrusive thoughts. Children have limited cognitive abilities, often causing them to perceive the event as more horrific than reality. Often, the traumatic scene will repeatedly replay mentally, causing the child to re-experience the pain. For her study, Kelley compared 279 mother and child dyads displaced from New Orleans and surrounding parishes directly affected by Hurricane Katrina versus a control group of 96 Baton Rouge mother-child dyads. Both groups are similar demographically and consisted mainly of impoverished families. Mothers completed their questionnaires at home, and children completed them in small groups with adult help. Kelley and her students will complete the last phase of data collection this fall. With this data, Kelley will be able to compare children who adjusted well over time to those who did not fare as well. Her study is the first attempt in the disaster literature to examine maternal psychopathology and parenting behavior as risk factors. The research found that children of lower income families experienced greater psychological distress than those at higher income levels. Results also indicated a relatively higher rate of loss and disruption post-Katrina compared to exposure to traumatic variables during the disaster. Kelley’s team has expanded previous research from Hurricane Andrew, which had developed a measure for traumatic exposure and loss. Hurricane Andrew research showed that trauma symptoms reduced over time for all except a small minority. Kelley had hypothesized that the displaced sample would have higher incidences of PTSD, but this was not supported. In fact, there were no significant differences in the two samples, with both reporting fewer symptoms of PTSD as compared to children three months after experiencing Hurricane Andrew. Children victimized by Hurricane Katrina show similar levels and incidences of PTSD to other trauma victims, including victims of brushfire, earthquake, and tsunami. The high prevalence of PTSD symptoms in the non-displaced comparison sample from Baton Rouge was unexpected, based on previous studies. This may, however, be due to the Baton Rouge community being significantly affected by the indirect impact of Hurricane Katrina and being impoverished. It is common for impoverished children to have more PTSD symptoms because they are more likely to have been exposed to greater amounts of community violence. Kelley’s research also adds to previous disaster literature by measuring more variables and by looking at how family functions, such as having good routines and positive parenting, affect adjustment. Negative parenting practices, such as the use of corporal punishment and lack of parent involvement, were highly predictive of behavior problems in the displaced sample. The work also examines the role of community violence exposure, social support, and coping on children’s adjustment. A major portion of recovery comes from getting back to normal schedules and families consistently following routines, Kelley said. Children often model their parents’ psychological symptoms. “The thing about Katrina is that so little has changed for many of these children,” Kelley said. “I fear the children are re-experiencing the loss everyday. Certain symptoms are not improving. The city has not recovered from Katrina.” Melissa Prescott | LSU Office of Public Affairs Fall 2007 Internet 2 University Member LSU A - Z | Directory | Search | Contact LSU | Home Send Comments or Questions to [email protected] Copyright © 2006. All Rights Reserved. Official Web Page of Louisiana State University. LSU is committed to excellence at every level, offering a challenging academic and research environment in one of the most unique cultural settings in the nation. Visit www.lsu.edu/flagship to chart LSU’s path to national prominence.

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Dental Library AxiUm Head Librarian Liz Strother Retires Earlier this year, the LSU School of Dentistry (LSUSD) bid farewell to friend, colleague, and head librarian, Elizabeth Strother. She officially retired in January after 34 years of service. A native of Detroit, Liz received her bachelor of arts in French and masters in library science from the University of Michigan. She came to New Orleans in 1972 to work at the UNO library. In December 1978, she became the second head librarian of the dental school. Elizabeth Strother, AMLS, MBA In addition to managing the library, teaching, and providing reference assistance, Liz’s contributions extended far beyond her role as librarian. She edited faculty journal articles, contributed as a writer and editor to online and print school publications, coordinated the digital textbook collection for dental students, managed the school archives and a collection of antique dental instruments, and served on numerous academic committees. Liz also guided the library through a myriad of transformations including the arrival of the Internet as a research tool, digitization of the card catalog, renovations of the library space, and the closure of the library for two years after Hurricane Katrina. Following the storm, Liz worked determinedly to provide library services and research assistance to the Louisiana dental community. Her academic achievements are equally impressive. She is one of only two librarians in the history of the LSUHSC libraries to have been promoted to the rank of librarian (equivalent to full professor). She has authored or co-authored 16 articles in the Journal of the Medical Library Association, Journal of Dental Education, Journal of Oral and Maxillofacial Surgery, Journal of the History of Dentistry, General Dentistry, and Journal of the Louisiana Dental Association. She also co-authored, with Julie Schiavo, the chapter on dentistry in The Medical Library Association’s Master Guide to Authoritative Information Resources in the Health Sciences, published by Neal-Schuman in 2011. Liz was creator, director, and principal lecturer of the first-year dental course, Dental Information Management Skills (now Introduction to Evidence-Based Dentistry). She also provided instruction to advanced education students, and since 2010, has lectured to students and dentists on the history of dentistry. School-wide, Liz served on the curriculum and admissions committees, chaired the faculty development and faculty retreat committees, and served as a delegate and secretary-treasurer of the Faculty Assembly. A member of Omicron Kappa Upsilon, the honorary dental society, she served as president of the LSUSD chapter in 2008. Her role in the library profession includes serving as secretary/treasurer and chair of the Dental Section of the Medical Library Association, chairing the Bylaws Committee of the South Central Chapter of the Medical Library Association, and holding various positions in the Louisiana Library Association. In 2001 she received the LSUHSC Pfizer Award for Excellence. In 2009 she was recipient of the Lucy B. Foote Award from the Louisiana Library Association Subject Specialists Section. In March 2013, Liz was awarded the status of emeritus professor. As a gratis faculty member, she will continue to assist the Office of the Dean with editing, writing, and website support. “Liz has served the school in so many extraordinary ways that it’s difficult to determine how we will be able to get along without her presence on a full-time basis,” said Dean Henry Gremillion. “However, we’re grateful that she’ll stay connected as a gratis faculty member. I cannot thank her enough for all she has done for the school.” Liz is married to Garland Strother, retired director of the St. Charles Parish Library. Shortly after Liz’s retirement, they spent a month in Merida, in the Mexican state of Yucatan, to enjoy the language, culture, music, and food. LSU Health Sciences Center Homepage Disclaimer, Privacy Policy © Copyright 2013. All Update 4/2013

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M e n u Year-in-Review Our vision is to enable our students to acquire a first-rate, well-rounded education, to provide our employees with an excellent working environment, and to serve the needs of communities in this province and around the world. Examples of our key actions towards that vision in 2001-02 included new multi-million dollar partnerships � with Inco Ltd. to create the Inco Innovation Centre on our St. John�s campus and with universities and industry in Atlantic Canada to undertake research on petroleum, marine and health issues with the support of the Atlantic Innovation Fund. [more...] "It is not the strongest of the species that survive, not the most intelligent, but the one most responsive to change."Charles Darwin, naturalist "in the middle of difficulty lies opportunity"Albert Einstein, physicist investing in the future "Ideas won't keep: something must be done about them."Alfred North Whitehead, philosopher "It's not what the vision is, it's what the vision does"Peter Senge, business strategist making our mark "Innovation can only be sustained in an environment whereinnovative thinking is nurtured"Claude Legrand, entrepreneur Copyright 2002 © Memorial University of Newfoundland

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Non-Exchange Programs Preparing to Study Abroad Forms and Information Modern Languages Department Contact Us / Meet the Staff Deggendorf University of Applied Sciences (Deggendorf, Bavaria, Germany) Requirements: Students wishing to study at Deggendorf must be in good academic standing at Muskingum and be in their sophomore year of study. Students do not need to have prior knowledge of the German language to study at Deggendorf: many of the classes are in English. Financial Responsibilities: Students are responsible for transportation costs to and from the host institution, incidentals (such as materials for class, books, etc.), health insurance at the host institution, room and board and living expenses. Tuition is paid to the home institution and scholarships for tuition still apply. It is recommended that you have 450-500 EUR per month for rent and other living expenses. Room and Board: Students can choose from shared apartments (3 bedrooms, a shower, toilet, kitchen, and washroom) for 200-210 EUR, or more expensive, private apartments which cost 180-350 EUR excluding meals and utility costs (35-80 EUR/month). Classes: Muskingum College offers a semester or a year-long study abroad program at Deggendorf University of Applied Sciences. All courses in International Management are taught in English and count towards the major in International Business at Muskingum College. The two-semester study abroad includes an internship with a German/international company provided by Deggendorf University. Courses in German can be applied to the German major/minor. Fall semester starts October 1 and lasts through February 14. Spring semester is from March 15-July 31. About Deggendorf: Deggendorf aspires to great heights: the city itself reaches from the banks of the Danube river to the peaks of the Bavarian Forest, a rise in altitude of 800 meters. In earlier days, that was quite a trek on foot. In addition, the city lies directly on a former, important European trade route. Large excursions of tradesmen stopped in Deggendorf while traveling on the Danube to the east towards the Boehmer Forest and back. Deggendorf directly benefited from this trade. The city seal says it all: the open gate with waves symbolizes both the attitude and mobility of this little city on the Danube in east-Bavaria. (taken from www.campus-germany.de) Visit the Muskingum exchange website at http://fates.cns.muskingum.edu/~modern/deggendorf/cityscapes.html Visit the official Deggendorf University of Applied Sciences website at http://www.fh-deggendorf.de.

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Notre Dame and Emily’s List (21005) by WILLIAM McGURN 06/01/2011 Comments (71) During the firestorm that followed the University of Notre Dame’s decision to honor President Barack Obama two commencements ago, the university’s president, Father John Jenkins, wrote a letter to the Class of 2009 explaining his position. He stated his sadness that the honors bestowed on Obama had been taken as “ambiguity in our position on matters of Catholic teaching.” Notre Dame, he asserted, “was unequivocally committed to the sanctity of human life and to its protection from conception to natural death.” Remember those words: “unequivocally committed” with no “ambiguity in our position.” How are these words reconciled with the university’s announcement that Roxanne Martino has been elected to the board of trustees? For it turns out that Martino, an accomplished businesswoman and ND alumna, has given more than $25,000 over the years to Emily’s List. Emily’s List is not just any group. The New York Times recently called it a “fundraising powerhouse.” Arguably, it is one of America’s best known and most prominent political organizations in the country. And it is dedicated to abortion rights. What was Notre Dame’s response? The chairman of the university’s board of trustees, Richard Notebaert, sent out an email to fellow trustees, saying that Martino is “fully supportive of Church teaching on the sanctity of human life.” Notebaert went on to say that Martino “has through the years contributed to organizations that provide a wide range of important services and support to women. She did not realize, however, that several of these organizations also take a pro-choice position.” He’s not the only one putting that line out there. Now Father Jenkins has chimed in, sending some concerned alumni an email from “the Office of the President” that is almost word for word the same as Notebaert’s. One forwarded to me reads as follows: “Ms. Martino (along with her husband, Rocco) is a Notre Dame graduate, and she is fully supportive of Church teaching on the sanctity of life.” “She has through the years contributed to organizations that provide a wide range of important services and support to women. She did not realize, however, that several of these organizations also take a pro-choice position. This is not her personal position, and she will now review all of her contributions to ensure that she does not again inadvertently support these kinds of activities in the future.” Father Jenkins has two big problems here. The first is his declaration that Martino was unaware that the organizations she donated thousands of dollars to “also” take a pro-choice view, in addition to providing a wide range of “important services and support to women.” When asked to provide backup for that statement — e.g., an example of a service that Emily’s List provides in addition to its agitation for abortion— Notre Dame’s communications office forwarded me an answer from Notebaert. In it, he reasserted that Martino supports Church policy, that she was “unaware of the specific objective of Emily’s List,” and that his and Father Jenkins’ statements about other “important services” for women applied to a group, and did not apply to Emily’s List. That admission, of course, suggests that his and Father Jenkins’ earlier notes were highly misleading — and deserving of a similar clarification. For as Notebaert’s message confirms, Emily’s List exists for one reason and one reason only. Click the home page of its website, and it asks you in big capital letters — some in red — to “HELP US ELECT PRO-CHOICE DEMOCRATIC WOMEN.” If you continue onto the “What We Do” section inside the website, it goes on to say, “We’re a full-service political team with a simple mission: to elect pro-choice Democratic women.” Let’s underscore those words: simple mission. Let’s just say Emily’s List is admirably clear about what it does, and leaves no room for ambiguity. Let’s say, however, that, nevertheless, Martino was, as Father Jenkins and Notebaert tell us, shocked, shocked to learn that Emily’s List had anything to do with abortion (which would make her one of the most unaware people in America). Is this a person whose judgment you want on a board of trustees? According to FEC (Federal Election Commission) records, Martino has given the group more than $27,000 starting in 1998 — with her most recent contribution of $5,000 in December. At this point, the question of judgment goes far beyond Martino. What does it say about Notre Dame’s chairman of the board and its priest-president that they would send out the dissembling emails they have? And what does it say about the continued presence on this board of Bishop Daniel Jenky, a Holy Cross priest who is also bishop of Peoria, Ill.? He is the only bishop on the board. When asked whether he worried that when bishops remain on the boards of Catholic institutions that are all too willing to flout the bishops’ teaching, they might be undermining their own authority and credibility, Bishop Jenky declined to comment. In their 1998 statement “Living the Gospel of Life: A Challenge to American Catholics,” the U.S. Catholic bishops contrasted Sir Thomas More with American politicians today who “safely keep their heads.” It’s a fair point. Let me, a layman, add, however, that we surely would have more Thomas Mores if we had more Bishop John Fishers. In many ways, after all, the Martino situation is worse than the Obama invitation. President Obama was at least not a Catholic — and was not being invited into the governing authority of the university. Nor was there the kind of bald attempt to rewrite facts that we have here, in an effort to fudge the clear and unambiguous message sent by Martino’s long and considerable material contributions to a pro-choice America. Plainly, Father Jenkins and Chairman Notebaert are calculating that the Notre Dame trustees and the larger Notre Dame community are either too unaware or too apathetic to see through the spin. Of course, these are the same people who didn’t anticipate the enormous reaction to the Obama honors. William McGurn, a Notre Dame alumnus, was the chief speechwriter for President George W. Bush from June 2006 until February 2008. He now writes “Main Street” at the Wall Street Journal. Filed under catholic church, catholic college, catholic colleges and universities, catholic identity, emily's list, notre dame, pro-choice, pro-life

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School board to vote on school’s charter Aug.12 July 30, 2013 05:42 PM | 1635 views | 0 | 22 | | slideshow Atlanta Classical Academy will get another chance at being approved as a charter school with the Atlanta Board of Education as its petition is scheduled to be considered at the board’s Aug. 12 meeting.Matthew Kirby, chairman of the proposed school’s board, said he remains optimistic even though the petition was pulled from the board’s agenda July 1, with Superintendent Erroll Davis citing concerns about finding an adequate location for the school, which could be located in Buckhead.“We hope we are going to get the endorsement from the superintendent,” Kirby said. “We’ve been working very close with his staff and feel like we have a real opportunity to be approved.”District 4 board member Nancy Meister, who represents all Buckhead public schools, could not be reached for comment by phone and email regarding the upcoming vote.Kirby said he and the rest of the academy’s board have faced difficulties in securing a location, with few vacant buildings in north Atlanta suitable for a school and the requirement to have a set location before getting an approved charter marking just two major obstacles they have come up against along the way. “Every charter is asked to commit to a location before they are even funded or approved,” Kirby said. “It puts the ACA board in a very awkward position and it’s really not in the benefit of the taxpayers or the landlord. Right now, we are working with a number of organizations in the north Atlanta area that might have facilities that would suit part of or perhaps all of the first term of the charter.”Despite making adjustments to the petition based on feedback from the district’s staff, Kirby said the petition has not deviated from the mission and vision of the academy’s board to establish a kindergarten through eighth-grade school with small class sizes — around 54 students per grade — focused on providing a classical education. The school was originally planned for K-10 but the board suggested it be reduced to K-8. If the academy does not get approval, Kirby said the said the school still has options. The board could still appeal to Georgia’s alternate authorizer of charter schools, the newly established Georgia Charter Schools Commission, or wait another year before presenting the petition to the board.“We know there are a lot of families who are very interested in what we’re doing, so we feel an urgency in getting started,” Kirby said. “We really hope we don’t have to wait.”Academy board member and retired educator Lee Friedman, who was formerly principal of Sarah Smith Elementary School in Buckhead and worked for the district for almost 30 years, said the classical model produces bright young students with a strong focus on literature, history and civic responsibility.He said he hopes the school gets to be a part of the district and offer a choice that reflects positively on it. “We want to be good partners,” Freidman said. “We have worked very hard on that for the last two years.”If approved, Kirby said his goal is to have the school open to students in fall 2014. “I think we really have a world-class plan,” he said. “I think we are going to get there.” Atlanta City Council on recess Buckhead’s Lenox Square, Phipps Plaza giving away gift cards ‘The Nutcracker’ leaps into McDonough

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The University of Newcastle provides a world-class education to students from more than 100 countries. Home International Study with us A global leader driving world-class innovationRanked in the top 3 per cent of world universities* A five star university for research^The University of Newcastle, Australia is a world-class institution with an exceptional record of achievement making an impact within its own region and across the globe.Our research is world-class and diverse. Our degree programs within business and law, education and arts, engineering and built environment, health and medicine, and science and information technology are internationally recognised and our partnerships and collaborations drive innovation. Our alumni are leaders and our students are preparing to make a difference in the world.With three primary campuses and a physical presence in Singapore and Sydney, we are a multi-campus institution with a student population of over 35,500 including more than 6,600 international students from over 100 countries. We have state-of-the-art facilities and our teaching and learning spaces are award winning with architecturally designed buildings and world-class infrastructure.*Times Higher Education World University Rankings 2012^QS Stars 2012 Top 10 City Newcastle was ranked as one of Lonely Planet's top 10 cities in 2011 and it doesn’t take long to work out why. http://www.newcastle.internationalstudent.info/

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Graduate Special: The new rules of graduation Continue reading page |1|2 This is undoubtedly a tough year to be a job-hunting graduate, what with the Mayans predicting that the world could end in 2012, and the economic downturn. On the bright side, most scientists agree that the end of the world isn't nigh. Well, not yet anyway. So, in the hope that you have a long, prosperous life ahead of you, New Scientist dishes out a heaped helping of tips on how to succeed in the age of austerity Work experience is golden "Think of graduation not as the culmination of your achievements, but as a necessary, but insufficient, stage in making it into the world of work," says Vishanti Fox, careers manager for the Institute of Physics. According to a report published in January by the Association of Graduate Recruiters, the proportion of graduate placements that go to 24 to 35-year-olds rose by more than 3 per cent last year, showing that older graduates with experience behind them are moving in on the jobs that were once the preserve of the fresh-faced university leaver. "Work experience is a life jacket," says Fox. "Put it on your CV and it will save you from being put in the 'other' pile." Widen your net When using a job-search website, the temptation is to enter a job title in the "quick search" function, click "Search" and hope that your perfect job pops up. "I strongly recommend that people use the advanced search functionality where available because it opens up many, many more options," says Alan Simmons, a careers consultant at NHS Careers. "For example, on the NHS job site, you can put in any search term or skill set that you want, such as engineering, pathology, medical physics and so on." This is the best way to find vacancies which won't necessarily have job titles that you will have thought about - or even heard of. As well as widening your search terms, don't forget to sharpen your focus by using industry job sites. There are great discipline-specific websites, such as Gradcracker.com for engineers, says Jane Chanaa, who works at the University of Oxford's careers service. And make the most of those two little job-site words: email alerts. Home is where the heart is... ... and the homecooked meals and (quite often) the free accommodation. So swallow your pride and move back in with your parents while you look for a job. Just don't get too comfortable. Horror stories abound of parents who can't quite let go - those who consider it normal to call employers to thrash out the benefits package for their little darlings. Just so you know, this isn't normal. Lay down the ground rules now. There's a place for creativity ... and your CV is not it. That's not to say it should be boring, just don't write it on coloured paper or use a funky design in order to get noticed. A study by the BI Norwegian Business School in Oslo presented a group of recruitment professionals with the same CV information in three different formats: a formal layout on white paper, the same on pastel paper, and a "creative" version designed to stand out. All deviations from the formal format reduced the chances of an interview, with the "creative" format faring worst of all (European Journal of Work and Organizational Psychology, vol 19, p 221). The take-home message? Get creative with your job-hunting, not your CV styling. Take an internship, but don't get taken for a ride Internships are a great way to get relevant experience and can often lead to a job. Just make sure you don't get taken advantage of - like the sports science student who took an internship at Chelsea Football Club only to be accidently shot with an air rifle by player Ashley Cole. On a more serious note, as intern-advocacy group Internocracy pointed out last year, employers often believe there is a "grey area" around internships and the minimum wage laws that allows them to take on unpaid interns as long as both sides understand it is a voluntary position. This is not the case. "This law simply isn't being enforced for interns, so it's up to you to spot when you're being exploited," says Tanya de Grunwald, founder of GraduateFog.co.uk. "If you're gaining nothing and your employer is vile to you, walk away. Have faith that you'll find something better. If you're learning loads but earning nothing, it's your call how long you stick around." Look on the bright side Here's a little bit of good news: the number of graduate vacancies has risen for the first time since the recession began in 2008, according to a report released in January by the Association of Graduate Recruiters. Employers have reported a rise in vacancies of 8.9 per cent for the 2009/2010 recruitment year, and expect it to rise a further 4 per cent in 2010/2011, suggesting the graduate job market has turned the corner.

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Construction on middle school to start in spring An artist's rendering of the new middle school, as seen from Queens Avenue, near the intersection at Eighth Street.— image credit: Courtesy SD40 by Grant Granger - New Westminster News Leader posted Feb 6, 2014 at 10:00 AM— updated Feb 6, 2014 at 11:39 AM Construction on New Westminster's new west side middle school will begin in April at the John Robson elementary site (Eighth Street and Queen's Avenue) while classes are still in session. Robson's elementary students are scheduled to move into the new Qayqayt elementary currently under construction at Royal Avenue and Merivale Street in September. The new middle school is scheduled to open in September 2015 and the district determined to make it happen construction has to start in April. In plans announced Thursday, the district said it will move the existing portable classrooms at Robson to the playing field during the two-week spring break at the end of March. A temporary staff parking area will also be built on part of the play field, which is city owned and will be redeveloped as part of the project. The field will be closed to community bookings from March 17 until the school opens. A portion of it will be available for school use during recess and lunch until the end of June. A district press release said an aggressive schedule to get it ready for a September 2015 opening is needed. The new middle school will have students from grades 6 to 8 fed from Connaught, Lord Tweedsmuir, Lord Kelvin and Qayqayt elementaries. The district said it would be too disruptive to transfer students and staff to the school during the school year, so if it wasn't open by September 2015 they would have to wait until September 2016. The district noted completing the middle school is a consideration in getting approval from the Ministry of Education for the project to replace New Westminster secondary and the start of its construction. "It will be important to maintain the construction schedule for the new middle school so it opens as scheduled in September 2015," said board chair Jonina Campbell. "I know the community is very anxious to see the new secondary school project proceed. Now that the elementary and middle school projects are well on their way we can focus on the replacement of the secondary school." View of the new middle school looking up Queen's Avenue Construction of the new middle school will be done by Yellowridge Design Build, the same company that is building Qayqayt. To protect students and staff a fence will be erected around the construction site with separate entrances to it. Work will also be scheduled to avoid conflicts with school activities including drop-off and pick-up. The district plans to hold meetings with the school community and neighbours to review the plans and activities. After rejecting retaining the Robson name for the new school, the board of education has shortlisted the final decision down to two: West Side Middle School or Fraser River Middle School. The district is asking New Westminster residents to submit their preference to [email protected] by Feb. 21. The board will make its final decision Feb. 25. Madonna launches Malawi school construction Bracing for construction Taliban kill 21 at start of Afghan spring fighting Yellowridge to build new New Westminster middle school Getting a head start on Spring Cleaning Board goes old school for new name BC Hydro begins Site C construction countdown RCMP seeks public help in solving arson Blazing a trail in brand new sport New autism centre to open in 2016

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Norse Mythology Online VIKING SHIP FIELD TRIP A Viking guards the Viking On October 5, I led a group of my students on a field trip to see a Viking ship in the Chicago suburbs. Yes, there is a Viking ship here in the Midwestern United States! Who knew? The trip was open to students from my Norse religion class at Carthage College, members of the Carthage College Tolkien Society I started last semester, and students from my class at Chicago's Newberry Library on "The Hobbit: J.R.R. Tolkien's Mythic Sources." Considering how far out in the Western Lands the ship is currently kept, we had a good number of people who made the trek. The Viking is a 19th-century replica of the ancient Gokstad ship. The original ship was built in the mid-9th century and used for a ship burial around 900. The replica that we visited was built in Norway at the Framnæs Shipyard in Sanefjord between 1892 and 1893. In 1893, the Viking was sailed by Captain Magnus Andersen and his eleven-man Norwegian crew across the wide Atlantic Ocean from Norway to the United States. The ship made stops in Newfoundland and New York City before traveling via the Hudson River, Erie Canal and Great Lakes to Chicago for the World's Columbian Exhibition in Chicago. Sailing from Bergen, Norway to Newfoundland took twenty-eight days on the open sea. The Chicago Tribune reported that the 4,800-mile journey from Bergen to Chicago took more than two months in total. Ken welcomes the student group to the ship exhibit Our tour guides were Ken Nordan and Andrew Woods, both members of the Board of Directors of the Friends of the Viking Ship. Last semester, Ken was an adult student in my Newberry Library class on "Norse Mythology: Exploring the Eddas." Both guides were very knowledgeable about the history of the Viking and of the original Gokstad. Andrew talks to the students in front of a historical photo of the Viking My favorite story of the tour was about the crew of the Viking getting a little drunk while stopping over in New York in 1893. They somehow ended up in a discussion with a group of Italian-American police officers on the competing claims of Leifr Eiríksson and Christopher Columbus to "discovering" the Americas. Unsurprisingly, this turned into a street brawl and the sailors ended up temporarily in jail. They were only recently officially pardoned for their "crimes." Front of the Viking The original Gokstad ship was 76.5 feet long with a 7.5-foot beam and measured 6' 4" from the bottom of its keel to its midship gunwale. The keel was 57' 9" and made from a single timber of oak. Gwyn Jones describes the construction of the ship in A History of the Vikings (1968/1984): The deck is not in place, so the ship's interior structure is visible. The strakes were joined together by round-headed iron rivets driven through from the outside and secured inside by means of small square iron plates. The caulking was of tarred animal hair or wool. The hull was kept in shape by nineteen frames and cross-beams. The decking of pine, in this case loose so that the space beneath could be used for storage, was laid over these beams. The strakes below the waterline were tied to the frames with spruce root lashings, a device which contributed much to the ship's flexibility. This was still further increased by a carefully systematized trenailing of the above-water strakes to wooden knees and cross-beams or, in the case of the top two, to half ribs secured to the strakes below and butted into the underside of the gunwale. Rear of the Viking The draft of the Gokstad (the distance from the waterline to the bottom of the keel) was only 3.5 feet, which meant that it could easily be piloted up most rivers and dragged onto beaches without piers or harbors. The 19th-century Viking was modeled carefully on this ancient ship, and many of the elements described above are clearly visible (and labeled) in the photographs I took during our visit. Click on these pictures to see larger images of the Viking's interior construction: One of the oars, sticking through the side of the ship The Gokstad was made almost completely of oak, with sixteen pairs of pine oars designed with various lengths so that they would hit the water in unison. The oar-holes could be closed when not in use. The mast was also of pine and was approximately thirty feet tall, with a heavy woolen sail about twenty-three by thirty-six feet. When not in use, the mast could be taken down and secured to the t-shaped wooden supports in the middle of the ship. A pile of oars next to the ship View through an oar-hole An oar in its proper place The mast of the Viking on the ground The t-shaped structures for storing the mast when not in use The steering board & a little Viking The Gokstad was steered with a side-rudder attached to the starboard rear of the ship. According to Jones, Captain Andersen was particularly impressed by the ease of steering during his journey in the Viking. The rudder was a singularly effective instrument pronounced by Magnus Andersen to be one of the clearest proofs of northern shipbuilding skills and seamanship. On his Atlantic crossing he found it satisfactory in every way, decidedly superior to a rudder on the sternpost, and manageable by a single member of the crew in any weather with just one small line to help him. This device is at the root of the word starboard, which now means the right side of a ship – that is, where the steer-board is attached. As Ken explained during the tour, port (meaning the left side of a ship) is the side that you tie to the port when docking – on the opposite side from the steer-board. Make sense? The steering board The attachment of the steering board Don't forget – the deck is missing. The Gokstad was used as a burial ship around the year 900 and was excavated from its mound in 1880. The barrow of blue clay had preserved the ship for nearly 1,000 years. The remnants of thirty-two shields were found in the ship – two for each oar-hole. The burial also contained remnants of the sail, oars, spars, and kegs for food and drink. A burial chamber with a raised bed had been built in the rear of the Gokstad and covered with birch-bark. Scraps were found of what must have originally been rich woven hangings of silk and gold on the inside of the chamber. According to the website of the Museum of Cultural History in Oslo that describes the burial, The skeleton shows that he was a man in his 40s, of powerful build and between 181 and 183 cm tall [approximately 6 feet]. Signs of cutting blows to both legs indicate that he died in battle. A cut to the right shin bone shows that he would not have been able to stand upright, but a knife wound to the inside of the right thigh indicates the probable cause of death. Striking at the legs was a common fighting technique in Viking times and the middle ages. This is what the decking would have looked like. The circular marks are guides to show where each piece of planking is to be placed. The dead man must have been shrouded in a sewn-up costume when he was buried. His weapons and jewellery are gone. There were probably grave robbers here as early as Viking times, but far from everything is gone. A game-board was found, with pieces made of horn, as well as fish hooks and harness tackle of iron, lead and gilded bronze, 64 shields, kitchen equipment, 6 beds, 1 tent and a sledge. Also with him in the grave were 12 horses, 8 dogs, 2, goshawks and two peacocks. Three small boats were also found in the burial. Samples of Viking gear at the Viking exhibit After the 1893 Exposition, the Viking sailed down the Mississippi to New Orleans and back up again to Chicago. It was then donated to the Field Columbian Museum (now the Field Museum of Natural History) and moored in the Jackson Park Lagoon before being set in dry dock next to the museum. Unfortunately, it was not properly preserved and soon started to deteriorate. Seems sharp. Seems heavy. In 1920, the ship was restored by the Federation of Norwegian Women's Societies and moved to Lincoln Park. Although kept under a wooden shelter, it continued to be damaged by changes in temperature and humidity. When the Lincoln Park Zoo was expanded in 1994, the ship was moved to its current location in Good Templar Park in Geneva, Illinois. It is now protected by a shelter of metal and fabric, yet still subject to temperature changes. Testing the sword Testing the helmet In 2007, due to the ongoing environmental threats to the ship, Landmarks Illinois declared the Viking display one of the ten most endangered historic sites in Illinois. Thankfully, a $52,000 grant in the same year enabled stabilization work to be done to the ship in 2008. Don't mess with my students. Especially don't mess with the women. In 2012, trusteeship of the Viking was transferred from the Chicago Park District to the Friends of the Viking Ship, the group that now cares for the ship and gives presentations to visitors. The ship's dragon-head and dragon-tail are currently in storage at Chicago's Museum of Science and Industry, where they will remain until a climate-controlled home can be built for the ship. Where the tail would attach to the ship Where the head would attach to the ship The rivets need your help! The Friends of the Viking Ship are working to raise funds for the preservation of the ship, including the building of a permanent housing and reconstruction of missing items. Thousands of rivets still need to be cleaned and treated with preservative. You can learn more about the ship and make donations at the Friends of the Viking Ship website. You can also become a Friend of the Viking Ship, plan a visit to the exhibit and learn more about Viking ship construction methods. There is also a call out to anyone who may have information about items that have gone missing from the ship over the last hundred-odd years. Do you have a Viking shield in your basement? The next field trip I'll be taking my students on is to the J.R.R. Tolkien Archive at Marquette University in Milwaukee to see the manuscripts of The Hobbit and The Lord of the Rings (along with Tolkien's original maps and illustrations). If you're interested in signing up for a future public course, please click the "Join this site" button in the right-hand column at The Norse Mythology Blog and keep an eye on the website's classes page! Norse religion students, Tolkien Society members, tour guides & Your Friendly Neighborhood Norse Mythologist (in the Heidevolk t-shirt, not the Viking helmet) Can you read the runes? P.S. Speaking of Tolkien... After the Viking ship field trip, we all had a nice big pizza lunch in Batavia, Illinois. One of my students noticed this sticker on the back of a sign next to the bridge over the Fox River. Extra credit points if you can read the runes rightly! P.P.S. My students all swear they didn't put the sticker up. P.P.P.S Including the ones from the Tolkien Society. P.P.P.P.S. I didn't do it, either. Pinky swear. Dr. Karl E. H. Seigfried After 23 years of sailing replica ships, I always wondered if something was left of Magnus Andersen´s venture fromm the Sandefjord Framnäs wharf, which I also have visited - but now at least, and long last, I do know, thanks to you... following up with a cross post... (unknown sailor and Asatruamann, Sweden)http://tannhauser3.wordpress.com/2013/10/20/viking-gokstadkopia-fran-1892-nu-i-chicago-behover-din-hjalp/ Your piece on this Viking ship got me interested in Viking ship burials. So I read about several burials in which the deceased were buried in chambers on actual ships and then covered in mounds. It may me wonder if the Hollywood version of lighting a ship on fire and pushing it out to sea was as common as mound burials. Any idea?Thanks for your fascinating articles. November 3, 2013 at 6:32 PM Dear Anonymous,Here's what Rudolf Simek has to say on flaming ships:"The Byzantian chronicler Procopius records this type of burial in the 6th century in his description of inhabitants of the North Sea coast and it is also recorded in the Old English epic, Beowulf. The Old Norse sources of the High Middle Ages (Snorri: Ynglinga saga, Gylfaginning) also make particular mention of the burning ship with its funeral pyre sailing out to sea."Note that the northern sources are all mythological accounts. Also, archeological evidence for this is understandably scarce! windchild ..."Frada Liues"? Dear Windchild,You're pretty close! Just remember that the field trip included members of my Tolkien Society. My Tolkien Society. Tolkien. FRODO LIVES. Oi! >_< Futhorc, not Common Germanic then... NORSEMYTH.ORG IS THE WORLD'S #1 RELIGION BLOG Over 950 thousand served Search The Norse Mythology Blog Archive Visit other sites of Norse Mythology Online DR. KARL E. H. SEIGFRIED writes The Norse Mythology Blog. A Norse mythologist and musician in Chicago, he teaches Norse mythology classes at Newberry Library. He has taught Norse mythology at Loyola University Chicago and Norse religion at Carthage College (where he was founder and faculty advisor of the Tolkien Society). Karl wrote all of the Ásatrú definitions in the Religion Newswriters Association's Religion Stylebook and has been featured as a writer and lecturer on mythology at the Joseph Campbell Foundation, the Wagner Society of America and the Lyric Opera of Chicago. A member of the Society for the Advancement of Scandinavian Study, Tolkien Society (UK), Viking Society for Northern Research (UK) and Religion Newswriters Association, he's also the Official Norse Mythologist of the Stephanie Miller Show. Karl holds degrees in literature and music from University of California at San Diego, University of Wisconsin at Madison and University of Texas at Austin. He also studied literature and art history at Loyola University Chicago Rome Center in Italy. He recently received an academic scholarship from University of Chicago Divinity School and is now working on an MA in Religion under advisor Bruce Lincoln. Click here to contact Karl. REVIEWS OF THE NORSE MYTHOLOGY BLOG Chicago Public Radio: "[Karl's] one of the country’s most respected researchers and lecturers on Norse mythology." Chicago Humanities Festival: "Seigfried is a prolific chronicler of the world of Norse mythology." Johan Hegg (Amon Amarth): "[Karl's] probably a better Guardian of Asgard than I am." Jóhanna G. Harðardóttir (Ásatrúarfélagið): "Hér er rétti maðurinn á ferð til að kenna Norræna goðafræði í US." Syracuse University iSchool: "This is an entertaining and enlightening blog to follow for anyone interested in Norse mythology." Weaving Wyrd: "His questions are thought-provoking, and his scholarly bona fides are pretty impressive." Bob Freeman: "Best Esoteric Website 2013: For anyone with an interest in Norse culture, myth, and magic, there is no better place to visit on the web." Carthage News: "His would be considered a David-and-Goliath story, except Carthage professor Karl Seigfried topped the writers who discuss those kinds of biblical figures." The Wild Hunt: "If you aren’t already reading Dr. Karl E. H. Seigfried's amazing The Norse Mythology Blog, then you've been remiss. The blog is one of the most content-rich affairs for lovers of Norse mythology I’ve ever seen." Tales of a GM: "This is an amazing resource for anyone interested in the history and culture of Northern Europe. The Norse Mythology Blog is such a brilliant combination of modern issues and ancient sources. If you have any interest in Norse culture or mythology, then you must visit Dr Seigfried’s site." Vancouver Sun: "The best blog on faith and spirituality may be one about a so-called ‘dead’ religion, Norse mythology. The Norse Mythology Blog reflects deep knowledge of this ancient religion, along with an affable spirit. [Karl] knows everything one would ever want to know about Thor, Odin, Frey, Loki, Frigg, Freya and countless more Norse gods, goddesses and mythological hangers-on." City Magazine (Serbia): "Ako vas je ikada makar malo zainteresovala istorija i kultura severne Evrope, a naročito njena istorija, ovde ćete naći mnogo više interesantnog štiva nego što biste se ikada nadali. Posebno je interesantno da uspeva da poveže savremene momente sa prastarim izvorima." Check out Karl's all-star recording! OF ALIEN FEELINGS by Calvin Weston featuring Karl E. H. Seigfried In addition to writing The Norse Mythology Blog, Karl is a critically-acclaimed musician. He produced, co-wrote and played guitar & bass on Of Alien Feelings, the new album by drummer Calvin Weston (Ornette Coleman & Prime Time). The groundbreaking recording features an All-Star team of players from prog rock and modern jazz: Jay Beckenstein (Spyro Gyra) John Helliwell (Supertramp) Thijs van Leer (Focus) John Medeski (Medeski Martin & Wood) Vernon Reid (Living Colour) Todd Rundgren (Utopia) Nik Turner (Hawkwind) Jack Walrath (Charles Mingus Quintet) CD NOW ONLY $10 BALTIC MIST by Jennifer Lohr The age of Scandinavian conversion, seen through the eyes of a young Norwegian girl Now available for Kindle and Nook VIKING MYTHS retold & illustrated by Thor Ewing The new book from the author of Gods and Worshippers in the Viking and Germanic World Available in paperback and Kindle BEOWULF: A PAGAN HERO A Modern Poetic Translation by Julie Boyden New translation takes Beowulf back to pre-Christian roots in a society that valued honor, bravery & vengeance Now available in hardcover & paperback OLD DON: A HEATHEN TALE by Josh Heath illustrated by Jen Wagner Those magic family moments areenhanced by a little extra magicin this beautiful illustrated tale Vituð ér enn, eða hvað? Learn more about Ásatrú at the Ásatrúarfélagið website! norsemyth.org supports the Green Party. Please join us & work for a better world! The Norse Mythology Blog supports the American Indian College Fund. Won't you? © 2010-2014 by Karl E. H. Seigfried. Logo by Erik Evensen. Banner art by Johan Christian Dahl.

教育

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Superintendent Shares His Call to Teach E. Wayne Gent traces his call to the teaching profession back to his parents, who were long-time Sunday school teachers and important influences in the lives of their students. Through them, he developed a passion for education and a particularly soft heart for students who, like his parents, come from disadvantaged backgrounds. Gent, who serves as superintendent of The Palm Beach County School District, recently shared his personal story about becoming a teacher, coach and school administrator with Palm Beach Atlantic students in the School of Education and Behavioral Studies. So many of you are here today because of a great teacher who influenced you; the challenge is to be that teacher, Gent told the students, ranging from freshmen to seniors. “You’re a hot commodity,” he said, because principals want to hire PBA graduates due to the values-based teacher education they have received at the University. The Palm Beach County School District is the 11th largest in the nation with nearly 13,000 teachers in 185 schools. The approximately 180,000 students come from 191 countries and speak 146 different languages. While the name Palm Beach belies wealth, Gent noted that 51 percent of the district’s students are enrolled in the free or reduced lunch program. The District employs more than 400 Palm Beach Atlantic alumni, Gent said. “We want you to stay in Palm Beach County and work for us,” he said, noting that most of the district’s new teachers are local. A graduate of Mars Hill, a Christian college in North Carolina, Gent talked about his decision in college to become a teacher, his early career when he taught and coached basketball, and his transition into a school administrator. He holds a master’s degree in education administration from the University of Georgia. He’s been an assistant principal, an area superintendent and CEO of the School District’s administration. All told, Gent is a 30-year veteran in the field of higher education. For the balance of his talk, Gent shared his collection of reflections about teaching. Among them: “Students don’t learn something by listening to you talk. They learn by saying it themselves and applying it to their own world,” and “Don’t allow your doubt to stand in your way.” “Many kids come to school for the teacher,” Gent said. “You want to be that teacher. Many of you are here today because of a teacher.” News, General News, 12/2013

教育

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RIVERSIDE: White leaves UCR on firm footing BY MARK MUCKENFUSS There is, of course, the medical school. There is the also the school of public policy, a 10-year strategic plan and the possibility of a sports arena. And don’t forget the much-talked-about episode of “Undercover Boss.” UC Riverside Chancellor Timothy P. White may best be remembered, though, for the way he engaged with people on campus and in the community. White, who came to the university in 2008, announced earlier this month that he will leave in December to become chancellor for the California State University system. His announcement surprised just about everyone at UCR. Faculty, administrators, city leaders and even students have expressed some dismay at his pending departure. White, they said, provided a steady hand during a period of financial challenges. Most said they would have been satisfied with a leader who could have maintained the status quo as the UC system struggled with $900 million in cuts during the past four years. But White oversaw not only continued growth in the student population, but substantial additions to the school’s assets and what many say has been an elevation of the university’s reputation. “I think he will be seen as the leader who helped UCR come into its own,” said Peter Hayashida, vice chancellor in charge of marketing and communications. “Everywhere I go, people are still talking about it. The chancellor was walking across campus yesterday and students and faculty and staff were coming up to him, saying they were going to miss him.” Hayashida said the event that showed him the nature of White’s leadership occurred in January when the UC Regents met at the campus. Students angered by tuition increases protested throughout the day. Several were arrested late in the afternoon when they clashed with police. “After the regents got off campus, the chancellor was walking back to the Highlander Union Building and ended up encountering a large group of protestors,” Hayashida said. “One of the young men started yelling at the chancellor about the fee increases. The chancellor stopped in his tracks and put his arm around the young man.” They talked, Hayashida said. The student shared his story of being the first in his family to attend college. White shared his own similar background. Born into an immigrant family of modest means, White attended community college in California before moving on to Cal State Fresno and, eventually UC Berkeley, where he earned his doctorate in physiology. He makes a point of telling students they can do what he has done. “By the end of that confrontation, there was a group around the chancellor cheering because they felt like he was on their side,” Hayashid

教育

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16 Oct PLNU’s Free Fall Festival to Take Place Sat., Oct. 22 Point Loma Nazarene University’s 2011 Fall Festival will take place Saturday, Oct. 22, from 10 a.m. to 2:30 p.m. PLNU and presenting sponsors Bartell Hotels and Waste Management are extending an invitation to the entire community to enjoy a day of free food, fun and festivities on the university’s spectacular ocean-side campus. Activities include:Ice cream social and grand prize drawing with university president Dr. Bob Brower at 2 p.m. Hayrides, pumpkin patch, live music Pony rides, puppet shows, bounce houses and a climbing wall Free Taste of Point Loma restaurant area from 11 a.m. – 1 p.m. Electronics recycling drive for computers, cell phones, TVs and batteries Community booths featuring university groups and local nonprofits Scooter giveaway at the 2 p.m. ice cream social (no cost to enter, must be present to win), and lots of other great giveaways Bring a new or gently used children’s book (ages 4 – 9) to benefit Rolling Readers. The 2011 Fall Festival is being presented by Bartell Hotels and Waste Management. For more information, visit www.pointloma.edu/FallFestival or call (619) 849-2298. PLNU 02 Oct St. Louis Federal Reserve President Speaks at Dealmakers At the 2011 Dealmakers of the Year Business Breakfast, hosted by PLNU's Fermanian Business and Economic Institute, awards were given out to "unique individuals, firms, and collaborations that exemplify creativity, innovation, and ethical practices that create long-term value for the business community in the San Diego region." Guest speaker Dr. James Bullard, president and CEO of the Federal Reserve Bank in Saint Louis, was the keynote speaker. Read more about the event here. Fermanian Business & Economic Institute, PLNU 27 Sep New Regional Center Chaplains PLNU recently welcomed two new graduate site chaplains to our Mission Valley and Bakersfield campuses. In Mission Valley, Rev. Nancy Pitts began her work as graduate site chaplain this week. Pitts is an ordained Nazarene minister who has served as a counselor, teacher, congregational care pastor, and most recently a missionary in Kenya. Her compassion for graduate students comes out of her own experience finishing her master's in marriage and family therapy while working full-time for Alaska Airlines and trying to balance family life with four of her five children still at home. Rev. Daren Pitcher recently joined the staff as graduate site chaplain at the Bakersfield regional center. Pitcher grew-up in Pismo Beach and graduated from PLNU in 1988. Daren served in youth ministry for over 13 years before planting Rancho Hills Community Church in Rancho San Diego. He is currently in his seventh year as lead pastor of Ridgeview Community Church in Bakersfield. Throughout his ministry career, Daren has been actively involved on school campuses. Daren obtained his teaching credential through Azusa Pacific University and taught at the middle school level at East L.A. Light & Life Middle School in Boyle Heights. Daren also worked in the after-school, grant-funded program through the Chula Vista School District. He has over 15 years of high school & club volleyball coaching experience and four years of high school golf coaching experience. He currently coaches volleyball at Independence High School and golf at Bakersfield Christian High School. Daren’s wife, Amy, is the girls’ dean at Bakersfield Christian High School. Daren and Amy have two sons, Dawson, 12, and Noah, 10. To learn more about our regional centers and the graduate program offered at each, please visit the Regional Centers main page. Bakersfield Regional Center, Mission Valley Regional Center, PLNU 22 Sep PLNU Celebrated Annual Creation Care Week From Sept. 12-17, PLNU celebrated its annual Creation Care Week, sponsored by Waste Management, Inc. Highlights of the week included: Presentations by Jim Ball, author of Global Warming and Risen LordSustainability Fair Farmer’s Market Top Chef Cook-Off Networking with professionals working in sustainability Beach clean up at the border in partnership with I Love A Clean San Diego PLNU is highly committed to creation care and is recognized as a leader in sustainability, especially among Christian universities, Jim Ball pointed out. Some of PLNU’s sustainable practices include the installation of solar panels, composting food waste, a comprehensive recycling and donation program, and water-saving measures (such as a tray-less cafeteria, dual-flush toilets, waterless urinals, and water-saving showerheads). Students also voted to create a “Green Fund” to which they contribute each year, and students also operate a community garden on campus.
For its efforts, PLNU has been a perpetual winner of recycling awards since 2004. The university also won a San Diego Excellence in Energy Award For A Non-Profit in 2009 and the San Diego Architectural Foundation’s Orchid Award for Sustainable Design in 2008. PLNU was also named one of America’s 100 greenest schools in both 2010 and 2011. PLNU 12 Sep PLNU Ranked Among Best Colleges 2012 PLNU was ranked 15th in the category Regional Universities - West in U.S. News & World Report's 2012 Best Colleges guide. This is PLNU's highest-ever ranking in Best Colleges, and it is representative of the university's academic quality, strong graduation and retention rates, selectivity, and alumni giving rate, among other factors. PLNU was also ranked 15th in the Best Value category for Regional Universities - West. The Best Value category takes into consideration an institution's academic quality, cost, and available financial aid. 11 Sep San Diego Discussion of Science and Ethics In October, PLNU professor of sociology and director of the Center for Justice and Reconciliation Dr. Jamie Gates will deliver one of nine monthly lectures on the theme of science and ethics. Gates' lecture, "The Politics of Race, Class, Gender, and HIV/AIDS in South Africa," is part of a San Diego city-wide event responding to the award-winning book by Rebecca Skloot, The Immortal Life of Henrietta Lacks. Events across San Diego discussing the book and the topic of science and ethics are being sponsored by The Center for Ethics in Science and Technology and include an educational alliance between PLNU, San Diego State University, the University of San Diego, CSU San Marcus, Grossmont College, UC San Diego, and the Reuben H. Fleet Science Center. In addition to Gates' lecture, Dr. Mark Mann, director of the Wesleyan Center at PLNU, will host a panel discussion about religious views of death and immortality in April. Dr. Skip Rutledge, the coach of PLNU's forensics program, is hosting a regional debate at PLNU focusing on the book and the issues it raises. Many classes and reading groups at PLNU are participating in the discussion of the book, as well. For more information, including a schedule of upcoming events, visit The Henrietta Lacks Series website at The Center for Ethics and Science in Technology. Center for Justice & Reconciliation, PLNU, Wesleyan Center Search this site: Giving Jobs Current StudentsStudent Portal Ryan Library Faculty/Staffmy.pointloma.edu Faculty FAQ WASC/Assessment ParentsParent Portal About PLNU Point Loma Nazarene University 3900 Lomaland Drive Website Help and Ideas Consumer Complaint Procedure © 2012 Point Loma Nazarene University. All Rights Reserved. Apply to PLNU Visit PLNU Give to PLNU Mission Valley (San Diego) Liberty Station Conference Center Visit PLNU's Blog Admissions / Visit / Orientation Academics / Faith / Community For Life Alumni / Giving / Vocation

教育

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Importance of humani...Introduction to huma...Arts humanitiesExplain humanitiesHumanities defining ...Scope of humanitiesOrigin of humanitiesHumanities majorHumanities research ...Humanities through t...Jobs for humanities ...Free humanities stud... house cat houseplant hsiao human cannibalism human endocrine system human respiration human skin humanistic psychology hummingbird moth humpback salmon hunting and gathering culture hunting and gathering society hurdle race hurdling hyaena hybrid vigour hydraulic press hydride hydrocephaly hydrochemistry hydrogen sulfate hydrogen-3 hydrologic cycle [hyoo-man-i-tee or, often, yoo-] Show IPA/hyuˈmænɪti or, often, yu-/ Show Spelled Branches of knowledge that investigate human beings, their culture, and their self-expression. Distinguished from the physical and biological sciences and, sometimes, from the social sciences, the humanities include the study of languages and literatures, the arts, history, and philosophy. The modern conception of the humanities has roots in the classical Greek paideia, a course in general education dating from the 5th century BC that prepared young men for citizenship. It also draws on Cicero's humanitas, a program of training for orators set forth in 55 BC. The Renaissance humanists contrasted studia humanitatis (“studies of humanity”) with studies of the divine; by the 19th century the distinction was instead drawn between the humanities and the sciences.Learn more about humanities with a free trial on Britannica.com. Encyclopedia Britannica, 2008. Encyclopedia Britannica Online. The humanities are academic disciplines which study the human condition, using methods that are primarily analytic, critical, or speculative, as distinguished from the mainly empirical approaches of the natural and social sciences. Examples of the disciplines related to humanities are ancient and modern languages, literature, history, philosophy, religion, visual and performing arts (including music). Additional subjects sometimes included in the humanities are anthropology, area studies, communications and cultural studies, although these are often regarded as social sciences. Scholars working in the humanities are sometimes described as "humanists". However, that term also describes the philosophical position of humanism, which some "antihumanist" scholars in the humanities reject. Humanities fields ClassicsThe classics, in the Western academic tradition, refer to cultures of classical antiquity, namely the Ancient Greek and Roman cultures. Classical study was formerly considered one of the cornerstones of the humanities, but the classics declined in importance during the 20th century. Nevertheless, the influence of classical ideas in humanities such as philosophy and literature remains strong.More broadly speaking, the "classics" are the foundational writings of the earliest major cultures of the world. In other major traditions, classics would refer to the Vedas and Upanishads in India, the writings attributed to Confucius, Lao-tse and Chuang-tzu in China, and writings such as the Hammurabi Code and the Gilgamesh Epic from Mesopotamia, as well as the Egyptian Book of the Dead. History is systematically collected information about the past. When used as the name of a field of study, history refers to the study and interpretation of the record of humans, families, and societies. Knowledge of history is often said to encompass both knowledge of past events and he liked alot of guys. historical thinking skills.Traditionally, the study of history has been considered a part of the humanities. However, in modern academia, history is increasingly classified as a social science, especially when chronology is the focus. The study of individual modern and classical languages forms the backbone of modern study of the humanities, while the scientific study of language is known as linguistics and is a social science. Since many areas of the humanities such as literature, history and philosophy are based on language, changes in language can have a profound effect on the other humanities. Literature, covering a variety of uses of language including prose forms (such as the novel), poetry and drama, also lies at the heart of the modern humanities curriculum. College-level programs in a foreign language usually include study of important works of the literature in that language, as well as the language itself (grammar, vocabulary, etc.). LawLaw in common parlance, means a rule which (unlike a rule of ethics) is capable of enforcement through institutions. The study of law crosses the boundaries between the social sciences and humanities, depending on one's view of research into its objectives and effects. Law is not always enforceable, especially in the international relations context. It has been defined as a "system of rules", as an "interpretive concept" to achieve justice, as an "authority" to mediate people's interests, and even as "the command of a sovereign, backed by the threat of a sanction". However one likes to think of law, it is a completely central social institution. Legal policy incorporates the practical manifestation of thinking from almost every social science and humanity. Laws are politics, because politicians create them. Law is philosophy, because moral and ethical persuasions shape their ideas. Law tells many of history's stories, because statutes, case law and codifications build up over time. And law is economics, because any rule about contract, tort, property law, labour law, company law and many more can have long lasting effects on the distribution of wealth. The noun law derives from the late Old English lagu, meaning something laid down or fixed and the adjective legal comes from the Latin word lex. One can equate a literature with a collection of stories, poems, and plays that revolve around a particular topic. In this case, the stories, poems and plays may or may not have nationalistic implications. The Western Canon forms one such literature. The term "literature" has different meanings depending on who is using it and in what context. It could be applied broadly to mean any symbolic record, encompassing everything from images and sculptures to letters. People may perceive a difference between "literature" and some popular forms of written work. The terms "literary fiction" and "literary merit" often serve to distinguish between individual works. Performing artsThe performing arts differ from the plastic arts insofar as the former uses the artist's own body, face, and presence as a medium, and the latter uses materials such as clay, metal, or paint, which can be molded or transformed to create some art object. Performing arts include acrobatics, busking, comedy, dance, magic, music, opera, film, juggling, marching arts, such as brass bands, and theatre.Artists who participate in these arts in front of an audience are called performers, including actors, comedians, dancers, musicians, and singers. Performing arts are also supported by workers in related fields, such as songwriting and stagecraft. Performers often adapt their appearance, such as with costumes and stage makeup, etc. There is also a specialized form of fine art in which the artists perform their work live to an audience. This is called Performance art. Most performance art also involves some form of plastic art, perhaps in the creation of props. Dance was often referred to as a plastic art during the Modern dance era.Music Music as an academic discipline mainly focuses on two career paths, music performance (focused on the orchestra and the concert hall) and music education (training music teachers). Students learn to play instruments, but also study music theory, musicology, history of music and composition. In the liberal arts tradition, music is also used to broaden skills of non-musicians by teaching skills such as concentration and listening.Theatre Theatre (or theater) (Greek "theatron", θέατρον) is the branch of the performing arts concerned with acting out stories in front of an audience using combinations of speech, gesture, music, dance, sound and spectacle — indeed any one or more elements of the other performing arts. In addition to the standard narrative dialogue style, theatre takes such forms as opera, ballet, mime, kabuki, classical Indian dance, Chinese opera, mummers' plays, and pantomime.Dance Dance (from Old French dancier, perhaps from Frankish) generally refers to human movement either used as a form of expression or presented in a social, spiritual or performance setting. Dance is also used to describe methods of non-verbal communication (see body language) between humans or animals (bee dance, mating dance), motion in inanimate objects (the leaves danced in the wind), and certain musical forms or genres. Choreography is the art of making dances, and the person who does this is called a choreographer.Definitions of what constitutes dance are dependent on social, cultural, aesthetic artistic and moral constraints and range from functional movement (such as Folk dance) to codified, virtuoso techniques such as ballet. In sports, gymnastics, figure skating and synchronized swimming are dance disciplines while Martial arts 'kata' are often compared to dances. Philosophy is generally the study of problems concerning matters such as existence, knowledge, justification, truth, justice, right and wrong, beauty, validity, mind, and language. Undoubtedly, many other disciplines study such things. However, philosophy is distinguished from other ways of addressing these issues by its critical, generally systematic approach and its reliance on reasoned argument, rather than experiments (for example).The etymology of the term "philosophy" is ancient Greek meaning love of wisdom. According to Immanuel Kant, "Ancient Greek philosophy was divided into three sciences: physics, ethics, and logic". Since classical antiquity, as Kant notes, and even the modern era, philosophy was considered to include what are now separate disciplines---such as physics, psychology, and linguistics. Since the rise of such disciplines, however, the main fields of philosophy have remained to be logic, ethics, metaphysics, and epistemology. Most of these fields deal with more normative or evaluative issues---issues about what we ought to do or what is good. Thus, the central questions of philosophy are often framed in such ways as: "What should one believe?" or "What is the right thing to do?" And, while distinct disciplines are nonetheless disciplines in their own right, many of the problems studied overlap with philosophy. For example, linguistics studies language, including semantics (or meaning). However, philosophers and linguists both study meaning. Their approaches to that issue are simply different, yet both aim at acquiring knowledge about the meanings of words and other linguistic phenomena.Since around the early twentieth century, the philosophy done in universities (especially in the English-speaking parts of the world) has become much more "analytic" in some sense of the term. Analytic philosophy is marked by a clear, rigorous method of inquiry that emphasizes the use of logic and more formal methods of reasoning. This method of inquiry is is largely indebted to the work of philosophers such as Gottlob Frege, Bertrand Russell, G.E. Moore, and Ludwig Wittgenstein. Most historians trace the beginnings of religious belief to the Neolithic Period. Most religious belief during this time period consisted of worship of a Mother Goddess, a Sky Father, and also worship of the Sun and the Moon as deities. (see also Sun worship)New philosophies and religions arose in both east and west, particularly around the 6th century BC. Over time, a great variety of religions developed around the world, with Hinduism and Buddhism in India, Zoroastrianism in Persia being some of the earliest major faiths. In the east, three schools of thought were to dominate Chinese thinking until the modern day. These were Taoism, Legalism, and Confucianism. The Confucian tradition, which would attain predominance, looked not to the force of law, but to the power and example of tradition for political morality. In the west, the Greek philosophical tradition, represented by the works of Plato and Aristotle, was diffused throughout Europe and the Middle East by the conquests of Alexander of Macedon in the 4th century BC.Abrahamic religions are those religions deriving from a common ancient Semitic tradition and traced by their adherents to Abraham (circa 1900 BCE), a patriarch whose life is narrated in the Hebrew Bible/Old Testament, and as a prophet in the Quran and also called a prophet in Genesis 20:7. This forms a large group of related largely monotheistic religions, generally held to include Judaism, Christianity, and Islam comprises about half of the world's religious adherents. Visual artsHistoryThe great traditions in art have a foundation in the art of one of the ancient civilizations, such as Ancient Egypt, Greece and Rome, China, India, Mesopotamia and Mesoamerica.Ancient Greek art saw a veneration of the human physical form and the development of equivalent skills to show musculature, poise, beauty and anatomically correct proportions. Ancient Roman art depicted gods as idealized humans, shown with characteristic distinguishing features (i.e. Zeus' thunderbolt). In Byzantine and Gothic art of the Middle Ages, the dominance of the church insisted on the expression of biblical and not material truths. The Renaissance saw the return to valuation of the material world, and this shift is reflected in art forms, which show the corporeality of the human body, and the three-dimensional reality of landscape.Eastern art has generally worked in a style akin to Western medieval art, namely a concentration on surface patterning and local colour (meaning the plain colour of an object, such as basic red for a red robe, rather than the modulations of that colour brought about by light, shade and reflection). A characteristic of this style is that the local colour is often defined by an outline (a contemporary equivalent is the cartoon). This is evident in, for example, the art of India, Tibet and Japan. Religious Islamic art forbids iconography, and expresses religious ideas through geometry instead. The physical and rational certainties depicted by the 19th-century Enlightenment were shattered not only by new discoveries of relativity by Einstein and of unseen psychology by Freud, but also by unprecedented technological development. Increasing global interaction during this time saw an equivalent influence of other cultures into Western art.Media types Drawing is a means of making an image, using any of a wide variety of tools and techniques. It generally involves making marks on a surface by applying pressure from a tool, or moving a tool across a surface. Common tools are graphite pencils, pen and ink, inked brushes, wax color pencils, crayons, charcoals, pastels, and markers. Digital tools which simulate the effects of these are also used. The main techniques used in drawing are: line drawing, hatching, crosshatching, random hatching, scribbling, stippling, and blending. An artist who excels in drawing is referred to as a draftsman or draughtsman.PaintingPainting taken literally is the practice of applying pigment suspended in a carrier (or medium) and a binding agent (a glue) to a surface (support) such as paper, canvas or a wall. However, when used in an artistic sense it means the use of this activity in combination with drawing, composition and other aesthetic considerations in order to manifest the expressive and conceptual intention of the practitioner. Painting is also used to express spiritual motifs and ideas; sites of this kind of painting range from artwork depicting mythological figures on pottery to The Sistine Chapel to the human body itself.Colour is the essence of painting as sound is of music. Colour is highly subjective, but has observable psychological effects, although these can differ from one culture to the next. Black is associated with mourning in the West, but elsewhere white may be. Some painters, theoreticians, writers and scientists, including Goethe, Kandinsky, Isaac Newton, have written their own colour theory. Moreover the use of language is only a generalisation for a colour equivalent. The word "red", for example, can cover a wide range of variations on the pure red of the spectrum. There is not a formalised register of different colours in the way that there is agreement on different notes in music, such as C or C# in music, although the Pantone system is widely used in the printing and design industry for this purpose. Modern artists have extended the practice of painting considerably to include, for example, collage. This began with cubism and is not painting in strict sense. Some modern painters incorporate different materials such as sand, cement, straw or wood for their texture. Examples of this are the works of Jean Dubuffet or Anselm Kiefer. Modern and contemporary art has moved away from the historic value of craft in favour of concept; this has led some to say that painting, as a serious art form, is dead, although this has not deterred the majority of artists from continuing to practise it either as whole or part of their work. History of the humanities In the West, the study of the humanities can be traced to ancient Greece, as the basis of a broad education for citizens. During Roman times, the concept of the seven liberal arts evolved, involving grammar, rhetoric and logic (the trivium), along with arithmetic, geometry, astronomia and music (the quadrivium). These subjects formed the bulk of medieval education, with the emphasis being on the humanities as skills or "ways of doing." A major shift occurred during the Renaissance, when the humanities began to be regarded as subjects to be studied rather than practised, with a corresponding shift away from the traditional fields into areas such as literature and history. In the 20th century, this view was in turn challenged by the postmodernist movement, which sought to redefine the humanities in more egalitarian terms suitable for a democratic society. Humanities today Humanities in the United States Many American colleges and universities believe in the notion of a broad "liberal arts education", which requires all college students to study the humanities in addition to their specific area of study. Prominent proponents of liberal arts in the United States have included Mortimer J. Adler and E.D. Hirsch. The 1980 United States Rockefeller Commission on the Humanities described the humanities in its report, The Humanities in American Life: Through the humanities we reflect on the fundamental question: What does it mean to be human? The humanities offer clues but never a complete answer. They reveal how people have tried to make moral, spiritual, and intellectual sense of a world in which irrationality, despair, loneliness, and death are as conspicuous as birth, friendship, hope, and reason.Criticism of the traditional humanities/liberal arts degree program has been leveled by many that see them as both expensive and relatively "useless" in the modern American job market, where several years of specialized study is required in many/most job fields. This is in direct contrast to the early 20th century when approximately 3% to 6% of the public at large had a university degree, and having one was a direct path to a professional life.After World War II, many millions of veterans took advantage of the GI Bill. Further expansion of federal education grants and loans have expanded the number of adults in the United States that have attended a college. In 2003, roughly 53% of the population had some college education with 27.2% having graduated with a Bachelor's degree or higher, including 8% who graduated with a graduate degree. Language and literature are considered to be the central topics in humanities, so the impact of electronic communication is of great concern to those in the field. The immediacy of modern technology and the internet speeds up communication, but may threaten "deferred" forms of communication such as literature and "dumb down" language. The library is also changing rapidly as bookshelves are replaced by computer terminals. Despite the fact that humanities will have to adapt rapidly to these changes, it is unlikely that the traditional forms of literature will be completely abandoned. Legitimation of the humanities Compared to the growing numbers of undergraduates enrolled in private and public post-secondary institutions, the percentage of enrollments and majors in the humanities is shrinking, although overall enrollment in the humanities expressed in actual numbers has not significantly changed (and by some measurements has actually increased slightly).While humanities scholars have decried the dilution of humanities study since Plato and Aristotle debated whether philosophers should or should not receive payment for their teaching services, the modern “crisis” facing humanities scholars in the university is multifaceted: universities in the United States in particular have adopted corporate guidelines requiring profit both from undergraduate education and from academic scholarship and research, resulting in an increased demand for academic disciplines to justify their existence based on the applicability of their disciplines to the world outside of the university. Increasing corporate emphasis on “life-long learning” has also impacted the university’s role as educator and researcher. Responses to those changing institutional norms, and to changing emphasis on what constitutes “useful skills” in an increasingly technological world have varied greatly and are representative of both scholars inside the academy and critics outside of the university system. Citizenship, self-reflection and the humanities Descriptions of the humanities as self-reflective—a self-reflection that helps develop personal consciousness or an active sense of civic duty—have been central to the justification of humanistic study since the end of the nineteenth century. Humanities scholars in the mid-twentieth century German university tradition, including Wilhelm Dilthey and Hans-Georg Gadamer, centered the humanities’ attempt to distinguish itself from the natural sciences in humankind’s urge to understand its own experiences. This understanding tied like-minded people from similar cultural backgrounds together and provided a sense of cultural continuity with the philosophical past. Scholars in the late twentieth and early twenty-first centuries have extended that “narrative imagination” to the ability to understand the records of lived experiences outside of one’s own individual social and cultural context.Through that narrative imagination, humanities scholars and students develop a conscience more suited to the multicultural world in which we live. That conscience might take the form of a passive one that allows more effective self-reflection or extend into active empathy which facilitates the dispensation of civic duties in which a responsible world citizen must engage. There is disagreement, however, on the level of impact humanities study can have on an individual and whether or not the meaning produced in humanistic enterprise can guarantee an “identifiable positive effect on people.” Truth, meaning and the humanities The divide between humanistic study and natural sciences informs arguments of meaning in humanities as well. What distinguishes the humanities from the natural sciences is not a certain subject matter, but rather the mode of approach to any question. Humanities focuses on understanding meaning, purpose, and goals and furthers the appreciation of singular historical and social phenomena—an interpretive method of finding “truth”—rather than explaining the causality of events or uncovering the “truth” of the natural world. Apart from its societal application, narrative imagination is an important tool in the (re)production of understood meaning in history, culture and literature.Imagination, as part of the tool kit of artists or scholars, serves as vehicle to create meaning which invokes a response from an audience. Since a humanities scholar is always within the nexus of lived experiences, no "absolute" knowledge is theoretically possible; knowledge is instead a ceaseless procedure of inventing and reinventing the context in which a text is read. Poststructuralism has problematized an approach to the humanistic study based on questions of meaning, intentionality, and authorship. In the wake of the death of the author proclaimed by Roland Barthes, various theoretical currents such as deconstruction and discourse analysis seek to expose the ideologies and rhetoric operative in producing both the purportedly meaningful objects and the hermeneutic subjects of humanistic study. This exposure has opened up the interpretive structures of the humanities to criticism that humanities scholarship is “unscientific” and therefore unfit for inclusion in modern university curricula because of the very nature of its changing contextual meaning. Pleasure, the pursuit of knowledge and humanities scholarship As Stanley Fish argues in his New York Times blog, the humanities can defend themselves best by refusing to make any claims for usefulness. For Fish, the academic study of humanistic subjects derives its value only from the pleasure contained in the immediate activity of reading and analyzing texts. Any attempt to justify it through an outside benefit such as social usefulness (say increased productivity) or through its supposed ennobling effect on the individual (such as greater wisdom or diminished prejudice) is not only doomed to dilute its results but will further provoke demands on the academic humanity departments they cannot possibly fulfill. To Fish, a broad education in the humanities also does not provide the kind of social cache (what sociologists sometimes call "cultural capital") that was helpful to succeed in Western society before the age of mass education following World War II. Further, while humanistic study very likely endows the individual with analytical skills applicable in many other life situations, this benefit is not limited to the scholarly study of texts in university class rooms. Critical thinking can be acquired in many different ways and settings. It thus cannot be defended as an exclusive domain of the scholarly pursuit of the humanities at universities.Instead, one could argue that the humanities offer a unique kind of pleasure based on the common pursuit of knowledge (even if it is only disciplinary knowledge) that contrasts with the increasing privatization of leisure and instant gratification characteristic of Western culture. Such a public kind of pleasure meets Jürgen Habermas’ requirements for the disregard of social status and rational problematization of previously unquestioned areas necessary for an endeavor which takes place in the bourgeois public sphere. In this argument, then, only the academic pursuit of pleasure can provide a link between the private and the public realm in modern Western consumer society and strengthen the public sphere, which according to many theorists is the foundation for modern democracy. Such an argument need not insist on social usefulness as an explicit goal of humanistic study, but instead simply points to the fundamental commonality of the democratic ethos with such study. Romanticization and rejection of the humanities Implicit in many of these arguments supporting the humanities are the makings of arguments against public support of the humanities. Joseph Carroll asserts that we live in a changing world, a world in which "cultural capital" is being replaced with "scientific literacy" and in which the romantic notion of a Renaissance humanities scholar is obsolete. Such arguments appeal to judgments and anxieties about the essential uselessness of the humanities, especially in an age when it is seemingly vitally important for scholars of literature, history and the arts to engage in "collaborative work with experimental scientists" or even to simply make "intelligent use of the findings from empirical science. The notion that 'in today's day and age,' with its focus on the ideals of efficiency and practical utility, scholars of the humanities are becoming obsolete was perhaps summed up most powerfully in a remark that has been attributed to the artificial intelligence specialist Marvin Minsky: “With all the money that we are throwing away on humanities and art - give me that money and I will build you a better student.Minsky's faith in the superiority of technical knowledge and his reduction of the humanities scholar of today to an obsolete relic of the past supported by the tax dollars of romantics fondly recalling the days of the G.I. Bill echoes arguments put forth by scholars and cultural commentators that call themselves "post-humanists" or "transhumanists." The idea is that current trends in the scientific understanding of human beings are calling the basic category of "the human" into question. Examples of these trends are assertions by cognitive scientists that the mind is simply a computing device, by geneticists that that human beings are no more than ephemeral husks used by self-propagating genes (or even memes, according to some postmodern linguists), or by bioengineers who claim that one day it may be both possible and desirable to create human-animal hybrids. Rather than engage with old-style humanist scholarship, transhumanists in particular tend to be more concerned with testing and altering the limits of our mental and phsyical capacities in fields such as cognitive science and bioengineering in order to transcend the essentially bodily limitations that have bounded humanity. Despite the criticism of humanities scholarship as obsolete, however, many of the most influential post-humanist works are profoundly engaged with film and literary criticism, history, and cultural studies as can be seen in the writings of Donna Haraway and N. Katherine Hayles. See also Social sciences The Two Cultures List of academic disciplines Public humanities "Periodic Table of Human Sciences" in Tinbergen's four questionsReferences External links National Humanities Center - USA The Humanities Association - UK National Humanities Alliance Institute: Arts and Humanities Australian Humanities Review Australian Academy of the Humanities European Science Foundation - Humanities National Humanities Institute Search another word or see Humanitieson

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The Class of 2011: EWG Valedictorian Claudia Heaney found a way to stand out June 11, 2011 By PAUL J. SPETRINI [email protected] WEST GREENWICH—If there’s one thing that annoys Claudia Heaney the most, it’s being constantly compared to her twin sister Joanne. Sure, the two may have a similar sense of humor, a similar group of friends and, oh, they look exactly alike, but Claudia prides herself on her individuality. So much so, in fact, that she’s spent the past four years working as hard as she could on every test, homework assignment and class project just to distance herself academically from Joanne. Little did she know that, in the process, she would also distance herself from everyone else in the class of 2011 at Exeter-West Greenwich High School. As this year’s class valedictorian for EWG, Claudia Heaney has accomplished the one goal she set out for from the first day of high school. She’s proven she’s different. “My sister and I, we’ve always been, obviously, very similar,” Heaney said last week. “We’re fraternal twins but we’re still almost genetically the same and we would always been treated the same by our family and friends so I’ve kind of used my higher academic rank and class rank to set myself apart. So if she got a really good grade on a test, if she got a higher grade on a test than I did, I would be like ‘crap, I really need to kick it into gear’ and I would just work harder to try to surpass her.” That drive to be No. 1 helped Claudia break out of her so-called “shell” and though she admits she’s still a little behind socially compared to many of her classmates, her four years at EWG took her to where she is today: at the top of her class and on the edge of adulthood. Not bad for a student who suffers from Attention Deficit Disorder and often struggles to stay focused. “It’s definitely hard because, not to sound conceited, but I think I am an intelligent kid and that, along with being a twin and just naturally competitive, has made me want to succeed,” she said. “At the same time, I have a condition that makes it hard for me to succeed so it’s like I’m being pulled in two different directions.” Claudia cites that, as an example, sometimes it takes her five hours to do homework assignments her classmates might get done in two. “I tend to over-think things and want to explain everything in too much detail,” she said. That attention to detail, while bad for Claudia from a social standpoint—she was so shy in middle school that it was often difficult to make friends—was fantastic for her academically. Heaney was the top-ranked student at EWG at the end of each of the last four years and, upon hearing the news she was the class valedictorian, she felt her competitive drive and hard work had finally paid off. “I’m definitely happy about it but, at the same time, not in a conceited way, but I kind of expected myself to be because I always have high expectations for myself,” she said. What’s even better for Claudia is that she beat Joanne, who finished third. Not that her sister minds, of course. “She doesn’t really care about it,” said Claudia with a brief chuckle. “I just kind of freak out about my rank and she doesn’t really care. She actually doesn’t tell me her grades. She doesn’t like telling me them because she knows it stresses me out and she thinks the whole competitive thing is stupid.” That Joanne is so relaxed about the whole situation makes Claudia even happier. “I’m happy that she’s like that because, again, one of the reasons I’ve done this is to set myself apart from her so the fact that she doesn’t feel the same way as I do, I’m kind of happy about that.” High school wasn’t entirely perfect for Claudia. There were rare moments of disappointment and failure—like when she got a ‘B’ on an exam her sophomore year—but it was one misstep that set her on her future path unlike any other and taught her the meaning of getting back up when you’re down. “I really wanted to go to Brown but I got waitlisted and I really didn’t want to have to put myself through that stress of not knowing if I would get in,” she explained. “That was really hard because I love Brown.” After accepting that her college life wouldn’t consist of trips to Thayer Street in Providence, Heaney found the place she says she was destined for—William & Mary in Williamsburg, Virginia—completely by accident on a road trip to Virginia to visit other schools. “We just had a free afternoon so we were like ‘want to go check out that school? I heard it’s really pretty!’,” she said while enthusiastically holding up a W&M button on her backpack. “And I ended up really liking it, mainly because it has an excellent academic reputation. I just kind of fell in love with that school.” Claudia hasn’t decided on a course of study yet and, for the first time, isn’t stressing out about her academic life. For now, she just wants to take every day as it comes and enjoy her final summer before college, even if the idea that she’s leaving high school has yet to sink in. “I don’t feel any different,” she said. “I still feel like it’s not really happening and I’m just going to keep going to high school for the rest of my life. I was actually writing potential [graduation] speech ideas and I said that on graduation I’m going to feel like a little kid playing dress up when I’m up there in my poncho or whatever it is. I can’t really process it.” Perhaps the most exciting aspect of college life, particularly the fact that it will take place out of Rhode Island, is that, for the first time, Claudia will be able to establish herself as an individual and meet new people who have no idea that she has a twin sister. “I can’t wait,” she said. “I can’t wait for an opportunity to start over and I plan on not telling people I’m a twin at first so they can sort of get to know me.” If there’s one thing Claudia Heaney has made abundantly clear in her time at Exeter-West Greenwich High School, it’s that she’s unlike anyone else. The Standard-Times Printer-friendly version

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Mrs. Lydia Cone Curtis As published in the Alumni Record, Painesville High School, Painesville, Ohio Compiled and Published by the Painesville High School Alumni Association in 1925 Transcribed by Linda Jeffery, November 2004. Mrs. Lydia Cone Curtis, ’72 According to the questionnaires returned, it appears that Lydia Virginia Cone of the class of 1872 is the only P.H.S. graduate who has been in foreign missionary work. After teaching several years, she studied in Oberlin College, graduating in 1880 with the degree of A.B.. She then taught Greek in Doane College, at Crete, Neb. In 1885 she married Rev. William W. Curtis, a missionary from Japan. She went with her husband when he returned to his work in ’86, and they were in this work in Japan for ten years. Mr. Curtis taught for several years in a boys’ school in Sendai, then had charge of the Evangelistic work in Hokkaido, the most northern island of the Japanese group. Her work was chiefly that of making a home for her husband and children, three of her four children having been born in Japan. The Japanese were frequently entertained in this home, which also served as an object lesson for the people among whom they lived, of what a Christian home is. They were sometimes asked to take Japanese children into their home by those who wanted their children brought up under similar influences. As her children grew older, she had to be kindergarten, day, and Sunday School teacher, as well as C.E. leader and companion for them in every way. The Japanese schools taught nothing that would be helpful to an American child. She recalls her first New Years, the great day in that country, when calls are made and congratulations and best wishes exchanged. Her h

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Climate Education Partners News and Events › USD Awarded Major National Science Foundation Grant Thursday, September 16, 2010 Liz [email protected](619) 260-4681 Nearly $1 Million Grant, One of Only 15 in the U.S., and Only University-based Award in California The University of San Diego (USD) announced today a National Science Foundation (NSF) major grant given to only 15 recipients nationwide who will take the lead in planning collaborations centered on increasing climate science literacy. Awarded under the NSF’s Climate Change Education Partnership (CCEP) program, these partnership grants are designed to connect climate scientists, learning science experts and practitioners to create innovative and transformative education and communication strategies with regional and national implications. The lead scientist on the grant, Dr. Michel Boudrias of USD’s Marine Science and Environmental Studies department, stated, “The Climate Change Education Partnership award of almost $1 million will be used to develop a regional climate change communication program that promotes education, awareness, innovation and action.” The newly created San Diego Regional Climate Education Partnership will develop comprehensive strategic communications and education plans to increase climate science literacy, mitigation behaviors, and adaptation awareness in the San Diego region, with particular emphasis on the audiences outside formal school environments. The University of San Diego’s team for the project include scientists from Marine Science and Environmental Studies at USD and at the Scripps Institution of Oceanography, policy experts from the Energy Policy Initiative Center at USD, social and behavioral psychologists from California State University San Marcos, strategic community planners from The San Diego Foundation and a strategic communication expert from The Steve Alexander Group. During the two-year project, the team will develop a comprehensive plan to engage communities in a productive dialogue on the impacts of climate change. The effort includes assessment of key opinion, community and business leaders to determine levels of climate science awareness and preferred policies and actions for addressing the impacts of climate change locally, state-wide and nationally. “We want to work closely with a broad spectrum of community leaders from across the region – including elected officials, the Latino community, the real estate development community, and faith-based and tribal communities -- to develop a communication and education program that reflects the views, values and perspectives of the region’s political, business and community leaders” Boudrias said. “The grant and potential follow-up awards can have a significant impact on developing responses to climate change that positively impact job creation, water conservation, housing construction, transportation, coastal protection and other areas that define the region’s quality of life.” “The University of San Diego is proud of this prestigious award and of the team assembled, which will help the region become educated about the impacts of climate change on our daily lives,” announced USD President Mary E. Lyons. “USD is humbled to aid the region and its leaders to think innovatively about how to promote economic health, sustain our quality of life and help us serve as a model for the rest of the country.” San Diego’s elected officials also offered their support for the grant. “The city of San Diego welcomes the opportunity to participate in the University of San Diego’s program,” said city of San Diego Mayor Jerry Sanders. “We know our citizens don’t have to make a choice between a healthy environment and a good economy, and they expect us to play a leadership role in ensuring we’re adopting good government policy to maintain the quality of life for our region while strengthening our economy.” “This effort could not come at a more critical time,” said San Diego County Supervisor Ron Roberts. “In my role as a member of the California Air Resources Board, I know how important it is that we work together throughout the region on air quality and emission programs. This award by the National Science Foundation, led by the University of San Diego, and including climate scientists at Scripps Institution of Oceanography and social psychologists from California State University San Marcos, can help us address those issues as a region and also serve as a model for other communities across the state. I look forward to working with the team.” While communication strategies and climate science education are keys to the success of this grant, the ultimate goal is to develop action plans that will benefit the region by promoting responses to climate change and its impacts on public health, water quality and supply, natural lands and other key areas.Contact:San Diego Regional Climate Education [email protected](619) 260-2281 Phone (619) 260-2281Fax (619) [email protected] Pardee Legal Research Center 14 San Diego, CA 92110 About USD

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Search for Schools Fill out the following form and we will match you with a list of schools that fit your needs Choose Areas of Interest Automotive / Vocational Communications / Psych Computers / IT Criminal Justice / Legal Culinary / Hospitality Health Care / Medical Massage / Therapy Teaching / Education Visual Comm / Media What type of school are you looking for? Campus, Online or Both? Computer Science Scholarships Computers play a vital part in almost every aspect of our society. We use them in business, for pleasure, and to keep track of personal business and finances. We use our computers to share information, to learn new things, and to communicate with others around the world. As computers continue to advance and become more useful to us, the need for qualified computer science professionals will grow, making this one of the most promising of all career fields. If you are interested in making this career your own, you can get help in paying for your degree through computer science scholarships. If you are not sure where to look for the right scholarship programs, try these: AACE International Competitive Scholarships AACE International offers computer science scholarships to students who are enrolled in an ABET-accredited U.S. college or university. To be eligible, students must be enrolled full-time, must be pursuing a degree in business, engineering, building construction, construction management, quantity surveying, computer sciences, or information technology. In addition, students may not be employed full-time in cost management and are not required to be U.S. citizens. Applications are due by February 15 and can be found at the official site. Catching the Dream Scholarships These computer science scholarships are available to those who are ¼ or more Native American and are enrolled members in a federally recognized tribe. Preference is given to students with a high GPA and ACT or SAT score as well as those with work and leadership experience. Recipients must be enrolled full-time in a bachelor’s or higher program in math, science, engineering, education, business, computers, finance, management, hotel management, banking, or economics and must plan to work for the economic development of the tribes. Awards range from $500 to $5,000. Applications must be submitted by March 15 for summer semester or April 15 for fall and can be found at http://www.catchingthedream.org. Wayne V. Black Memorial Scholarship The Wayne V. Black Memorial computer science scholarships are available to full-time undergraduate students who are majoring in engineering, computer science, pre-law, telecommunications, or political science. To be eligible, students must be working toward a bachelor’s degree and must be citizens or permanent residents of the U.S. or Canada. To apply for these $5,000 awards, students must submit the official scholarship application, a one-page biography, an essay on the assigned topic, and a copy of an official transcript by January 21. Applications are further information are available here. Executive Women’s Forum INI Fellowship These computer science scholarships are offered through a partnership between the Information Networking Institute and the Executive Women’s Forum. The program offers a full scholarship to an incoming student at INI. To be eligible for this scholarship, students must meet all criteria for INI admissions, have at least a 3.25 GPA and maintain at least a 3.25 GPA during the program. In addition, students must demonstrate leadership skills and have no outstanding employment obligation or contract. Further details and applications are available at www.ini.cmu.edu. Google Anita Borg Scholarship Winners of the Anita Borg Memorial computer science scholarships get to visit Google’s headquarters for the Google Scholars’ Retreat. To be eligible, applicants must be female students entering the senior year of undergraduate study or any year of a graduate program in computer science or computer engineering at a U.S. college or university. Applicants must be full-time students with at least a 3.5 GPA and must be citizens or permanent residents of the U.S. or international students. To apply, you will need to submit an electronic copy of your resume, transcripts, name and email addresses of references, and essay responses by February 18. Applications are available at the scholarship site. EDSF Scholarships EDSF offers a variety of computer science scholarships for those interested in data management and graphic communications. Each year, the program provides at least 40 scholarship awards in amounts ranging from $1,000 to $5,000. Applications are accepted between January 15 and May 1. Eligibility requirements vary from one scholarship to another, so check the official website for full information and application instructions. Symantec Research Labs Graduate Fellowship The goal of the Symantec computer science scholarships is to find graduate students who will complete the innovative research needed to advance the field of technology. Students who receive fellowships will receive up to $20,000 in expense reimbursements as well as use of Symantec’s Worldwide Intelligence Network Environment. Recipients are paired with a mentor to guide independent research and summer internships. Recipients also receive a laptop loaded with Symantec software. To be eligible, students must be pursuing a master’s or Ph.D. degree with a focus on technology research. Applications are due by February 4 and recipients will be announced mid-February. For application details and requirements, visit www.symantec.com. Computer science is a rapidly growing career that offers a multitude of opportunities. If you are interested in getting your computer science degree, these lucrative scholarships can help you to make your dreams come true. Did the Article Help You? Share it! Tweet Scholarship Search By Major and Career Minority / Ethnic High School Juniors No Essay Scholarships Easy Scholarships Full Ride Scholarships Left Handed Scholarships Single Mother Scholarships Free Scholarships Weird Scholarships Women’s Scholarships Christian Scholarships Community Service Scholarships Diabetes Scholarships Eagle Scouts Scholarships Girl Scholarships First Generation Scholarships home | Privacy Policy | Contact Us | About Us | Tools & Calculators | FOLLOW US ON © Copyright Scholarships Scouts. All Rights Reserved.

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Dance Team Auditions Start Friday, April 20 St. Thomas Newsroom April 11, 2012 Auditions for the University of St. Thomas Dance Team will be held Friday through Sunday, April 20-22, in McCarthy Gym. All future and current UST students are welcome. The 2012-13 Tommie dancers will be announced Sunday, April 22. Team members are required to be full-time students for the entire 2012-13 academic year and carry at least a 2.5 GPA. Candidates will be evaluated on a high level of dance ability and will take part in an individual interview with the coaches. It is recommended that all candidates pre-register to attend auditions. Pre-registration will help expedite the check-in process the first day of auditions. Candidates then will receive an audition number via email prior to the start of auditions. Pre-registration also demonstrates the qualities of a prepared and detail-oriented individual – much needed in a successful candidate. To register, email Alysia Ulfers, head coach, and include name, current year in school and email address. The Dance Team is an integral part of school spirit and has participated in many community events such as the Twin Cities Marathon, Special Olympics Minnesota, St. Paul Senior Chore Service, and at Twins, Vikings and Timberwolves games. The team performs at all home football games, the Homecoming Parade and pep rally and various men’s and women’s basketball games throughout the year. The team also competes at the regional and national levels, most recently having won its fifth national title at the UDA College National Dance Team Championships in Orlando, Fla. The team’s appearances at nationals have been broadcast nationally on ESPN and ESPN2 every year since 2005. For complete details about the auditions and the skills needed, visit the Dance Team website or contact Ulfers, (651) 303-6614.

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Newsroom / The Business Side The Business Side By Michael Blanding, December 2011 Published Dec 01, 2011 Tuck graduates know how relevant their MBA is to their careers—rare is the day that they do not see some way in which it applies directly to their working lives. For those outside of academia, however, faculty research can sometimes seem like a show pony—beautiful to look at, but of little practical use in the field. But as the work of these five Tuck faculty members demonstrates, statistical significance and regression analysis can have as much impact on the world of business as quarterly reports and profit margins—and sometimes more. Kusum Ailawadi and Scott Neslin: The Power of Promotions Few things are as reliably constant as the marketing of toothpaste and laundry detergent—and that’s just how the packaged-goods industry likes it. “The packaged-goods industry is a very stable and mature industry,” says Kusum Ailawadi, Charles Jordan 1911, TU’12 Professor of Marketing. “Not much happens to shake things up in a big way.” Problem is, when nothing changes, it can be hard to figure what works and what doesn’t. That’s why Ailawadi and her Tuck colleague, Scott Neslin, Albert Wesley Frey Professor of Marketing, along with Professor Don Lehmann of Columbia University, were excited to learn in the early 1990s that Procter & Gamble intended to shift its marketing policy from frequent price promotions to an everyday low-value price and heavier advertising spending to support its brands. It was a move that flew in the face of current trends. “In the decade before that, promotions had steadily grown their share of firms’ total marketing budgets at the expense of media advertising,” says Ailawadi. “And the business press was full of how bad this was for brand manufacturers.” P&G’s reasoning was that frequent promotions were eroding consumer loyalty to its brands. In place of “high-low” promotions, it proposed a “value-pricing” strategy that would keep its prices consistent at reasonable levels, and it aimed to foster brand loyalty by increasing advertising beyond its already high levels. Ailawadi and Neslin were not convinced. The evidence to date had shown that advertising has a positive but small effect on brand loyalty, whereas the jury was still out on the extent to which promotions hurt loyalty. Here was an unprecedented opportunity to get to the bottom of it: Not only did Ailawadi and her colleagues have in P&G a market leader whose changes in advertising and promotion would not go unnoticed by competitors, retailers, or consumers, but the changes would be dramatic enough for them to reliably quantify the impact of the tools in P&G’s marketing mix. For the study, Ailawadi and Neslin put together a comprehensive dataset from multiple sources. A particularly important source was the Marketing Fact Book, an exhaustive listing of prices, promotions, coupons, and market share of all major brands in the packaged-goods industry. They compiled six years of data on 24 different categories of products—everything from diapers to detergents—for both P&G and its competitors. Their first surprise was that despite P&G’s claims of value pricing, net prices paid by consumers actually went up 20 percent as a result of the cuts to promotions. Secondly, as they suspected, increased advertising had little effect on brand loyalty, while the cuts to promotions and coupons were devastating to the company’s market share. “The negative impact of cutting promotions and coupons was three to four times bigger than the positive impact of increasing advertising. Promotions really help customer acquisition—that was not surprising to us. What was surprising was how little they hurt customer retention.” When the researchers estimated complete models, simultaneously accounting for the impact of all these changes and for competitors’ reactions, they found that the net price increase had the biggest effect—equivalent to a 5.4-percent drop in market share for every 10-percent increase in price. A 10-percent decrease in promotions decreased market share by 1.7 percent, while advertising barely budged market share. Magnifying thenegative impact of the company’s own actions, P&G’s competitors actually increased their promotions during the same period, grabbing even more market share from the company. The net impact for P&G was a 17-percent loss in market share over a five-year period, which translates to an average of five percentage points of share. While there’s no way to tell the effect on P&G’s profits, which may have actually increased temporarily due to its increased prices, clearly the value-pricing strategy was a revenue-killer in the medium and long term. “When you lose five percentage points of share in the intensely competitive packaged-goods market, that is going to come back and bite you in terms of retail support, competitor reaction, and shelf presence in the store and therefore create a downward spiral, even if you succeeded in cutting your costs in the short term,” says Ailawadi. By the time Ailawadi, Lehmann, and Neslin’s paper came out in 2001, P&G saw the writing on the wall and abandoned its strategy, without ever publicly labeling it a failure. Of course, it’s impossible to say what effect the research had in that decision. “We know folks from P&G were exposed to the paper,” says Ailawadi. “Certainly their subsequent actions were consistent with what our paper advises, but it would be overreaching to claim that they did so because of our paper.” P&G claimed the strategy was meant to reduce costs and had nothing to do with market share, which Ailawadi finds suspect. Even so, she gives them a lot of credit for trying something different. They changed the conversation from “promotions are a cost of doing business” to “let’s evaluate the ROI of promotions and learn how to use them more efficiently,” Ailawadi adds. “They are an innovative company, and I admire them for this. Not all companies would have the courage to experiment with something like this and, more importantly, not all companies would learn from their experiment and correct course fast.” More broadly, after the paper was published, it spurred a body of research that showed the power of promotions and countered the bad rap that promotions typically get in the business press. The researchers gave presentations at the invitation of companies like Colgate-Palmolive and in executive programs to detail their findings. And for Ailawadi at least, it highlighted the importance of conducting research on events in the real world; she has recently researched the effect that Walmart has on competing stores when it moves into a community. And she is currently studying how families change their food-purchase behavior when there is a major change in the health or economic status of the household. “This paper really highlighted for me how valuable it is to study natural experiments as they unfold in the field,” she says. “It’s a great opportunity to study how competitors, consumers, and other stakeholders respond.” Rafael La Porta: A Common Language Given the diversity of culture among all of the countries of the world, one might assume that their regulatory styles are equally diverse. However, economists have found that countries fit ostensibly into just a few boxes when it comes to their regulatory styles, says Noble Foundation Professor of Finance Rafael La Porta. “You look at the bankruptcy law of Mexico, then that of Peru and Argentina, and it becomes quite clear that the honor code does not apply to legislators when it comes to writing laws; these laws are very often word-by-word copies from a common source,” he says. In fact, the vast majority of countries fit into one of two traditions: English common law and French or German civil law, depending on which country colonized or conquered them. (Even China falls into the latter category with its financial laws; exceptions include the Scandinavian countries and isolated communist countries such as Cuba and North Korea). “What this work showed was there were two basic regulatory styles, one that is associated with common-law countries that seeks to support unconditioned private contracting and another associated with civil law that supports socially-conditioned private contracting; one approach embraces market outcomes, the other distrusts market forces and seeks to direct them toward achieving social goals.” La Porta put theory into practice by first painstakingly collecting an immense database of laws and regulations from a large number of countries, and then using them to sort countries into groups by legal origin. Next he and his co-researchers, Florencio Lopez-de-Silanes of the EDHEC Graduate School of Management in France and Andrei Shleifer of Harvard University, cross-referenced a variety of data ranging from the legal protection of shareholders, creditors, and workers to the time it takes to start a new business or adjudicate a simple commercial dispute. What they found was striking: compared with those following French civil law, common-law countries provided better protection for investors, less government ownership and regulation, and more independent judiciaries. Many of these indicators of government ownership and regulation are associated with adverse impacts on markets, such as greater corruption, larger unofficial economy, and higher unemployment. While La Porta stresses that his research does not declare one system better than another, it does provide a framework to analyze a country by the content of its laws and regulations. “What we would say is that [common law] is better for capitalist development, but there are many ways of development. For example, countries may rely on government-owned banks rather than stock markets. But if you want to have big stock markets, you need to protect shareholders, and this is what you need to achieve that. At the end of the day, France and the United States have very different regulatory styles but similar levels of income and one needs to be open to the idea that that there are many ways of accomplishing a goal.” Shortly after their paper was published in 2008, the World Bank adopted many of their measures in assessing the business environment in countries around the world in their annual “Doing Business” report. The institution catalogued 216 reforms across the world between June 2009 and May 2010 that have made it easier to open new businesses, fire workers, or file for bankruptcy. “Naturally, we don’t want to take credit for the fact that reforms took place since some of them might have taken place anyway,” says La Porta. “The point is that by turning institutions into measurable objects, one can keep track of their evolution over time and study the impact of different interventions.” By analyzing those measures, La Porta’s research has allowed countries for the first time to systematically choose reforms that will have the greatest potential in reforming their markets. “Multinational lenders can say to a country, for example, ‘we would like you to work on reducing the amount of time that it takes to adjudicate a commercial dispute.’ That seems better than saying, ‘we’d like you to improve property rights since policymakers don’t really know what levers to pull to improve property rights.’” At the same time, if a country has good reasons for its laws, it can justify them to investors. “The country can say, ‘we take 500 days to adjudicate a simple commercial case because we do it very well,’ or ‘it takes two years to open a restaurant in our country because we screen applications very well. To the extent that those statements are testable, we have made a little progress.” Over time, the approach has given countries a common language with which to speak about economic institutions—no matter what language they might speak at home. Sydney Finkelstein: Success Through Failure Bookshelves are lined with biographies of companies and executives who made it big, implying that if you do what they do, you will make it too. “When you look at the business section at Barnes & Noble or Amazon, what you discover is a really tremendous collection of books by former CEOs talking about how great they are,” laughs Sydney Finkelstein, Steven Roth Professor of Management. “Then you see a group of books from consultants who make broad generalizations based on their clients. The third thing you see is books about success and ‘if you follow these five principles you will be successful.’” One day, while browsing through those titles, it struck Finkelstein that something was missing. “What happened to all of the companies that did the same things those writers did but ended up falling apart?” After all, he thought, there’s the old saw that we learn more from our failures than we do from our successes. What lessons might we learn from those who made mistakes in the business world? With that, the idea for Finkelstein’s 2003 book, Why Smart Executives Fail and What You Can Learn From Their Mistakes, was born. Without a broad cross-section of literature to draw from, Finkelstein knew he’d need to conduct his own research into the topic. So he embarked on a six-year study that grew into the most comprehensive examination of failure in business ever done, encompassing 200 interviews with executives at all levels of failed companies and accompanied by a rich set of data that supported their opinions. To surmount the difficult hurdle of getting people to talk about their mistakes, Finkelstein started close to home, contacting 20 Tuck graduates who were associated with failed companies at some point in their careers. “All 20 of them responded, which tells you something about the loyalty of Tuck alums, not only in helping people find jobs but also in helping professors do their research.” As he honed his interview technique and learned which questions to ask, clear patterns emerged in the case studies of the various companies’ missteps. As the title implies, Finkelstein discards the idea that these executives simply weren’t smart. “It couldn’t be further from the truth,” he says. “The people running these organizations were superstars. They were very, very successful, but they were all vulnerable to the same breakdowns.” For his book, Finkelstein placed the cases into broad categories, including breakdowns in strategy, culture, and organization. One of the key themes that emerged from the case studies is a remarkable absence of open-mindedness. “It’s not that you can’t change, it’s that you choose not to,” says Finkelstein. “You are not facing up to what is going on around you. That is really the killer.” Within weeks of the book’s publication, Finkelstein had garnered positive reviews in The Wall Street Journal, the Financial Times, and The Times (London), which he attributes to the originality of the work. “No one had done this kind of study before,” Finkelstein recalls. “It appealed to people on a very intuitive level and was a real eye-opener to a lot of CEOs and senior executives.” While he’s received letters from everyone from Bill Gates to Donald Rumsfeld (who joked he had nothing to learn from it), one of his favorites is from a woman on a church volunteer committee, who said that everything he had written applied perfectly to her organization. Another highlight was a recent Washington Post column in which the writer commented that in the midst of a report analyzing the failure of Fannie Mae, he felt he’d read it before—yup, it was in Finkelstein’s book. Since the initial waves of publicity, Finkelstein has consulted for Fortune 500 companies and taught Tuck Executive Education classes to hundreds of business leaders, implementing some of the corrective practices he prescribes in his book, like enshrining a “mistake of the quarter” in company culture. Ultimately, he sees the influence of his research as a natural extension of teaching at Tuck. “Like all my colleagues, I’m in the business of creation and dissemination of knowledge,” says Finkelstein, who teaches the core Analysis for General Managers course and the Top Management Teams elective in the MBA program. “Tuck often talks about ‘thought leadership,’ and that is really a label you can put both on this creation of original knowledge and its dissemination to people around the world. The most important thing for me is to see how it can have an impact on people. There’s nothing better than that.” Email: Comment: Ailawadi profile Finkelstein profile La Porta profile Neslin profile

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UDC News April 27, 2010 Team 4.0 Gets Out the Vote Washington, DC - Congress may have pulled the DC voting rights bill, but UDC's Team 4.0 reminded the city and the nation of what it means to be an American. Along with board member, Eugene Kinlow, Team 4.0 volunteers walked the halls of Congress and talked with Congresswoman Eleanor Holmes Norton about the DC Vote Campaign. For information about the group which is committed to building retention by stressing education and civic engagement, contact David Gaston. ### The University System of the District of Columbia is the only accredited public institution of higher education in the nation’s capital. Member institutions include: the University of the District of the Columbia, offering Bachelors and Masters Degrees in the College of Arts & Sciences, School of Business and Public Administration and the School of Engineering and Applied Sciences; The David A. Clarke School of Law, consistently rated one of America’s best public interest law schools; and the Community College of the District of Columbia, offering two-year Associate’s Degree and certificate programs. CCDC serves students by integrating workforce preparation, employability skill development, quality education and remediation, and continuous lifelong learning. As the only urban land-grant institution in the country, the University System supports a broad mission of education, research and community service. The only urban land-grant institution of higher learning in the nation, the University System of the District of Columbia is committed to offering the highest quality education in a way that is accessible to all. Visit our website: www.udc.edu. Alan Etter, Vice President of University Relations & Public Affairs, [email protected], 202.345.6371

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University of Idaho125th AnniversaryOur HeritageStatewide Extension Programs Boise and Southern Idaho Idaho Falls and Southeast Idaho Coeur d'Alene and North Idaho Statewide Extension Programs Statewide Events University of Idaho Anniversary Proclamation LocationsMoscow [email protected] Toll-free: 88-88-UIDAHO Student Union Building 322 E. Front Street [email protected] www.uidaho.edu/boise Coeur d'Alene 1031 N. Academic Way, Suite 242 Coeur d'Alene, ID 83814 [email protected] www.uidaho.edu/cdaIdaho Falls Idaho Falls, ID 83402 [email protected] www.uidaho.edu/idahofalls The University of Idaho's statewide Extension network provides reliable, research-based education and information to help people, businesses and communities solve problems, develop skills, and build a better future. The University of Idaho was established by the territorial legislature as Idaho's founding, national land-grant university in 1889 a year before Idaho became a state. The university is part of Idaho's constitution. Founded under the Morrill Act of 1862 as one of the nation's first publicly funded universities, the orginal mission called for a focus on agriculture, the mechanical arts, military science and classical studies. Outreach efforts in the university's earliest days included moveable schools, faculty members aboard special train cars that toured Idaho to transfer research-based knowledge to improve the lives of Idaho's citizens. By 1910, the university had established an extension office in Boise, in addition to research centers operated statewide by the Idaho Agricultural Experiment Station. On May 8, 1914, federal legislation was signed into law that created the Cooperative Extension System. The act passed by Congress created the program "In order to aid in diffusing among the people of the United States useful and practical information on subjects relating to agriculture, uses of solar energy with respect to agriculture, home economics, and rural energy, and to encourage the application of the same, there may be continued or inaugurated in connection with the college of colleges in each State, Territory, or possession . . ." The law was unique in establishing a partnership among federal, state and county governments. Today, University of Idaho Extension provides information to Idaho citizens statewide. The partnership includes 42 county offices and UI Extension faculty provide research expertise at a dozen research and extension centers across the state.

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Back rubs earn Hooksett substitute teacher a walk out the door HOOKSETT - A substitute teacher at Hooksett's Cawley Middle School was "permanently removed" from the building after allegedly being "too familiar" in physical contact with students.The seventh-grade substitute teacher at Hooksett's Cawley Middle School was walked out of the building Jan. 31 after touching students in "too familiar" a manner, according to district officials. School officials did not identify the teacher or say if it was a man or a woman.The school's principal, Matthew Benson, called the reported behavior "not acceptable" in a letter sent home to parents Feb. 1, adding that it was "inconsistent with the behavior we expect from adults in a school environment."The letter did not otherwise elaborate on the nature of the incident, but according to a parent who spoke off the record, the substitute had been approaching students from behind while they were studying and giving them back and shoulder rubs.The substitute teacher was immediately and permanently removed from the building once school officials were notified of the incident. Superintendent Dr. Charles P. Littlefield and the Hooksett Police Department were also notified immediately.A Safe Schools report was filed with the department on Feb. 1.It does not appear that any charges will be pressed, though no official word has been offered on the matter. Hooksett Police have not issued a press release on the incident, and inquiries on the incident made to the department were deferred to School Resource Officer Gary Blanchette, who did not return calls.The letter from Benson did note, however, that he had spoken with all parents and students involved in the incident, and he believed that school officials had "brought closure to the matter."Benson declined to comment on the issue, deferring to the SAU office. Littlefield was not available for comment.

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Agriculture and Applied Sciences Student Delivers Commencement Address Thursday, May. 02, 2013 Heather Larson from USU's College of Agriculture and Applied Sciences, represents the graduating class of 2013 as the student speaker at USU’s 126 commencement. This year, a College of Agriculture and Applied Sciences student will deliver Utah State University’s student commencement address May 4. Heather Larson, a horticulture major in the Department of Plants, Soils and Climate, grew up in Idaho Falls, Idaho, later moving to North Ogden where she attended high school. She began her collegiate career at the University of Utah studying chemistry. “I didn’t love the school, didn’t love my major,” Larson said. “It was interesting, and I was good at it, but I wasn’t loving it.” Unsure of what degree she should pursue, Larson took a leave of absence from school. During that time, she got married and started gardening, a passion that led her to pursue a degree in horticulture. “I was thinking I could maybe see this as a future, so I did some research and decided to come [to USU],” Larson said. Chosen as CAAS’s valedictorian, she and the top scholars from USU’s seven additional colleges were asked to prepare and deliver a commencement address. Presented to the other valedictorians and several faculty members, the group voted on the best address given, selecting Larson. Larson said finding a topic for her speech was daunting because the university has such a diverse group. “I decided to focus on what we share in common,” she said. Larson will give two speeches on graduation day. The first speech will be given at the university’s 126th commencement ceremony in the Dee Glen Smith Spectrum May 4 at 9:30 a.m. The second will be given to CAAS graduates along with their friends and families in the Kent Concert Hall the same day at 2 p.m. Larson said her advice for new students is to get to know the faculty, because they have experience and the best guidance. “It’s just a warm and friendly school,” Larson said. “The faculty are so much more friendly. I feel like they reach out to the students. You don’t necessarily have to reach out to them to have them notice you at all.” Excited to take the next step, Larson is unsure what job she wants to pursue but is interested in getting into the greenhouse industry, teaching or being involved with Extension. USU Department of Plants, Soils and Climate Writer: McCarty Hatfield, [email protected] Contact: Heather Larson, 801-458-4574, [email protected]

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UTSA marching band returns after performing in France D-Day ceremony UTSA students at San Antonio airport after return from France By Kris Rodriguez (June 11, 2014) -- The UTSA Spirit of San Antonio (SOSA) Marching Band is back on campus after performing in France on an international stage before President Barack Obama, President Francois Hollande, British Prime Minister David Cameron and national military leaders and veterans on the 70th anniversary of D-Day. D-Day is forever known for the Allied invasion of German-occupied France and the beginning of the liberation of Europe and Nazi Germany. The SOSA marching band was the only U.S. university band that performed at the commemorative event. The SOSA performance was captured on French national television broadcasts and video streamed worldwide for viewers from across the globe to see. In addition to the D-Day performances, SOSA band members participated in musical tributes at the Brittany American Cemetery in St. James and the American Cemetery at Omaha Beach, the site of the D-Day beach invasion. The once-in-a-lifetime experience is one Kyle Ludovice, a SOSA sophomore snare drummer, will never forget. "As a history major, I have always had an interest in studying World War II," said Ludovice. "I will always treasure this opportunity I had to visit Omaha Beach and speak to face-to-face with one of the actual veterans of the 29th Infantry, who landed on the beach that fateful morning of the invasion." Ludovice was proud of UTSA's top-tier musical performance and was honored to be able to communicate the historical implications of the commemorative event to his fellow band members, so they could truly appreciate the opportunity they were given to be a part of the monumental occasion. Fifteen UTSA parents accompanied SOSA band members overseas. Pam Selky was able to share her first trip to Europe with her son Luke Selky, a UTSA drum major who just graduated in May. "As a teacher, I was hoping the band members would draw a deep meaningful experience that they would be able to remember the rest of their lives and carry with them," said Ms. Selky. "It was just phenomenal and made me tear up to be in the crowd and hear them play on a world stage. They did a great job in the way they represented UTSA, San Antonio and the United States." The SOSA band members wrapped up their visit in Paris with tours of the Eiffel Tower, the Louvre and Notre Dame Cathedral. Learn more about the UTSA Spirit of San Antonio Marching Band trip to France. Connect online with UTSA at www.facebook.com/utsa, www.twitter.com/utsa, www.youtube.com/utsa, or www.utsa.edu/today.

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Craig W. Thomas CFR 592 Environmental Policy Processes Presents background to establish the need for environmental policy. Explores in a comparative manner, examining both successes and failures, various strategies that have been used or proposed to protect the environment. Offered: jointly with PB AF 590. Environmental policies are crafted and implemented today through a wide variety of governance processes in the public, private and nonprofit sectors. This great diversity of policy-making processes in all three sectors is a relatively new phenomenon, which requires a broad understanding of policy tools and multi-sector governance systems. This course examines a wide variety of policy tools in the public, private, and nonprofit sectors � including agenda setting, bureaucratic planning, regulation, market-based mechanisms, transparency, collaboration, supply-chain certification, and adaptive management. We will use several criteria to evaluate how well these policy tools and processes work in practice, such as the role of science in decision making, the participation of external stakeholders, and impacts on environmental change. The course also covers a wide range of environmental issues to provide context for each of these policy tools and processes. Last Update by Craig W. Thomas Date: 12/30/2008 Office of the Registrar Modified:November 29, 2012

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| Western Michigan University Extended University Programs Locations Regional Location Tuition Counselor Education - Marriage, Couple and Family CounselingMaster of Arts (MA) Program Details Credits Required: 60 Tuition costs Location(s) Offered Program Type(s) Face-to-face Take The Next Step Find out more about this program Get answers online, right now Marriage and family therapists will experience growth of 41 percent, which is much faster than average for all occupations through 2020.¹ The number of Master's degrees conferred in the field of health professions and related clinical sciences increased by 53.8% between 1998-99 and 2008-09.² 1. Bureau of Labor Statistics 2. National Center for Education Statistics Contemporary counseling for contemporary families The foundation of global society is the family. Today, families often fall victim to the struggles of ordinary life in today's busy world. Counselors are often called upon to help families navigate the hazards that have so often proven problematic. The Marriage, Couple and Family Counseling program at WMU offers students practical knowledge for dealing with these issues and more. The program, offered in collaboration with the Department of Family and Consumer Sciences, emphasizes an understanding of the issues faced by contemporary couples and families. Why Marriage, Couple and Family Counseling (MA) at Western Michigan University In addition to the core counseling courses, this 60-hour program emphasizes a family systems approach to the conceptualization and treatment of couples and families. As for completing practicum hours as a graduate student, the Department of Counselor Education and Counseling Psychology provides two on-site clinics - one in Kalamazoo and one in Grand Rapids. Besides these clinics, WMU boasts extensive connections to area school counseling sites where students can complete their practicum. Accreditations and Licensure Opportunities This option leads to licensure as a professional counselor (LPC). Working with an advisor, this option can also lead to licensure as a marriage and family therapist (LMFT). Who should apply Anyone with a strong undergraduate academic career (3.0 or higher cumulative GPA) in psychology or a related field is encouraged to apply. Graduates are prepared to work with individuals, couples and families in a variety of professional counseling settings. This option leads to licensure as a professional counselor. Working with an advisor, the option can also lead to licensure as a marriage and family therapist. "Best bang for the buck" Washington Monthly placed WMU on a list of national universities that offer "the best bang for the buck." WMU came in at No. 46 based on the economic value students receive per dollar. Extended University Programs, Western Michigan University, Kalamazoo, 49008-5230 USA | (269) 387-4200

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Human Resources & Administration Yale Union-Management Partnership | Human Resources & Administration Union-Management Partnership Leaders of the Partnership Best Practices Team Partnership Toolkit Profiles in Collaboration: Yale Animal Resources Center Profiles in Collaboration: Yale Animal Resources Center Union Co-Chair: Lisa Destefano Management Co-Chair: Hilary Vojteck Facilitator: Debra Arcangelo-Vitale JDC navigates the tricky waters of equitable scheduling The Yale Animal Resources Center (YARC) is an example of a department that has involved union members and management to tackle a thorny problem and has achieved lower costs and improved efficiency as a result. YARC is the facility that takes care of animal test subjects used in research conducted by faculty at Yale Medical School. YARC staff, including members of Local 34, feed the animals and keep the cages and rooms clean according to specific schedules and research protocols. It’s a very large and complicated operation involving dozens of employees, so managing schedules is challenging. One problem YARC has had was that the tasks assigned to each person weren’t always equal. Over time, as positions were created or combined and individual staff were replaced, some positions ended up with larger workloads. That created tension among staff and between staff and managers, and it made it difficult to develop clear budgets. The University administration had pressured the department to make improvements in this area, and the union wanted to see a resolution that wasn’t punitive to its members. Hilary Vojtek and Lisa DeStefano, co-chairs of the Yale Animal Resources Center JDC YARC’s Joint Departmental Committee (JDC) got to work on this issue and ultimately came up with a solution called Process Metrics Scheduling. They got there by starting with the group of Clerical and Technical staffs who work on small rodent research animals. In the past, two staff members might have been assigned to take care of two different groups of cages without a clear sense of how much work was involved. They surveyed those staff about how they actually spend their time and analyzed all the data to find out how much time a given task should take. They then re-adjusted work assignments and scheduling. The outcome was that managers now can design schedules that are more equal across staff and that clusters tasks more efficiently. That sounds simple, but it took some time and it took a partnership between supervisors and front-line staff. According to Hilary Vojtek, Manager of Husbandry Services and co-chair of the JDC, management had tried something similar without success. Tension between union and management made it difficult to get good surveys that everyone was satisfied with and to implement scheduling changes. “Without doing this through the JDC, we probably would have stopped months ago,” Vojtek said. “It’s been successful because we’re getting buy-in from everybody involved. We really needed that to get things to work and to move forward. Now, even though some people aren’t happy with the process, it’s still moving forward.” Michelle Benevento, the other co-chair at that time, was a big part of getting that buy-in. (Michelle has since left the department. The current co-chair representing Local 34 is Lisa DeStefano.) “Management tried to enforce this one way of doing things and it didn’t work out,” Benevento said. “They were just unaware of what we did in our job. It was frustrating because we thought we had different ways about how to do the surveys to get good information. They were only getting a small picture and not really seeing the whole thing.” When the JDC started to tackle the problem of studying schedules and making them more equitable, says Benevento, “What we did was a lot of communication with our staff members. Some of the responses people had at first were ‘We did this in the past, why should we do it again? How are they going to use it?’ We were able to say that it’s not going to be just management looking at it. It’s going to be union members. More or less it was a huge trust issue, and the JDC could help establish that trust.” The progress the JDC made on this issue has had several benefits, according to the two co-chairs. Vojtek can develop clearer budgets and tell administration more precisely what her staffing needs are. Overtime costs are lower. When someone is out sick, there is less disruption to everyone else’s schedule, since that can be accommodated into the schedule more easily. And, according to Vojtek, YARC is supporting better research since the investigators can get access to the animals more easily without disrupting the feeding and cleaning tasks, and staff can more easily keep the records necessary to comply with regulations. But the biggest benefit to YARC has been in employee morale. It was important to many staff to have more equitable scheduling, and that has been achieved. And it was done in a way that got involved everyone concerned. Last Updated: April 14, 2009 (kp). Copyright © Yale University Human Resources & Administration. All rights reserved.

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Joshua Malcolm hired as assistant counsel at UNCP Joshua D. Malcolm has joined The University of North Carolina at Pembroke as assistant University counsel. Malcolm did not need a campus map to find his new office. A Pembroke native, he is a 1992 UNCP graduate with four brothers who are also graduates of the institution. Malcolm is not new to higher education law either, coming from Fayetteville State University, where he held a similar position for three and one-half years. He also served as an instructor in UNCP’s Master of Public Administration program. A graduate of North Carolina Central University School of Law and a licensed member of the North Carolina Bar, Malcolm will handle a wide variety of legal issues for UNCP including some public safety, civil, contract and employment matters. He reports to Donna Gooden Payne, University counsel and chief of staff for the Office of the Chancellor. Payne is plainly delighted that Malcolm is part of the institution’s legal affairs team. “Joshua has developed a broad knowledge of legal issues that institutions within the UNC system must face,” Payne said. “His experience and expertise will be a terrific resource for our campus.” Malcolm said he enjoys the practice of higher education law. “This is an absolutely fascinating area of law,” he said. “A university attorney has to be a generalist, one day dealing with a contractual issue and the next day dealing with campus safety. “I enjoy this environment,” Malcolm said. “I believe I can make a contribution to the University based on my legal experience and my knowledge of this community.” Malcolm, who saw the world while serving seven years on active duty with the U.S. Air Force, said there is no place like home. “Besides having four brothers who graduated from UNCP, my mother, Vera Locklear Malcolm, is a 1967 graduate and my grandfather, the late Rev. C.E. Locklear, attended the University when it was known as the Cherokee Indian Normal School of Robeson County,” he said. “I remember coming here for summer camps and to play on campus as a child. “Perhaps the thing that is most remarkable about my family’s relationship with the University is that four of the five brothers – Joseph ’87, David ’92, myself and Caleb ’97 – were all commissioned military officers in the Armed Forces in the ROTC programs here at UNCP; two in the Army and two in the Air Force,” he said. “In addition, James ’98, ’07 obtained his bachelor and graduate degrees here. “It was Air Force ROTC and the opportunity to serve that became the focus of my attention while in college, and I excelled in the program and while on active duty,” Malcolm continued. “One of the things I am proudest of is being a distinguished ROTC graduate of UNCP.” Malcolm rose to the rank of captain and was stationed at numerous bases across the U.S. He was deployed overseas to Bosnia, Saudi Arabia and Kenya as a C-130 evaluator navigator. He described it as “an awesome experience for a kid from Pembroke.” With a wife, Meloria Revels, and two children, Forrest (11) and Alaina (9), Capt. Malcolm’s professional life took a turn when he was grounded for medical reasons. A brief stint in industry was followed by a decision to go to law school at North Carolina Central University. “I spoke with many local attorneys, including Mr. Arnold Locklear, Mr. Henry Ward Oxendine and Mr. Rodney Oxendine, and they said N.C. Central was an exceptional law school,” Malcolm said. “During law school, I had some outstanding internship experiences working with Johnson Britt at the Robeson County District Attorney’s Office, the law firm of Locklear, Jacobs, Hunt and Brooks and the U.S. Attorney’s Office in Raleigh, N.C.” At N.C. Central, Malcolm was the first person to receive the Julian Pierce Scholarship, named for the slain Robeson County civil rights leader. He is pleased to join UNCP. “This is a growing University that remains vital to the community and the families who live and work here,” he said. “I believe UNCP is in a position and holds the potential to help the entire region, and I understand that this University is here because of the students.” Return to University Newswire

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LHS students plant SEED at UMass Lowell Home > News > LHS_students_plant_S By From the Lowell SunLOWELL -- This summer, select Lowell High School students Ramya Kumar, Sarann Kong, Emmanuelle Paive and Savin Thor did research at the UMass Lowell Center for Green Chemistry, investigating the phase behavior of binary organic solids. Under the direction of Professor John Warner, the students participated in Project SEED, a summer research program funded in part by the American Chemical Society. The center is matching the ACS grants through its Seldon Fund, named after Harry Seldon, a character in the Foundation series novels written by Isaac Asimov. The Seldon fund, which relies solely on donations, supports the Center for Green Chemistry's mission to increase public awareness and interest in chemistry. Warner has served as a mentor for Project SEED students for two years. He hopes to do more than make people feel more than comfortable with Chemistry. Coupled with Project SEED's emphasis on career development and the pursuit of higher education in natural sciences, Warner tells his students: "We need a new generation of chemists with new ideas and ideals to solve society's problems." In a related development, UMass Lowell recently learned it will receive $100,000 from the President's 2006 Science and Technology Initiatives Fund to establish the Green Chemistry Collaborative for Pharmaceuticals. The project establishes a collaborative research program with the pharmaceutical industry to develop processes to reduce the harmful environmental impacts resulting from manufacturing. Faculty from the departments of Community Health and Sustainability and Clinical Laboratory and Nutritional Sciences will work on the development of designer formulations of active pharmaceutical ingredients that will cut manufacturing costs and enable more environmentally friendly manufacturing. Warner will be the principal investigator for the project. University Relations - Cumnock Hall, 31 University Ave., Lowell, MA 01854

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As Demand for College Degrees Grows, New Models Emerge In U.S. Higher Ed Southern New Hampshire University President Paul LeBlanc says institutes of higher learning should focus on competencies rather than credits in awarding degrees.America’s universities are still held in high regard, but doubts persist about the system’s ability to prepare students for success in today’s fast-changing, knowledge-based economy.The number of college graduates is climbing but too slowly to meet the country's economic needs, according to economists. That's why some innovators want to fundamentally change the way institutes of higher learning award college credit.Robert Freese runs a manufacturing company in Pittsfield, New Hampshire. His business, Globe Manufacturing, makes highly-customized clothing for firefighters in more than 80 countries. This shop floor looks very different than when his grandfather founded Globe Manufacturing 126 years ago.“It’s not like the old sewing machines and machinery of yore," he said. "It requires a different employee than what we’ve traditionally hired into the factory.”In one corner of the shop floor, workers pull heavy fabric- about eight feet at a time- onto a computer-operated cutting surface. Then they cut all the parts that make up firefighters’ clothing. Freese said assembling this gear is no longer a modest job.“A high school education was probably pretty adequate. Today we’ve got automated cutting machines over here that are a quarter million dollars a piece and need people that can run those.”Freese said he has struggled to find workers who can both run these complex machines and think critically, and he isn’t alone, according to MIT professor Suzanne Berger. “These are production capabilities that are going to be very different than those in this country even ten years ago, so they’re going to take skills that we’re not necessarily educating people for now," Berger said.Berger interviewed CEOs of more than 250 advanced manufacturing companies who say they can’t find people with the right skills because colleges aren’t providing proper training. And that has led some to seek a new, student-centered approach.At Southern New Hampshire University in Manchester, president Paul LeBlanc talks about the school's College for America, which gives college credit for what students learn and do, rather than time spent in the classroom. LeBlanc said colleges and universities should focus on competencies rather than credits.“For hundreds of years, higher education has been based on a bunch of inputs – how many PhDs on your faculty? How big is your library? How grand are your buildings? And with competency-based education, what we say is, ‘If you can demonstrate your results, if you can demonstrate the claims you make for learning, then we care a lot less about how you got people there. And that opens up a world of new delivery models,” LeBlanc said.SNHU recently became the first college eligible to receive federal aid for a program not based on the credit hour – or how much time you spend in the classroom but on taking an online test to prove your mastery of 120 specific competencies, such as using logic, reasoning and analysis to address a business problem. “I think that there are many kinds of higher education, and the four year traditional, coming-of-age campus like the one we’re standing on today won’t go away, because it solves a different problem," LeBlanc said. "But a focus on learning outcomes will permeate higher education in the future.”Listen to Kirk's extended interview with Paul LeBlanc about SNHU's new competency-based degree:For Tammy Bosquet, competency-based learning is allowing her to earn a college degree. Bosquet works behind the scenes at Globe Manufacturing in Pittsfield. Twenty-two years ago, the human resources administrator dropped out of college to raise her family.“I told my children the one thing I always wanted to do was to get my degree,” she said.This summer, Bosquet enrolled in SNHU’s online, self-paced associate degree program. She will earn her degree after she proves she can write critically, create a business plan and use certain computer software. Her goal is to gain self-confidence and skills to get ahead. She’s already noticed a difference.“I was really kind of reserved in thinking that I couldn’t do, and I’ve learned that I can do,” she said.With no due dates, students are encouraged to stick to a schedule. The College's first graduate, a sanitation worker in Ohio, completed his degree in three months while working a full-time job. Still, Bosquet admitted it may not be for everybody.“You have to set your own goals," she said. "And if you’re not self-motivated, you’re not going to keep going.”Today, SNHU has about 500 students like Bosquet- and that number is growing as the college partners with employers. But it’s also gaining skeptics who say the competency-based model could undermine more in depth learning.As the president of the Association of American Colleges and Universities, Carol Schneider has helped to develop degree qualifications at more than 300 schools for what students should know and be able to do. She said she thinks SNHU’s competency-based model won’t replace the current higher education system any time soon.“It’s very innovative. The question is: Is it scalable," Schneider asked. “It is still a very small program with big ambitious ideas, but it has a long way to go before it can demonstrate that it can provide a meaningful alternative to the existing business model of higher education.”That’s not stopping SNHU, which has plans to expand its College for America to 350,000 students in the next five years.Until then, it’s still unclear whether self-directed, online learning will develop the kind of high-level adaptive skills that today’s workforce requires and rewards. WGBH News' On Campus reports are a collaboration with The Forum for the Future of Higher Education and made possible with support from Lumina Foundation. higher ed, new business models, technology and innovation, confronting cost, SNHU, technology Survey: Students Forgoing Advisors Who Can Help Them Graduate Education Department Unveils College Rating Plan Get regular updates On Campus radio reports On Campus topics Confronting Cost Increasing Access & Success New Business Models Tweets by @OnCampusWGBH The Hechinger Report, Higher Ed The New England Journal of Higher Education NPR, Education Marketplace, Education Classic New England

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Black valedictorians: the sound of history repeating? Kymberly Wimberly Kymberly Wimberly, a 2011 graduate of McGehee Secondary School in Arkansas, is suing her school district and its officials, claiming they violated her constitutional right to equal treatment under the law. According to the Associated Press, the lawsuit claims that a school counselor told Wimberly’s mother in May that the girl had the school’s highest grade point average in the graduating class, but later the mother, who works at the school, overheard a conversation in which staff said there would be a “big mess” if a black girl stood alone as valedictorian. A white female student was selected to serve as “co-valedictorian,” and both gave speeches at their May 13 graduation. (According to reports, the school, whose black population is about 46 percent, has had a black valedictorian before, but not since 1989.) The district’s superintendent, who is black, told an Arkansas television station that “the second girl took more classes and that a school rule prevents extra course work from penalizing students when calculating grade point averages.” After they did the math, the superintendent said, the two students’ GPAs were the same. Sounds like fuzzy math to me, but now it’s in the hands of the court. Fannetta Nelson Gordon This tale brings to mind the story of the late Fannetta Nelson Gordon, who in April of this year posthumously received the valedictory recognition she had been denied for 75 years. Nelson Gordon, who happens to have been the aunt of my oldest friend, Rev. Melana Nelson-Amaker, attended Pittsburgh’s Westinghouse High School and in 1936 would have been the school’s second black valedictorian. Her sister, Sophia Phillips Nelson, now in her 90s, was the school’s first black valedictorian in 1934. According to a story in the Pittsburgh Post Gazette, “the principal said the school would not have another black valedictorian. So, he pressured a music teacher to change her grades.” Ebenezer Ray, The New York Age, Oct. 31, 1936 Both sisters were honored by the high school’s alumni association this spring, and the story made national news. We all felt good that even though Nelson Gordon did not live to receive the recognition, an injustice had been righted. But now we have the Wimberly case. ColorofChange.org is encouraging those who find this case troubling to write to school district officials. It’s not just about Wimberly, they say: “McGehee and other school districts around the country should be encouraging all prepared students to challenge themselves academically. Unfortunately, that’s often not the case. Last year, Black students made up 15 percent of graduating seniors, but accounted for just 9 percent of students taking AP exams. Black students trail far behind White, Asian and Latino students in terms of participation in AP classes, and educators have a responsibility to provide equal access to and preparation for college-level coursework. Kymberly is the rare example of the student whose family believed she could excel in high-level classes, despite what some adults at school told her and students who look like her.” And however the lawsuit turns out, Wimberly has already won. Not only did she take — and ace — Advanced Placement and honors courses, earning only one B in her entire high school career, according to reports, she had a baby during her junior year and still excelled. (Which, in addition to race, is likely the other elephant in McGehee’s living room.) “My teachers thought I’d fall flat on my face, but I kept trying to succeed,” she said. Congratulations, Kymberly, and as they say, “Keep gettin’ up.” Tags: Advanced Placement, Education, Fannetta Nelson Gordon, Kymberly Wimberly, McGehee Arkansas, McGehee Secondary School., Pittsburgh, Sophia Phillips Nelson, Westinghouse High School Comments ← A piano lesson? Telling it like it is → 2 Responses to “Black valedictorians: the sound of history repeating?” Thank you, Elaine, for another fabulous column. I love reading these. Reply Elaine Ray Thank you, as always, Yvonne. I hope all goes well with the writer’s conference. Follow this blog Blog at WordPress.com.

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FEDERAL What States Are Doing RELATED ISSUES No Child Left Behind The federal government plays a smaller role in K-12 education � in terms of both funding and decisionmaking � than states or local districts, as a result of the Tenth Amendment of the U.S. Constitution, which establishes that powers not specifically given the federal government are the responsibility of the states or the people. According to Terry Astuto and David Clark in the Encyclopedia of Educational Research, education has remained the domain of state and local governments throughout the history of the United States for a few reasons, namely: The Founding Fathers did not trust centralized government. A tradition of local control of schools has been established. Persons elected to the executive and legislative offices have not succeeded in reversing the passive federal role in education established in the Constitution. However, the federal government's role in education policymaking has, by stages, grown in the last 50 years. This has, say Astuto and Clark, come about as a result of interpretation of portions of the Constitution, such as the First Amendment's guarantee of free speech and the separation of church and state, that call for federal influence in schools; an increase in Supreme Court rulings on education; and circumstances in national history (for example, the elimination of discrimination and the Cold War-fueled interest in math and science education). Following are descriptions of the most well-known and influential federal education programs. The Elementary and Secondary Education Act, (ESEA) was most recently reauthorized in December 2001. First enacted in 1965 as part of President Johnson's War on Poverty, its initial emphasis on initiatives to assist poor students (known today as Title I) has expanded to include a wide variety of programs such as bilingual education, violence prevention, safe and drug-free schools, and Even Start. The 2001 reauthorization adds mandates regarding assessment and accountability, teacher quality, and reading/literacy. Another piece of significant federal legislation, now known as the Individuals with Disabilities Education Act (IDEA), began as an amendment to ESEA in 1966, and was later separated and enacted in 1975 as the Education for All Handicapped Children Act. It requires all states to enact and implement legislation providing disabled children with a "free appropriate public education" in order to receive federal funds for provision of special education services. Title IX (1972) prohibits schools that receive federal funding from discriminating in academics or sports on the basis of gender. This legislation pertains to both K-12 and postsecondary schools. The U.S. Department of Education and the office of Secretary of Education were established by the Carter administration in 1978. The Office of Educational Research and Improvement (OERI), the research and development arm of the department, examines educational programs, sponsors demonstration projects and provides technical assistance to the states in implementation of education initiatives through 10 regional labs. The National Center for Education Statistics (NCES), created by Congressional mandate and housed within the OERI, is mandated to compile and disseminate statistics about education in the United States, as well as to conduct and publish research on educational programs internationally. Among the most well-known of the NCES initiatives is the National Assessment of Educational Progress (NAEP), also known as the nation's report card, which in 1969 began to sponsor nationwide, voluntary assessments of both public and nonpublic students in the core subjects in grades 4, 8, and 12. The 10 regional labs housed organizationally within the OERI were initially created in the 1965 ESEA. Based in geographical areas across the country, each lab has its own area of focus in terms of research and technical support in such fields as educational leadership, technology, standards, and assessment. National Research and Development Centers, likewise an arm of the OERI, are located on 12 university campuses and conduct research on separate topics of interest in the educational community, including early learning, assessment, reading, schooling of at-risk students, and public policy. For further information about the 2001 reauthorization of ESEA, please visit the NCLB Issue page. For further information on state compliance with IDEA, please visit the Special Education Issue Page. Sources: "Federal Role, Legislative and Executive," Encyclopedia of Educational Research, Sixth Edition, Vol. 2, Macmillan Publishing Company, 1992; Signetwork Web Site; OERI Web Site; NCES Web Site; NAEP Web Site.

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Dave's ESL Cafe's Student Discussion Forums"The Internet's Meeting Place for ESL/EFL Students and Teachers from Around the World!" FAQ Search Memberlist Usergroups Register Profile Log in to check your private messages Log in Adventure Games for ESL -> Learning English amyloumJoined: 09 Mar 2011Posts: 6 Posted: Thu Mar 10, 2011 9:46 am Post subject: Adventure Games for ESL Hello everyone What do think of adventure games as a source for ESL (or English as a second language) teaching ? I'm a big fan of adventure games and I've played them for quite a long time. The richness of their dialogues and inteactions made me pose and think of their potentials as effective language teaching tools especially in areas like pronunciation and vocabulary acquisition. Now I'm working on this area as a research for my MA degree. I believe that AGs are even better than movies for ESL cuz rather than watching passively the student can live the experience. So What do you think guys? Any ideas Back to top educe22Joined: 14 Jan 2011Posts: 74Location: Fort Worth, TX Posted: Sun Mar 27, 2011 11:37 am Post subject: You would have to give me a sample scenario so that I can get a feel for how you would proceed. For the most part, based on my ESL tutoring, I would say that this would be a no-go. Low level ESL learners would need some level of instruction. Unless you did something like Rosetta Stone where you immersed the individual in the situation. The problem is, how do you provide feedback and correction? The game element differs from the learning element. I'm open to outside-the-box solutions, give me more than just the theory and I will listen and possibly contribute. But based on what I know, I don't think this will be a viable solution._________________Educe22 redsetJoined: 18 Mar 2006Posts: 582Location: England Posted: Mon Mar 28, 2011 3:11 pm Post subject: It really depends on what type of adventure games you mean. With the older ones where the game describes the location and the player types in what they want to do, there's definitely some active language use in there, both from reading the descriptions and expressing what they want to do or get more information about. Modern linguistics technology could probably do an even better job understanding the player, which would be important since those games often had trouble with native speakers! It could often be a case of forming short phrases exactly how the game's parser required them, which isn't really helpful if your goal is developing natural language. Most other adventure games now are fairly cinematic - it's basically like watching a movie, except you might get some dialogue options when there's a conversation. It's pretty limited in terms of interaction, maybe you could use it to teach nuance (less polite options making the other person insulted, and so on). It costs a huge amount of money to make these games though, and the more complicated you make them the more it costs! And if you could make a game that truly responded to natural language and changed events based on that, it would be popular with more than just language learners. It could be an emerging field though, computers are capable of more and more and like educe22 mentioned, Rosetta Stone can do things with language recognition that wouldn't have been possible ten years ago. Merging that with an entertaining experience isn't impossible, and it would definitely bring benefits. You also might want to research games in general, many people play games in English and it's as much a part of their learning experience as watching movies or listening to music. The online aspect means they can play with English speakers too, and interact with them, so it's all part of the immersion. Social networking games are a big thing now too (like Farmville on Facebook) so it's probably worth looking into that area - you have millions of speakers of all kinds of languages online and playing at any given moment, if you could get them interacting with each other somehow you could harness a huge amount of potential. Posted: Tue Mar 29, 2011 5:32 am Post subject: Thanks for your reply educe22 I appreciate your contribution but I'd like to ask you some questions because I need the opinion of an experienced ESL tutor. First of all, Why would you judge this as a no-go method? As for the scenario I don't have a fixed one yet. However I have some main points. As for the level, I'm thinking of intermediate and above levels for this study because these games are at the first place meant for native speakers so the student must possess enough knowledge to proceed through the game. The study will address 2 main questions: How can the teacher help students to get the best of these games? Would it be possible to enlarge the circle to include these games in educational contexts? I made a kind of a pilot study to give me some guidelines followed by structured interviews and questionnaires. The findings were kinda inviting. The participants were pretty much open to this idea and they stressed on the helpful language of these games or in other words they found it useful to be exposed to authentic language as opposed to the dead one in their textbooks. I'd like to hear from you soon Back to top Posted: Tue Mar 29, 2011 5:57 am Post subject: Thank you redset for your reply I think text-based adventure games are helpful being more language productive in their gameplay method but sometimes students might find it frustrating to proceed through the game because of the difficulties they might face when interacting with the computer. I'm kinda thinking of the new adventure games. These games save the players' time for example instead of spending extra time trying to create a phrase that the computer would comprehend they could simply play and enjoy. And as for programming a game that would be way beyond my abilities What I have in mind is just to use the COTs games (Commercial-off-the-shelf) for language learning. I would like to know more about the online interactive games. Could you please recommend some of them? and what are the most highlighted areas? looking forward to hear from you Back to top Posted: Tue Mar 29, 2011 8:35 am Post subject: Well they might enjoy games more when they just pick from a few conversation options, but then they're not really using the language, you know? From a learning perspective it wouldn't be much different from watching a movie. That said, it could be much more engaging for students to feel they're part of the experience, reading the options and thinking about what they mean and how it will affect the story. I do see a few problems with it as a learning tool though - firstly movies are usually an hour or two long, whereas games take much, much longer to play. It would be difficult to create a class activity around all or even part of a game, because you cannot jump to a certain point in the story easily, it requires game-playing skills to progress, and not all students would have access to a suitable computer. It would be much easier to have students watch a video and then discuss what happened, what was said, what could have been said and so on. I think games are a great, enjoyable way for people to immerse themselves in language, similar to reading or watching video or trying to understand songs, so for an individual they could definitely be helpful. As far as teaching goes though, I'm really not sure they'd be any use, unless they were specifically designed as a teaching tool. Without any form of assessment or any way to target specific language (discovering where a student is weak and then focusing on those areas) it's really a glorified movie, and the difficulties in using it as a teaching material probably outweigh the potential benefits. This is in my opinion anyway? What kinds of games were you looking at? If you name a few titles I might know them or be able to look them up. You should take a look at Interactive Fiction, which we were talking about earlier - it's still being developed and it's better at understanding natural language than it was, and people are still writing new adventures. It combines reading comprehension with the ability to form responses using correct spelling and syntax, so although it's not perfect it has some potential. Looks like someone's already using it! http://cle.usu.edu/CLE_IF_AUSFLUG.html As far as online games go it's just something that's a part of many games these days, you can go online and play with people from all over the world, communicating with a microphone and through text, so it's definitely a form of immersion and practicing communication. Not necessarily the best environment, of course Back to top Posted: Wed Apr 13, 2011 5:01 am Post subject: Thanks redset for your reply. What kinds of games were you looking at? If you name a few titles I might know them or be able to look them up Actually I'm thinking of adventure games like the classic "point and click" games because they are rich in description and dialuoges. I used one of the "Nancy Drew Games" series in my pilot study. The first outcomes were promising but still I'm facing some difficulties. Quote: I do see a few problems with it as a learning tool though - firstly movies are usually an hour or two long, whereas games take much, much longer to play. It would be difficult to create a class activity around all or even part of a game, because you cannot jump to a certain point in the story easily, it requires game-playing skills to progress, and not all students would have access to a suitable computer. I quite agree with you when it comes with these problems. I've been working on a list of the problems raised by the use of video games and the most persistent problems are "availability" + "costs" + "time" + "providing feedback" If I could overcome these problems I'd make a progress. And the important question is still whether to use these games in classroom with the teacher's monitoring or to use them for individuals with providing tasks and feedback for the tasks. Looking forward to your reply Back to top Dive into EnglishJoined: 14 Apr 2011Posts: 4Location: London Posted: Thu May 05, 2011 6:24 am Post subject: I love the 'Survivor' game from the book 'Teamwork' published by DELTA. It's a brilliant teamwork and groupwork activity. I've played it out in the sun, in the park on hot summer days with my students. It's brilliant speaking practice. peterteacherJoined: 13 Apr 2009Posts: 86Location: Australia Posted: Fri Jul 08, 2011 6:14 pm Post subject: Adventure games for ESL I've long thought the same about the potential benefits of adventure games as an English language learning tool. I always had in mind the old King's Quest and Space Quest titles along with the legendary Secret of Monkey Island. I had a go at writing some simple examples and seeing what I could do to make them more suitable for ESL students. As per previous posts I found language level was a barrier. The lowest level I could actually make something work and still be accurately describing the adventure was around pre-intermediate. Inter/Upp Int was much more viable but low(ish) levels aren't impossible. I also tried to make them short, aiming for a 20 minute completion time. Actual experience has proven that my "20 minutes" is closer to an hour of class time, depending on the students' background with computer games and computer literacy in general. Before anyone else tries to run a class through them, be warned that my quirky and slightly seditious sense of humour sneaks in every now and then. The last is in line with my general teaching principles: "always put in a bit extra for the students with higher comprehension levels"._________________Try some mini, on-line adventure games to help your English at: www.gameenglish.com

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History of the Colleges Biography ofElizabeth Blackwell HWS 2015 Geneva, N.Y. Campus Priorities Job Opportunities The Blackwell Memorial on the Asheville Urban Trail The Gilded Age, 1880 - 1930 The Asheville Urban Trail Station 6. Elizabeth Blackwell, M.D. On the side of the Wachovia Bank Building on Patton Avenue a metal bower of medicinal herbs houses a bench and head of Dr. Elizabeth Blackwell, a former Asheville resident and the first woman awarded a medical degree in the United States. Dr. Blackwell was a pioneer in medicine for women and children. The bronze representation of Dr. Blackwell was sculpted by Jim Barnhill. The accompanying plaque reads, "Dr. Blackwell was the first woman awarded a medical degree in the United States. She began her medical studies in Asheville in 1845 under Dr. John Dickson, for whom she taught music at Dickson's private school for girls. The school was located on the site of the Drhumor building. Elizabeth Blackwell was an 1849 graduate of Geneva Medical College in western New York. Placed by Buncombe County Medical Auxiliary and Buncombe County Medical Society." The Asheville Urban Trail creates a living, historic walking tour of Asheville: a museum without walls, that illustrates and highlights the city's heritage. Along the Urban Trail the history of the city and of its people is represented in story and art. The Urban Trail was begun by the City of Asheville as part of its ongoing program to improve the quality of our city through the display of public art. The Trail was designed by volunteers and built with donations from individuals, groups, and organizations who wish to leave a lasting legacy to their community. Thirty "stations" are or will be highlighted on the trail, with new additions made periodically. Each has its own story. The 1.6 mile loop is divided into five distinct themes in the city's social history. Pink granite markers embedded in the sidewalks reflect the themes and provide a way to follow the route of the trail. More Information History of Elizabeth Blackwell "Students' Reactions" "Annotated Bibliography" Historic Articles Elizabeth Blackwell and HWS Asheville Urban Trail

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Search the site: December 2009 Issue: Feature • Commentary • Currents • Safety • Garden • Energy Solutions • Finest Cooking • More Reinventing Yourself Alternative education programs bring hope to displaced workers By Ed VanHoose Students enrolled in LLCC’s truck driver training program must complete 160 hours of training with at least three weeks of “in-truck” experience. Top of page: Randy Myers performs a pre-trip inspection as part of his training in the truck driving industry at Lincoln Land Community College. Times are hard. In October of 2009, unemployment rates in the United States reached nearly 10 percent. With scores of Americans out of work, many are turning to educational institutions as a means to reinvent themselves. Randy Myers of Decatur is one such individual. When asked about his motivation for returning to school Myers said, “I was working at Caterpillar and we went through a RIF (Reduction in Force) which caused me to be laid off in April. After I collected myself, I began to talk to my fiancé and others. I found the truck driver training program here at Lincoln Land Community College (LLCC) and decided to enroll. I needed to find a way to take care of my family. I don’t like not working.” Myers is not alone in his desire to improve himself. People all around Illinois are seeking alternatives in higher education, and the state’s colleges are responding by offering programs suited to the needs of adult learners. Bob Howard, Director of the Truck Driver Training Center at LLCC (www.llcc.edu) explains the role of programs. “Folks that I see in this economy that take advantage of some kind of training, whether it be at a college or some kind of trade school — they tend to come out of it a lot better. And they tend to come out of it with a skill set that will keep them from getting unemployed in the future. If they do get unemployed they can go somewhere else and work, rather than just going to the same factory over and over.” The truck driver-training program is just one offering at LLCC. Through its Workforce Development and Community Education division, LLCC has broadened its course offerings beyond the traditional brick-and-mortar classroom setting. Dr. Judy Jozaitis, Vice President of the center, spoke about LLCC’s strategy for expanding programs. “Here in the Workforce Development center, we are always on the lookout for where there are job openings, what will be needed in terms of staff and what kinds of skills they’re going to need. Then we look for ways to develop and offer these programs,” Jozaitis says. By tailoring its programs toward emerging careers, and forming relationships with potential employers LLCC is able to provide job placement assistance to its students. Currently, the truck driver-training program has a track record of 100 percent placement of students after they graduate. Students enrolled in Lincoln College’s ABE program can earn a bachelor’s degree by attending classes specifically designed for working adults. Howard says, “Every student that was involved in our program was offered a legitimate job. We don’t just teach truck driving. We literally change lives.” LLCC’s approach to alternative education is shared by Heartland Community College (www.heartland.edu), with campuses in Normal, Lincoln and Pontiac. Heartland now offers several courses designed to provide high quality energy education and training for consumers, businesses and renewable energy installers. With emerging energy technologies becoming ever more important to the U.S. economy, these courses are becoming an increasingly valuable resource to professionals looking to keep up with the new energy market. In fact, many of the courses are specifically tailored toward professionals already familiar with traditional energy-related technologies. Julie Elzanati, Coordinator of the Green Institute for Heartland Community College says, “If an HVAC installer gets laid off, they could enroll and get skills in an emerging area. The program should fit them perfectly because they already have a basic skill set in the field.” Heartland offers a variety of options for students, ranging from one-day classes on the possible jobs in the energy field to a renewable energy degree through its technology department. In the spring of 2010 Heartland plans to offer several different certifications including the BPI Building Analyst Certification. The BPI or “Building Performance Institute” certification will provide intensive training to evaluate existing residences for energy improvements. Evaluations can range from weatherization needs to examination of the types of heating and cooling systems installed in a home. Millikin University has designed a new nursing program for adults with a bachelor’s in a non-nursing field to prepare for licensure as a Registered Nurse. Heartland also offers several one-day renewable energy courses including Solar Domestic Hot Water Systems, Basic Photovoltaics and Introduction to Wind Systems. According to Elzanati, “The Occupational Wage Survey for Illinois indicates that the average salaries for electrical and electronic technicians range from $45,000 to $60,000 a year, with entry level wages averaging between $14 and $20 an hour.” Heartland has found an interest in their graduates from employers from renewable energy firms, utilities, building automaton companies and construction-related industries. While Heartland does offer each of its courses individually, Renewable Energy and Environmental Controls courses combined make up the Associate in Applied Science degree in Renewable Energy that will prepare students for entry level employment in a variety of settings. Students obtaining this degree will ensure they have the credentials to match their experience in the field, and the knowledge of emerging technologies necessary to compete in the modern market. Of course, not everyone is suited for a career in a renewable energy field. Many students are contemplating going back to school for the first time since high school. Fortunately, there are programs available for students of all walks of life. One such program is Lincoln College’s Accelerated Bridge to Education or “ABE” program. Lincoln College’s ABE program (www.lincolncollege.edu) is a bachelor’s degree program designed specifically for working adults. Students can earn a bachelor’s degree in a variety of subjects including Business Administration, Liberal Arts, Health Services Administration, or even a Certificate in Dental Services Management. One of the most attractive benefits of the ABE program is that students can earn up to 27 credits in the program for prior work or life experience. Jenna Basset, Assistant Director for the program, says, “The main trend I’ve seen is our students have reached a glass ceiling, so to speak, in their careers. They have experience and the life knowledge, but are constantly being overlooked for desired positions because the other applicants for the position have ‘Bachelor’s Degree’ on their resume. Our students know that when they complete their degree, they’ll be able to move up in their careers and in pay, enabling them to provide a better life for themselves and their families.” Programs such as Lincoln College’s ABE are so important precisely because so many college students now must also support a family. Melissa Rohlfs, Director of Marketing and Public Relations for Lincoln College, is quick to point out that, “More than one-third of students in U.S. higher education are now 25 and older – by 2012 it will be one half.” With a greater influx of non-traditional students, it’s no wonder that programs like Lincoln’s ABE program are becoming more common. Millikin University (www.millikin.edu), with campuses in Decatur and on the Parkland College campus in Champaign, offers a similar program called the Professional Adult Comprehensive Education (PACE) program. It is designed for adults who want to earn a degree but need to work around a job, family and community commitments. The PACE program offers a choice of five Bachelor of Science degrees: Accounting, Early Childhood Education, Elementary Education, Nursing RN to Bachelor of Science in Nursing and Organizational Leadership. Amy Hodges, Media and Public Relations Coordinator for Millikin University, says, “The PACE program focuses on one course at a time, with classes held usually in the evening, one night per week. Because of the format of the courses, students in the PACE program are generally over 22 years of age, have work experience and may even have some college credit.” Millikin also plans to offer a new track in their nursing degree program. Designed for adults with a bachelor’s degree in a non-nursing field to prepare for licensure as a Registered Nurse, this program will seek to fill the shortage of qualified nurses in Illinois. Other colleges are also planning for new programs. At Wabash Valley College (www.iecc.edu/wvc) in Mt. Carmel, the Dean of Instruction, Theresa Marcotte, is excited about their upcoming advance-manufacturing program. “We are merging several programs into an advance-manufacturing program. It will be a more current program that reflects where the science is going and evolving. We’re going to kick it off with a bio-fuels portion and certificate. We’ll look at creating bio-fuels and we’ll look at the performance of bio-fuels in diesel engines, so we’ll have a nice cross-over with our current Diesel Equipment Technology program.” One common theme of all of the programs is a concern over paying for everything. Marcotte admits that funding is probably the biggest challenge to creating these new educational curriculums, but says that the Department of Labor has really helped out in getting these programs established. “That’s what helping us transfer into advance manufacturing. The DOL grant was available specifically for that purpose and it fit in nicely with what we were trying to do — update our program.” A shared sentiment among all of the colleges is the insistence that there is a program available out there for anyone. Anyone wanting more information on a college near them should contact www.iccb.state.il.us to find the list of community colleges throughout the state. Although that site doesn’t list four-year institutions, any of the colleges listed would be able to assist a student. Like Randy Myers says, “They show enough confidence in you that you begin to develop confidence in yourself. They keep us well grounded. We have great staff and teachers in Illinois.” Paying for your education A student at Wabash Valley College, a part of Illinois Eastern Community Colleges, takes part in the new advanced manufacturing program. Once a person makes up the decision to go back to school, one question looms ominously: How am I going to pay for it? After all, everyone knows that college is prohibitively expensive, right? Not necessarily, says Carmen DeJesus, Assistant Director of Financial Aid for the University of Illinois Springfield. “Students have a wide variety of options available to them when it comes to paying for college. The most important step they can take is to fill out the Free Application for Federal Student Aid (FAFSA). By completing this document, students can find out what types of aid they qualify for.” Some of the possibilities are federal grants, state grants and scholarships. The FAFSA alerts an educational institution when a student qualifies for financial assistance in paying for college. Potential students should fill out this document as early as possible when deciding to go back to school. The application can be found online at www.fafsa.ed.gov or by contacting the financial aid office of any educational institution. Bob Howard of LLCC also suggests another program available to dislocated workers. “The program that Randy is coming through is called the Workforce Investment Act (WIA). It provides federal money from the Department of Labor to help people re-train if they’re laid off and getting unemployment.” To find out more information about WIA contact your educational institution. In addition to grants, Illinois students also have loans available to help them pursue their education. The Illinois Student Assistance Commission (ISAC) still has $66 million available to make low-interest, federally-secured student loans to Illinois students through the Federal Family Education Loan Program for the 2009-10 academic year. The Commission provides educational funding with student loans, as a loan guarantor and via numerous public programs such as the successful Monetary Award Program (MAP), the Illinois Veteran Grant and the College Illinois!® 529 Prepaid Tuition Program. For more information, visit www.KnowHow2GOIllinois.org. © 2014 Illinois Country Living Magazine. Designed and Maintained by Cooperative Design and Print.

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McAdams calls for federal education reform Posted: Tuesday, September 21, 2010 By DAN JOLING ANCHORAGE — Democratic nominee for U.S. Senate Scott McAdams says federal education law does not fit Alaska’s geography and cultures and must be overhauled. DAN JOLING McAdams on Monday laid out his plan for education reform, starting with changes in the No Child Left Behind law championed by former President George W. Bush. Alaska schools need fewer one-size-fits-all rules and more flexibility, he said. “There can be no national standard in Yupik language instruction. There can be no national standard in Arctic survival,” he said. “When a child in Barrow takes a nationally standardized test and is asked the question, ‘What country is south of the United states, and that child answers ‘Canada,’ is he or she wrong?” McAdams, the mayor of Sitka, faces GOP nominee Joe Miller and the incumbent Miller defeated, Sen. Lisa Murkowski, in the November general election. Murkowski announced Friday she is mounting a write-in campaign. While the two Republicans traded barbs Monday, McAdams announced himself as the “education candidate” at a press conference at his campaign headquarters in Anchorage. McAdams holds a secondary education degree and taught one year at Horizon High School in Riverdale, Calif., a secondary alternative education school. In Sitka, he’s a former president of the school board. He’s taking leave from his job as director of community schools to run full-time. “I have the unique experience of being an employee of a school district and being on the governance side of the school district, so I think I understand public education in a global way, from top to bottom, that will be unique in the Senate,” he said. The National Education Association-Alaska has endorsed Murkowski but McAdams, surrounded by active and retired teachers, said he’s backed by the smaller state chapter of the American Federation of Teachers. Struggling schools, he said, need resources to help them do better, not penalties. The threat of national standards forces school resources to be steered toward standards-based instruction, putting important enrichment activities in peril. He said he would work to make sure Alaska schools receive adequate funding. “An unfunded federal mandate becomes a de facto federal property tax,” he said. He called for expanded education opportunities for Alaska Natives and use of traditional knowledge and skills. McAdams also called for high quality early learning programs and said it’s clear that students who attend them do better as they advance in public school. “What we know is, when we put a little bit of money into early childhood ed, we get a big result.” he said. “We put a lot of money into remediation on the back end and we get small results.”

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Lisa's Laws: Community college offers its own unique adventures By Lisa Ramirez For the Times [email protected] This is the time of year when a fresh crop of high school graduates are heading away to college for the first time. We buy them coffeemakers and mini-ironing boards for their dorms, we put cash and gift cards in envelopes, moms and dads hide their tears as they leave the freshmen on campuses far from home.This, though, isn't going to be for them. This is for the ones who don't leave.I'm, like, almost a couple of hundred years old, but I remember that August, the one between my last year of high school and my first year of college. Everyone I knew was going away, and it was an exciting time. We couldn't wait to put our hometowns — for me it was Washingtonville — in the rearview mirror. We bought clothes and shower caddies and posters for our dorms, and imagined our new lives, far from the places we were so tired and bored of, places like Middletown and Kerhonkson and Liberty and Monroe. I went away, too, to a private college down in Westchester. But within about a week I knew I had made the wrong move. I wasn't ready, and I immediately boomeranged right back home. A few frantic phone calls and some even faster check writing secured me a last-minute place at Orange County Community College with a cobbled-together schedule of classes that still had seats. I remember feeling as if I had missed my chance to start a real life, that I was barely 17 and had already blown it. My first OCCC class was a night class held at Cornwall High School, and walking into that room felt like walking the plank.But here's what I didn't know that first evening as I stepped into my first college classroom: that spending a couple more years around here would turn out to be one of the best accidental decisions of my college career.At first I figured I'd just spend a semester at home, then I'd get back on track and go away again. But turns out I really liked OCCC (back then the professors were trying to get us to call it by a new, fancier name — SUNY Orange, I think — but it wasn't quite sticking), so I stayed. I stayed at OCCC, in fact, for three years, sometimes going full time, sometimes just taking a couple of classes while I worked a series of retail jobs that included, but weren't limited to, a toy store, the jewelry counter at JC Penney, the lingerie department at Green's, Chess King and a record store (as in vinyl records. I told you I was a couple of hundred years old.)I took some random classes, changed my mind about my career and then changed it again, took a little art history and architecture and French and anthropology. The friends I made were diverse and wonderful and included nerds and moms and athletes and every archetype imaginable, an assortment of students that made the Breakfast Club seem lackluster and dull. Somewhere there because of finances, some were working to improve their transcripts, some could have gone anywhere but wanted to be close to family, jobs and home. After graduation, some of us went on to universities, some were ready for careers, but I don't think any of us ever regretted where we started out.So the thing is this: Your friends may be leaving, and there's a melancholy in watching them go. But there are opportunities and adventures and friendships to be made wherever you might be, and you don't need to leave home to begin a [email protected] Reader Reaction

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an accredited, classical and Christian school in Mesa, Arizona Redeemer Christian School HOME ABOUT US CONTACT US CALENDAR NEWSLETTER Redeemer Christian School was founded in 1980 as a ministry of Church of the Redeemer. The school ministers to families who desire a solid Christian Education for their children. Unique aspects of our program include its classical pedagogy in its curriculum and methodology in the classroom, a Christ-centered curriculum oriented in teaching a historic, reformed biblical view, student service requirements, and excellence in drama, oration, music, language, and art. Subjects taught at RCS are interrelated and centered on biblical truth. RCS is an accredited member of Christian Schools International (CSI), a member of the Association of Christian Schools International (ACSI), and also a member of the Canyon Christian Schools Consortium. For more information about Redeemer Christian School and what we are about feel free to take a look at our Mission and Statement of Faith and our Philosophy of Education at RCS. Redeemer Christian School is a ministry of Church of the Redeemer About RCS The Trivium For Our Parents © 2012 Redeemer Christian School

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Dean of the Faculty Home The Center for Teaching and Learning Northwest Five Consortium Admin Assistants Faculty Handbook Constitution and Bylaws Faculty Code Community Constitution Faculty Lists Committees Current Faculty Departments Divisions New Appointments Sabbatical and Leave Deans and Provosts Faculty Handbook Return to Table of ContentsI. A. MISSION STATEMENT (Source: Approved by the Reed College Board of Trustees on June 22, 2008) The Mission of Reed College Reed College is an institution of higher education in the liberal arts devoted to the intrinsic value of intellectual pursuit and governed by the highest standards of scholarly practice, critical thought, and creativity. Its undergraduate program of study, leading to the degree of Bachelor of Arts, is demanding and intense and balances breadth of knowledge across the curriculum with depth of knowledge in a particular field of study. The goal of the Reed education is that students learn and demonstrate rigor and independence in their habits of thought, inquiry and expression. The Reed Education The Reed education balances broad study in the various areas of human knowledge and a structured, in-depth study in an academic discipline through degree requirements established by the faculty. The educational program's pedagogies are characterized by close interaction of students and faculty in an atmosphere of shared intellectual and scholarly concern and active learning. Small conference and laboratory classes are the norm, providing students the opportunity to demonstrate intellectual initiative and creative engagement. College-wide distribution requirements provide a foundation for all students in the assumptions, basic theoretical frameworks, techniques, and current literature of a range of academic disciplines, both humanistic and scientific. The program in a student's major area of study is an intensive examination of the objects, literature, theoretical concerns, and research models characteristic of an academic discipline. Among the requirements for the major are successful performance on a junior qualifying examination, completion of a yearlong senior thesis based on original research or artistic expression, and a successful oral defense of the thesis before an interdisciplinary faculty board. The Reed education is distinguished by a yearlong interdisciplinary Humanities course, required for every first-year student. The College further encourages interdisciplinary study through upper-division Humanities courses, as well as established interdisciplinary majors representing areas of research and scholarship that span traditional disciplines. To ensure the highest quality education for its students, the College supports and encourages scholarly research by the faculty and the application of such scholarship throughout the teaching program. Operating Principles of Reed College The educational mission of the College requires the freest exchange and most open discussion of ideas. The use of censorship or intimidation is intolerable in such a community. All members of the College community, including students, faculty, and staff, are governed by an honor principle, which emphasizes personal responsibility and mutual respect in the conduct of one's affairs. Because the College fosters and defends academic freedom, it avoids taking positions on political issues that do not directly affect the fulfillment of its educational mission. The College has no religious affiliation and maintains neutrality regarding religions and religious practices. Any post-baccalaureate educational program that the College chooses to offer must be consistent with and supportive of the College's central educational mission. Reed is by design a small college that values opportunities for in-depth and sustained academic exploration and the development of close professional relationships among students, faculty, and staff. The activities of the staff are essential to the well-being of the institution, and, in areas related to the educational program, the staff supports and advances the pursuit of the College's academic goals. Students are not divided by academic ability or promise, and there are neither "honors" degrees nor other such programs. Each student works with a faculty advisor, who helps plan a course of study that is consistent with the student's academic goals and that meets the distribution and major requirements. Faculty advisors also provide evaluation and advice related to the student's performance. Instructors provide students with frequent and substantive evaluation of their performance in order to promote student intellectual growth. Although grades are recorded for all classes, they are not routinely reported to students. The affairs of the College are conducted under constitutional government that accords primary governing responsibility to faculty, students, and staff within their appropriate spheres, and encourages collaboration and cooperation among all constituents in the development of policies of general concern. Matters concerning the curriculum are ultimately decided by the faculty. Reed is a residential college that provides on-campus housing in small residential communities for a majority of its students in order to sustain vibrant social and intellectual exchange outside of the classroom and laboratory. The College believes that pursuit of its academic goals is advanced by actively seeking a student body, a faculty, and a staff that reflect a diversity of social, racial, and ethnic backgrounds. The College seeks to attract and enroll students solely on the basis of their suitability for the academic program, and, to the degree possible, without regard to financial need or other disadvantages unconnected with academic performance or ability. In service of its educational mission, the College provides a broad array of counseling and health-related programs, cultural events, extracurricular and community service activities, and recreational sports to support the academic growth and physical and emotional health of its students.

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HomeAboutShattering the Myth of the Starving Artist! ™ Shattering the Myth of the Starving Artist! ™ President's MessageBiographyImagesDr. T Time Video BlogUpdates for Faculty & Staff Message from Ringling College President Larry R. Thompson Dr. Larry R. Thompson Welcome to our Creative Community! Today, more than ever before, art and design has catapulted to international significance, influencing places, products, and people around the globe. And, as a graduate of Ringling College of Art and Design, you will have an amazing opportunity to impact our changing visual world far into the future. It all starts the moment you set foot on our inviting campus. You'll feel surrounded by a creative energy that is unmatched anywhere. Our nurturing faculty - all practicing professional artists, designers, and scholars - become your mentors, challenging you to stretch the boundaries of your imagination. They take your art to places you never thought possible. You will be immersed in an environment that celebrates your artistic passion and strengthens your visual voice. But don't take my word for it. Discover the success stories of our students and graduates and read about their tremendous careers. Like Academy Award Winnner Brandon Oldenburg (Illustration, 1995) and his Moonbot Studios, whose animated short "The Fantastic Flying Books of Mr. Morris Lessmore" won an Oscar for best animated short in 2012. Or alumnus Amer Kobaslija (Fine Arts, 2003) who received the prestigious John Simon Guggenheim Memorial Foundation Fellowship in 2013. And, our students' amazing accomplishment producing Ringling College's first ever student feature film "The Lucky 6," which premiered this year to sell out crowds at the 2014 Sarasota Film Festival! Then, take your place among the best and brightest artists and designers of tomorrow. Join our creative revolution and you'll be on your way to a brilliant future. Ringling College of Art and Design is Shattering the Myth of the Starving Artist!™Dr. Larry R. ThompsonPresidentEmail: [email protected]: http://twitter.com/RinglingPres

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HomeCampus & Student LifeLife @ RinglingCampus BuzzCampus Buzz Archives2009 Ringling College of Art and Design Faculty and Alumni Award Winners 2009 Ringling College of Art and Design Faculty and Alumni Award Winners December 17, 2009 – The Ringling College of Art and Design Faculty and Alumni Awards honor Ringling College faculty and alumni whose contributions to their professions, support of the College, and impact on all of us who are part of this community have been exceptional. It is with great pleasure that we announce the winners of these awards for 2009: Robert O. Barkley Distinguished Educator Award - Kimberly Elam, Graphic & Interactive Communication, for her leadership, commitment to teaching, and exceptional contributions to Ringling College. New Achiever Award - Shawn Barber, Class of 1999, Illustration, in recognition of his notable professional achievement as an emerging artist. Outstanding Service Award - Jamie DeRuyter, Class of 1997, Computer Animation, with gratitude for his stellar leadership of the College's 75th Anniversary celebration. Distinguished Alumnus Award - Brandon Oldenburg, Class of 1995, Illustration, for his extraordinary accomplishments as an artist and entrepreneur. History of the Faculty and Alumni AwardsIn 2007, Ringling College trustee Robert O. Barkley inaugurated the Robert O. Barkely Distinguished Educator Award to honor a faculty member for exceptional teaching and contributions to the College. As the son of a teacher, Barkley is aware that most teachers never receive the public recognition they deserve. He pledged an award of $7,500 for each winner to be used for professional development. Also in 2007, the College began formally recognizing outstanding alumni through the Distinguished Alumnus/a Award and Outstanding Service Award. A New Achiever Award (for a graduate within the last ten years) was added in 2008. Faculty, alumni, staff, and trustees were invited to nominate individuals for all of the awards. Winners were chosen by the Alumni Advisory Council. Benefactors Marilyn and Bob Barkley with Distinguished Educator Award Recipient Kimberly Elam, Department Head, Graphic & Interactive Communication

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HomeLearnMajorsMotion Design HomeCurriculumCareersFacultyStudent GalleryOur Facebook Page 2014 Show Reel | 2013 Senior Reel | TedX Sarasota | Paper Dancer So, you want to know what Motion Design is?You see it everyday, but you probably didn’t know it had a name. You see it when you go to the movies, or watch TV, or surf the web, or even go shopping. It is the mysterious title sequence that sets the mood for the latest sci-fi movie. It’s the beautiful animated graphics that introduce the events for the Olympic Games. It’s the cool interface on that website that you use to make your own snowboard designs. It’s the fun, colorful interpretation of music and dance to interest you in the new iPod at the Apple store. Anywhere there is a screen, you’re probably seeing creative work called Motion Design. It really is an awesome career. You get to work with a variety of creative people, and work on all kinds of interesting projects. It’s pretty hard to get bored because each project requires its own unique creative solutions. The one thing that’s necessary if you want to be a Motion Designer is the desire to constantly push the creative envelope by creating new and innovative visual imagery. You have to really like challenging yourself to experiment and explore new ways of communicating a concept. You’ll assume a variety of roles, from a graphic designer, to a storyboard artist, to an animator, to an editor, to an art director, and have fun doing it all.There are things you’ll learn in the Motion Design major to help you jump-start your career and to help you reach your full potential. You'll learn the latest technology and software like After Effects and Cinema 4D, but in Motion Design, it’s the creative intent that drives the technical capabilities. You’ll learn how to work collaboratively with other creative people with a variety of different skill sets. And the best thing is that you’ll be working on actual projects from actual clients. VirtualTour Motion Design Exists Anywhere There is a ScreenMotion Design is a young department. We have had only one graduating class thus far. The thing that makes me most proud is the variety of jobs that our graduates have secured. It really speaks to the breadth of the skill sets that the students learn here in Motion Design. Our first year of graduates have already made a name for the department in the industry. We have graduates in some of top motion design studios (Andrew Schoneweis at Buck), commercial production studios (Jose Diaz at Laika), advertising agencies (Sharon Correa, Weiden+Kennedy), social media giants (Mauroof Ahmed, LinkedIn), movie trailer studios (Justin Timmons, Greenhaus), experience design companies (Lynea Hagman, Disney). Some of the projects to which our graduates have already contributed include commercials for Target, IBM, M&Ms. Movie trailers for such films as Disney’s Maleficent, 22 Jump Street. Interaction design and App development for companies such as LinkedIn, and Citrix. Broadcast design work for companies such as FOX Sports, and ESPN. Design, style frames, storyboards for clients such as American Express, Sideshow Collectibles. Motion Design does not only provide visual support for other products or services, it can also be the product itself. In fact, some of our graduates have had their senior thesis chosen for international film festivals. Prior to graduation, both Sophomore and Junior level students are expected to have an internship within the industry. We have had internships at such top companies such as Imaginary Forces, Psyop, Prologue, The Mill, Hallmark, Showtime, Primal Screen, and many more. Interns have already worked on projects such as commercials for Lexus, and Sprint, main film titles for “The Fifth Estate”, movie trailers for films such as White House Down, Branding and design for ESPN Fifa World Cup 2014, PSAs for Against Malaria Foundation, broadcast design branding for Showtime’s series “The Masters of Sex”, network promos for Nickelodeon and Nick Jr. Motion Design graduates are using their broad skill set as animators, compositors, interactive designers, title designers, visual effects artists, previz artists, experience designers, 3D modelers, storyboard artists, and concept artists. Select an example... http://www.psyop.tv/ http://www.imaginaryforces.com/ http://www.weareroyale.com/ http://www.troika.tv/ http://buck.tv/ http://www.trollback.com/#/work/ http://www.loyalkaspar.com/ http://www.rhythm.com/ http://www.click3x.com/index.php http://www.capacity.tv/reel.html

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Home Departments Art History, Theory, and Criticism Letter from the Chair Art History, Theory, and Criticism: Letter from the Chair Undergraduate OverviewGraduate OverviewCoursesFacultyResourcesLetter from the ChairNews and EventsLearn More Art History, Theory, and Criticism Office MacLean Center 112 S. Michigan Ave., suite 605Phone: 312.345.3788Fax: [email protected] David Getsy, Chair, [email protected] Delinda Collier, Director of the Undergraduate Program, [email protected] Michael Golec, Director of the Art History Graduate Program, [email protected] Shay DeGrandis, Senior Administrative Director, [email protected] Kelly Humrichouser, Administrative Assistant, [email protected] David Getsy, Chair The Department of Art History, Theory, and Criticism has an exciting year ahead in 2013–14. We are extremely proud to formally launch our new undergraduate degree, the Bachelor of Arts (BA) in Art History, which will be the first nonstudio undergraduate degree at SAIC. It is an exciting development for the department, as both our existing Bachelor of Fine Arts in Art History, Theory, and Criticism students and the new BA in Art History students continue to enliven our classes and curriculum. Faculty received major grants and appointments in the last year, including Michael Golec's grant from the Graham Foundation, Daniel Quiles's fellowship at the École Normale Supérieure in Paris, Annie Bourneuf's fellowship at the Institute for Advanced Study, and Nora Taylor's Guggenheim Fellowship. Maud Lavin recently returned from a residency as a Senior Research Fellow at the Asia Art Research Institute of the National University of Singapore. David Raskin was appointed to Editor-in-Chief of the College Art Association's online journal of book reviews, caareviews.org, after a national search. After my first year on the Editorial Board of CAA's journal The Art Bulletin, I was named Chair of the Editorial Board. Recent departmental publications include a major article by Bess Williamson in the Winterthur Portfolio, two contributions to Third Text and an anthology essay on Angolan cultural policy in the Cold War [PDF] by Delinda Collier, a catalogue essay for the Tate Modern's Paul Klee exhibition by Annie Bourneuf, James Elkins's What Photography Is, a collection of James Hugunin's essays on contemporary photography titled Wreck and Ruin, my anthology of art criticism by sculptor Scott Burton, and not one but two essays on Jo Baer by David Raskin [PDF] for European museum exhibition catalogues. Graduate alumna Beth Capper (MA 2011) has a peer-reviewed article in the new issue of Art Journal based on her Art History thesis on Shirley Clarke. Faculty have many upcoming lectures, including Bess Williamson speaking at the Bard Graduate Center and the Institute of British Geographers conference, James Elkins speaking at the International Association of Art Critics meeting in Slovakia and at a symposium at Carnegie Mellon University, and a talk by me in November as the inaugural Simpson Distinguished Lecturer at Washington & Lee University. Over the summer, Nora Taylor gave the prestigious St. Lee Lecture in Asian Art and Archaeology at the University of Sydney, Australia. The Department has also been in the press a lot recently. There has been a great deal of attention and excitement about SAIC's Data Viz collaboration with Northwestern University—in which Michael Golec has been a key faculty member. It has been written about in the Chicago Reader and Scientific American. In addition, for their annual "Power Issue", Chicago Magazine's Culture section included Art History alumni and faculty in their top lists of "Art's Hit Makers" and "Emerging Curators to Watch Now"— with three of the six young curators being Art History graduate alumni. Other alumni successes include: Katherine Geha, named Director of the Gallery at the Lamar Dodd School of Art; Ed Schad named Associate Curator at the Broad Foundation; Chris Cook, as Executive Director of Cannonball in Miami; Corinna Kirsch, promoted to Senior Editor of Artfagcity.com; Jason Foumberg, made Contributing Art Critic for Chicago Magazine; Clifford Allen, appointed as Researcher at the Judd Foundation; Adrian Kohn, promoted to Associate Professor at the Massachusetts College of Art; and Kelly Schindler, promoted to Associate Curator at the Contemporary Art Museum, St. Louis. In addition to MA students now enrolled in PhD programs at Princeton University, Brown University, University of Illinois in Chicago, University of Minnesota, University of British Columbia, UC Irvine, University of Michigan, and Stanford University, we are happy to say that undergraduate alumna Lauren Cooney will be starting a graduate degree in fashion history at the Royal College of Art, London. We are also proud to announce that current graduate student Katy Loeb received the 2013 Schiff Foundation Fellowship for Critical Architectural Writing over the summer. We are also very excited to announce that the department will be searching for two new full-time faculty during the spring—in Contemporary Art History and in Architectural History. Upcoming this semester, we have a number of exciting talks already scheduled (with more on the way). Be sure to check the Art History Department Events Page regularly, as we are adding new listings and details all the time. We have a very special event this year—our annual Lifton Lecture will be celebrating its 25th year on November 14, at 6:00 p.m. The roundtable "From Gardner to Global: Modern and Contemporary Art History at SAIC" will reflect on the unique history of SAIC's research-oriented art history department in the context of a major art school and museum school. Please look through this website for information and add yourself to our new departmental Facebook page. There are many more successes and events in the department than I've been able to list here, but we are compiling an even bigger list. So, please send us your alumni updates, faculty news, and student successes to [email protected]. Best wishes, David Getsy Chair, Department of Art History, Theory, and Criticism Home Academics Departments Art History, Theory, and Criticism Letter from the Chair

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And They’re Off! SCU Students and Their Solar House Heading to D.C. for Solar Decathlon The long days, weeks, and months of heavy lifting, sawing, and hammering have paid off for Santa Clara University and California College of the Arts students who spent their spring quarter and summer vacation building an 800-square-foot house. The students said goodbye to their solar-powered home on Sept. 15, as they watched the trucks carrying it drive off campus and head to Washington, D.C. The students will soon join the house on the National Mall to compete in the U.S. Department of Energy’s 2009 Solar Decathlon. For almost two years, they’ve been working on the project, raising money, researching and finding the materials, and even creating some of the technology for the house. “So many people thought this competition was about just designing a house and making blueprints of it. They couldn’t believe that I was spending this entire summer with all my teammates actually building a house,” said Tori Watson, SCU ’12. Immediately after they put the finishing touches in and around the home, they began working backwards by disassembling it and breaking it up into three pieces to truck it to the nation’s capital. They watched with excitement and a bit of fear, as giant cranes rolled onto campus, lifted the house from its temporary foundation, and gently moved it piece by piece onto three flatbed trucks. After spending another 12-hour day packing their tools, supplies, and equipment, the students clapped and cheered as the trucks moved out. “I’m very excited! I slept about an hour last night because of all the last-minute work I had to do, but I feel like I slept 10 hours, and I’m super pumped!” said Dan Ruffoni, SCU ’09. “I can’t believe we actually got everything on the trucks in two days! It’s actually coming together, and we’re going to the East Coast!” said Allison Kopf, SCU ’11. “We have a great team. We’re all very passionate about our house, and we’re ready to bring it to Washington, D.C.!” said Watson. The students will now spend the next several days preparing for the international competition that takes place Oct. 8–16. They’ll need to map out their strategy in reassembling the home in the quickest and easiest fashion and also practice explaining their designs, the engineering, and the various materials they used on the house. Most importantly, students will have to perfect giving tours to the judges and to the public. Santa Clara University and California College of the Arts are the only schools from California and the entire West Coast involved in the Solar Decathlon. The students will be competing against 19 other college/university teams from the U.S., Canada, Germany, Puerto Rico, and Spain. Watch a video of cranes moving solar house and trucks heading to D.C. Watch a slide show of SCU students disassembling solar house and cranes moving it onto the flatbed trucks. Watch a video profiling some of the SCU students who built the house. Watch a time lapse video showing the entire construction of the house. Watch a slide show of the send-off celebration that took place on Sept. 1. Follow Refract House on Facebook. Follow Refract House on Twitter. Watch SCU students and their solar house on ABC. Watch SCU students and their solar house live on CBS. Watch SCU students and their solar house on NBC. Posted by Deepa Arora Archives

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SCV Schools High school 'men' strut their stuff q:Dear Nola, I heard a rumor that there's a brand new hearing aid coming out that connects directly to the iPhone. Can ... a:No it's not a rumor. There are 3 companies offering an iphone product. We use 2 of the companies ... By Lauren Weiss Valencia High School man pageant contestants model their beachwear during a fundraiser for the Invisible Children of Uganda held Thursday in the campus theater. Do you see the children?For more information about the Invisible Children of Uganda, visit www.icuclub.wordpress.com or www.myspace.com/icuvhs. For more information about Invisible Children, visit www.invisiblechildren.com. Several young men from Valencia High School took the stage Thursday for a Man Pageant that included a swimsuit and evening gown - make that formal wear - competition, strutting their stuff to raise money for a good cause. The unique fundraiser benefitted the Invisible Children of Uganda Club, which helps raise awareness about the hardships that many children in Uganda face every day. The club puts on many fundraising events in hopes of raising money to send to these children living in desperate conditions, but Thursday's event was unique.Club President Amelia Shelton came up with the idea of hosting a pageant, but instead of your typical pageant with girls in skimpy bikinis, Shelton picked a different set of contestants: Several attractive, crowd-pleasing men."We hope to make great change in the lives of these children," Shelton said. "We feel they are our fellow human beings, and without a government that even acknowledges their existence, we're all they've got."Pageant contestants included Lachlan McKinney, Steven Schmidt, Sam Fleischer, Zach Pagter, Kyle Chebbi, and Jacob Rivas as a guest alumnus. They were judged on their beachwear, formal wear, ICU-wear, talent act, and two interviews by science teacher Sue Peterson, English teacher Eve Itaya, choral director Christine Enns and administrative assistant Barbara Schiern.Each of the manly men were very excited for the competition. They had been preparing since they received that first invitation to be a part of the event, and each one had something special in mind to help win the hearts of the audience and the judges."For my talent, I'll be singing ‘Kung Fu Fighting' as a slow ballad, and as I sing, I'll play the chords on the piano," said Pagter, a senior.Other talent acts included Chebbi doing a tumbling routine, Rivas solving a Rubics Cube, and McKinney and Schmidt dancing around in leotards, tights and pink tutus. Each contestant put on quite a show, and the audience went crazy.Aside from all of the manliness that went on during the show, ICU included clips of different promotional ICU movies in between each portion of the competition. Their goal was to not only raise money to send to Uganda but to raise awareness as well.Several booths were set up during intermission, and audience members could buy T-shirts, bags, bracelets, and raffle tickets, with all proceeds to be sent to the children in need to assist them in the fight against the Lord's Resistance Army, a guerrilla army rebelling against the Ugandan government.The judges and audience members laughed and swooned over every contestant, but in the end, only one could win. In third place, the judges chose Chebbi; second place went to Schmidt; and first place and the title of "Mr. Man 2008" went to McKinney."My favorite part was definitely the talent portion with Lachlan and Steven," said senior Christina DeRobertis. "There was so much manliness!"Overall, the show was a great success. It was both informative and fun, and it helped raise awareness of the hardships and tragedies going on in Uganda. In the past, ICU has collected change, received donations, sold bread, and hosted other fundraising activities to raise awareness and help the cause, but Thursday's fundraiser was definitely a crowd-pleaser."We're all popular men," said junior contestant Fleischer. "What's not to love?"Lauren Weiss is a senior at Valencia High School and the editor-in-chief of the student newspaper, The Viking Vision.

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As teacher tenure moves forward, schools could face nearly $217 million property-tax shortfall Friday, March 11, 2011 1:34pm A sweeping bill that would overhaul so-called teacher tenure and salaries swept through the Florida Senate on Thursday, but even its most ardent supporters admitted it still has to clear a major hurdle: how to pay for it. The bill, whose House companion will be debated during two marathon sessions next week, would require principals to begin evaluating teachers in 2014 based on their students' performance on high-stakes tests and on other criteria school districts have yet to develop. Creating those assessments will take time and money from districts already bracing for painful cuts as the state tries to close a $3.6 billion budget shortfall. "I want money to be put into this bill," said Sen. Evelyn Lynn, an Ormond Beach Republican who ultimately voted for the proposal. But she remained optimistic on future funding: "It will come, but we've got to get the structure in place to do exactly what needs to be done." The outlook, at least for the upcoming year, does not appear encouraging. Next year's property tax collections for schools statewide could be nearly $217 million lower when compared to this year's budget, if the current tax rate remains the same, according to the latest state estimates. Moody's, the credit rating agency, issued a recent report saying Gov. Rick Scott's budget is "credit negative" for schools and warned budget cuts could require layoffs and "seriously impede" school districts from implementing state-mandated class-size reductions. Full story here.

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